The Anchor SENDfriendly Centre

School pre-registration inspection report

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The Anchor SENDfriendly Centre 303 Hither Green Lane, Lewisham, London SE13 6TJ

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1) to 2(2)(i)  The proposed school has made sure that the range of required policies and schemes of work in relation to the curriculum meet the requirements of the independent school standards. Pupils who are likely to attend the school may have been out of education for a long time. The school plans a range of ways to checks on pupils’ starting points, particularly in literacy and numeracy.  Leaders have a range of expertise in supporting pupils with special educational needs and/or disabilities (SEND). They have a clear understanding of how to use pupils’ education, health and care (EHC) plans in the design of the curriculum. They are ambitious about what pupils should be able to achieve throughout their time at school.  The proposed school plans to offer a broad curriculum that covers the required areas of learning. Leaders plan to use a range of commercial schemes to support the

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Main inspection findings

delivery of the curriculum. They plan to offer a range of accredited qualifications, for example in functional and/or work-related courses that will support pupils when the time comes to leave school. The school’s plans for careers education, work experience and enrichment activities are all likely to combine well in helping pupils to prepare for adulthood effectively.  Leaders are committed to making sure that pupils will have access to a range of therapeutic care, including any specific requirements that are outlined in pupils’ EHC plans. The proposed school will share a range of therapeutic expertise with another local independent special school. This includes positive behaviour support that will help pupils learn how to adapt their behaviour.  The requirements for relationships and sex education (RSE) are likely to be met. Leaders intend for pupils to have regular lessons in personal, social, health and

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Main inspection findings

economic (PSHE) education that will include content in relation to RSE. Leaders have created a suitable policy and this, alongside the intended curriculum for PSHE education, means that the school’s work is likely to meet statutory requirements. The curriculum includes a wide range of age-appropriate content that will help prepare pupils for adulthood. Paragraphs 3 to 3(j) and 4  The proposed school has a strategy in place to ensure that staff understand each pupil’s SEND. Their plans also include training for staff so that they can deepen the knowledge and skills that are needed to deliver the intended curriculum.  The proposed school has planned an approach to help any pupils catch up with any gaps in their reading fluency. This includes working with the other local school in following the same phonics scheme, sharing staff expertise and training.  Leaders’ investment in the school includes a well-equipped teaching space for art and

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Main inspection findings

design and technology. Leaders have also installed a sensory pod. Leaders plan to use a local park to make sure that pupils can access a range of sports as part of their physical education (PE) curriculum.  The proposed school’s assessment framework is likely to help adults monitor and report on pupils’ academic progress effectively, including the outcomes that are set out in their EHC plans.  Leaders have ensured that the independent school standards in this part are likely to be met. Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 5 to 5(d)(iii)  The curriculum and leaders’ ideas for the different experiences that pupils will take part in outside of the classroom are likely to combine well in supporting pupils’ social and cultural development. This includes topics such as learning about positive friendships. Leaders also plan for pupils to be taught about a range of different

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Main inspection findings

religions as part of their religious education curriculum.  The school plans to use other ways such as assemblies, visits and having a school council to teach pupils about the range of fundamental British values, for example democracy.  Leaders have plans in place to set up a range of partnerships to help pupils feel part of the local community. This includes work experience, hearing from guest speakers and using local facilities.  The proposed school has a policy in place that makes it clear to staff that they must not promote any partisan political views in any aspect of their work with pupils.  Leaders have ensured that the independent school standards in this part are likely to be met. Part 3. Welfare, health and safety of pupils Paragraph 7  Leaders have completed a range of safeguarding training that is commensurate with their different roles. Leaders have carefully considered how the leadership and

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Main inspection findings

management of safeguarding will be organised. This includes consideration of the ways that local authorities may do things differently, reflecting the fact that pupils attending the school may live in Greenwich, Bexley or Lewisham, for example.  Leaders intend to use a range of ways to make sure that they get to know pupils, for example through home visits and speaking with staff from pupils’ previous settings. They know how to consider and draw up any risk assessments that may be needed for individual pupils.  Leaders have a range of experience in relation to safeguarding. They demonstrate that they know how to make decisions that are likely to keep pupils safe and when they might have to reach out to external agencies if pupils are at risk of harm.  The proposed school will use an electronic system to manage the recording of safeguarding concerns and actions taken. Leaders plan for staff to have regular

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Main inspection findings

updates and briefings to keep their knowledge about safeguarding secure.  The proposed school’s safeguarding policy reflects the latest statutory guidance. It is available on the school’s website. Paragraphs 9 and 10  The proposed school’s approaches to behaviour and anti-bullying are likely to make sure that pupils will learn in a safe and happy environment. The intended curriculum and the planned therapeutic approaches are likely to support pupils in learning how to adapt their behaviour and to develop positive relationships with those around them.  Leaders’ plans for staff training include positive handling and making sure that staff know that any physical intervention must always be as a last resort. Paragraphs 11 to 16  The proposed school has completed the recommendations that arose from the external fire-risk assessment, for example it has installed a new fire alarm system and replaced specific doors.

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Main inspection findings

 The proposed school building is well maintained. Leaders have planned out a schedule of regular health and safety checks specific to each room or facility in the school. These checks suggest that leaders know what to look out for to ensure that the health and safety policy will be implemented effectively.  A risk assessment policy is in place and is supported by planned approaches to risk assessment. Leaders were able to demonstrate to inspectors how they consider pupils’ SEND and vulnerabilities, for example when compiling their risk assessment for the use of the local park.  Leaders have ensured that the independent school standards in this part are likely to be met. Part 4. Suitability of staff, supply staff, and proprietors All paragraphs  The required pre-employment checks, for example on staff and members of the proprietary body, are likely to be completed in line with requirements. The proposed

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Main inspection findings

school is supported by a human resources team which takes responsibility for the pre- employment checks.  The single central register is likely to contain the required information.  Leaders have plans to widen the number of staff, including those working in human resources, that will have safer recruitment training.  Leaders have ensured that the independent school standards in this part are likely to be met. Part 5. Premises of and accommodation at schools Paragraphs 23(1) to 28(2)(b)  The proposed school has benefited from leaders’ investment in its facilities. This includes a state-of-the-art medical room that is well equipped to cater for pupils with more-complex needs. The school will share a dedicated school nurse with a local special school. The nurse will oversee pupils’ specific medical needs.  The design of the building is likely to ensure that pupils will be kept safe, for example through the use electronic access to school spaces. The arrangements for toilets,

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Main inspection findings

access to drinking water and shower facilities are all likely to meet requirements. Paragraph 29(1) to 29(1)(b)  There are suitable spaces for play and the proposed school has an internal hall to support the delivery of the PE curriculum.  Leaders have ensured that the independent school standards in this part are likely to be met. Part 6. Provision of information Paragraphs 32(1) to 32(4)(c)  The proposed school already provides some of the required information through its website, for example in relation to the school’s ethos and the name and contact details for the headteacher.  The accounts team has a template in place to support leaders in making sure that income and expenditure data will be shared with placing authorities on an annual basis. Leaders show a secure understanding of the annual review process and have a template in place to share required information.  Leaders have a range of information readily available as required, for example in

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Main inspection findings

relation to admissions.  Leaders have ensured that the independent school standards in this part are likely to be met. Part 7. Manner in which complaints are handled Paragraphs 33 to 33(k)  The proposed school’s complaints policy meets requirements, for example it includes an informal stage and for parents to request a panel hearing should they be unhappy with how their complaint has been dealt with.  Leaders have ensured that the independent school standards in this part are likely to be met. Part 8. Quality of leadership in and management of schools Paragraphs 34(1) to 34(1)(c)  Collectively, leaders are ambitious and committed to making sure that the school meets the independent school standards consistently. They use the Department for Education’s published guidance (April 2019) on the independent school standards.  Leaders are right to plan for more staff with leadership and management responsibilities to have training to ensure that they understand the independent

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Main inspection findings

school standards. This includes those working in support roles such as human resources.  The chair of the governing body is in place and there are plans to widen the number of people on the governing body, for example to include parent representatives once the proposed school opens.  Leaders have ensured that the independent school standards in this part are likely to be met. Schedule 10 of the Equality Act 2010  Leaders have prepared an accessibility policy and plan that covers accessibility in relation to the required areas of curriculum, physical environment and written information.  This requirement is likely to be met.

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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

School status Independent special school

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Proposed school details

Annual fees (day pupils) £55,000 to £70,000

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recommendation

Age range of pupils Not applicable 5 to 19 5 to 19 Number of pupils on the school roll Not applicable 40 40

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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 40

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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 40

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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 40

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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 40

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 8

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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 11

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Information about this proposed school

 The proposed school plans to cater for pupils with EHC plans. Pupils are likely to have a range of complex needs.  The proposed school will work closely with another local, separately registered, independent special school that shares the same school name, proprietor and governing body. It is planned for the schools to work collaboratively, for example in accessing therapeutic expertise, supporting curriculum development and delivering staff training.  The headteacher took up their post in March 2024.  The school building has two floors. There is a separately registered Nursery provision located on the ground floor. While the Nursery has its own secure classroom and facilities, the internal courtyard and canteen will be shared with the school. Leaders have appropriate plans in place to risk assess and manage how pupils will access the shared spaces.

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Information about this inspection

 The inspection was carried out under section 99 of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the school’s likely compliance with the independent school standards that are required for registration as an independent school.  This is the school’s first pre-registration inspection.  The inspection was conducted with two days of notice.  Inspectors met with the headteacher, proprietor and chair of the governing body. Inspectors also met with a range of staff, including those working in human resources and information technology.  The inspector considered a wide range of evidence to check the likelihood of the school meeting all the independent school standards. This included a tour of the premises and review of key documents and policies alongside consideration of the school’s proposed curriculum.

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Inspection team

Sam Hainey, lead inspector His Majesty’s Inspector

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Inspection team

Julie Wright 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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