Valley Bridge School

School pre-registration inspection report

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Valley Bridge School Church Lane, Whaddon, Gloucester GL4 0UF

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1)-2(2)(i), 2A(1)-2A(3), 3-3(j) and 4  The proprietor, Spaghetti Bridge Ltd, has extensive experience of setting up and establishing specialist provision for pupils with social, emotional and mental health (SEMH) needs, autistic spectrum disorders (ASD) and those who have associated high levels of anxiety. As such, the proprietor’s plans for opening Valley Bridge are well rehearsed and carefully imagined. This includes the draft plans for the curriculum the proprietor intends to use should the school be opened.  Curriculum planning is well-considered, comprehensive and reflects the curriculum policy as published on the planned school’s website. There are detailed plans for all subjects for pupils in key stages 1 to 5. The proprietor plans to use a whole-school approach to teach early reading. It is intended that pupils will benefit from the same tailored curriculum that is already in place in other Spaghetti Bridge schools, with

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Main inspection findings

pathways into employment and successful reintegration into the community at its heart.  Leaders intend that pupils will learn accredited courses in personal, social and health education (PSHE), literacy, numeracy, science, creative art and design and information and communication technology. Plans are adequately adapted to allow bespoke pathways that meet pupils’ age and aptitudes. Therefore, the curriculum is likely to meet the minimum standards of the independent school standards, in breadth, depth and intended learning.  Relationships and sex education will be taught to pupils through the carefully planned PSHE curriculum and in response to pupils’ individual needs. Appropriate plans are in place to work with parents to share the content of the curriculum.  The proprietor’s plans for pupil assessment are rooted in the key aims of the proposed curriculum. On top of teaching pupils, a core academic curriculum, planning is built

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Main inspection findings

around promoting pupils’ independence and readiness for the world of work. Leaders will assess pupils’ progress towards meeting intended milestones at the end of each term. At the same time, leaders intend to use long term outcomes within pupils’ education, health and care (EHC) plans to consider and assess pupils’ wider progress.  The proprietor has established processes for inducting new teachers and support staff when they arrive at one of their schools. As such, there are detailed plans for how leaders intend to ensure that staff can implement the intended curriculum successfully.  The standards in this part are likely to be met. Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 5-5(d)(iii)  The PSHE programme is central to the proposed school’s curriculum. PSHE planning is detailed and well-considered. Leaders have utilised their experience to develop plans that prepare pupils for adulthood, including appropriate access to careers advice and

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Main inspection findings

work experience. L Plans to teach pupils about appropriate social interaction, keeping safe and understanding the world around them are well conceived given the likely needs of the pupils who will learn at the school.  Curriculum plans, including for PSHE, community opportunities and events, exemplify a commitment to promote fundamental British values and equality. The intended curriculum will blend opportunities for pupils to learn individually and in groups. Group sessions will promote social development, as well as allow pupils to look at key moral questions. Regular cultural days and celebrations will be enhanced with planned trips to places of worship and places of historical significance.  The standard in this part is likely to be met. Part 3. Welfare, health and safety of pupils Paragraphs 7-7(b), 9-9(c), 10, 11, 12, 13, 14, 15 and 16-16(b)  The proprietorial body has established systems that demonstrate its commitment to

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Main inspection findings

creating a strong safeguarding culture. The acting headteacher has wide-ranging experience of protecting pupils, including those who have additional needs. He is appropriately trained.  The school has appointed a named designated safeguarding lead. They will complete relevant safeguarding training at the appropriate level within Gloucestershire to ensure local processes are understood. There are established, tested plans to ensure staff will be trained in the school’s expectations, policies and processes relating to safeguarding at the beginning of the year. This will inform staff about their responsibilities, the school’s systems and how to respond when concerned about the welfare of a child.  The safeguarding policy is a model policy used for all Spaghetti Bridge Schools, with useful appendices for local leaders to amend it to the local context. The policy reflects the most recent statutory guidance and will be amended to reflect the updated

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Main inspection findings

guidance when that come into force.  The proprietorial body has central staff who will hold an overview of safeguarding in all schools. As such, safeguarding arrangements are monitored appropriately.  The school’s behaviour policy is likely to meet requirements. The policy reflects trauma-informed practice and how to support the type of needs the school intends to provide for. There is guidance on how incidents of misbehaviour and bullying will be recorded, using an already established information management system used by the group. Pupils are likely to be appropriately supervised.  Arrangements for the provision of first aid are likely to meet requirements. Staff will complete first-aid training as part of their induction before the school opens to pupils. There are appropriately stocked first aid kits accessible across the proposed school site. Processes for managing and recording accidents and the provision of first aid are

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Main inspection findings

likely to be fit for purpose.  The school is likely to be compliant with the Regulatory Reform (Fire Safety) Order 2005. All aspects of fire safety, including emergency lighting, fire extinguishers, smoke detectors and fire alarms, have been newly installed and are in place. The proprietor has ensured there are clear policies and processes through which fire risk is assessed on an ongoing basis and that staff and pupils know what to do in the case of a fire. Clear procedures are in place to routinely check the upkeep and functioning of fire safety equipment.  The school’s health and safety and risk assessment policies are likely to meet the required aspects of health and safety in reducing identified risks. The proprietor has established dedicated leadership of health and safety. They have ensured that the health and safety and risk assessment policies are in place to ensure the school is safe upon opening. For example, assessments have been made of the safety of different

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Main inspection findings

elements of the school site. Similarly, the site itself has been refurbished to a high standard. This includes the complete re-wiring of the school.  Admission and attendance registers will be kept and are likely to meet requirements.  The school’s anti-bullying policy is sound. It covers all types of bullying. It gives appropriate guidance to staff on how to respond to concerns and disclosures, as well as the expectations around working with children and their families.  The standards in this part are likely to be met.  Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(1)-18(4)(c), 19(1)-19(4)(c), 20(1)-20(9) and 21(1)-21(8)  The proprietor puts an appropriate priority on safer recruitment processes when opening a new school. The group have established processes to check the suitability of staff. The systems for making checks on new staff and governors are appropriate. This includes the statutory safeguarding checks, checks on medical fitness and

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Main inspection findings

candidates’ appropriateness to work with vulnerable children and young adults. The groups already established single central register is utilised to record when checks were completed, who completed those checks.  Safer recruitment processes are already managed through robust policies and procedures. Leaders follow clear procedures when checking the suitability of staff. This includes making requests for references from previous employers. The human resources team of the group have all completed safer recruitment training. There are robust governance systems for ensuring that checks are undertaken and meet the policy requirements as set by the proprietor.  The standards in this part are likely to be met.  Part 5. Premises of and accommodation at schools Paragraphs 23(1)-23(2), 24(1)-24(3), 25, 26, 27-27(b), 28(1)-28(2)(b), 29(1)-29(1)(b) and 31-31(c)  The proposed school site is extensive and has plentiful space inside and outside. The

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Main inspection findings

main school building is a large three-storey Victorian building, with a useful mix of larger and smaller rooms. The proprietor has already refurbished all rooms to develop a mix of 'base rooms' and purpose-built learning spaces. As such, classroom spaces are already designed for lessons, appropriately lit and with good acoustics. There is a purpose-built home economics space and plentiful spaces outside for pupils to enjoy recreational activity at break and lunchtimes.  The school site also benefits from a large sports hall, theatre and music block. As well as a purpose-built music room, the block has a social area that has been refurbished and furnished and a purpose-built art room. Collectively, this means the school is well set to deliver the intended curriculum. The sports hall has single-sex changing rooms with showers. Nevertheless, the proprietor has looked to enhance this by developing single use showers and changing spaces to allow for gender neutral showering and

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Main inspection findings

changing. All buildings have brand new fire-extinguishers, new electrical wiring, new fire alarms, emergency lighting and external lighting.  On the first floor of the main school building is a medical room, which has its own sink, lockable cupboard and adjacent toilet facilities. It sits close to the school’s main administrative office, which is to the side of the building and would allow pupils easy exit if a family member were to pick them up.  The standards in this part are likely to be met. Part 6. Provision of information Paragraphs 32(1)-32(5)  A website for the proposed school has already gone live. The website includes access to an appropriate range of information, policies and contact information. Plans are in place to include a section where external reports can be accessed.  The standard in this part is likely to be met.

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Main inspection findings

Part 7. Manner in which complaints are handled Paragraph 33-33(k)  The proprietor has developed a group-wide complaints policy. There are clear stages to follow for parents when raising concerns. The policy details the different stages through which the school will look to resolve complaints, including through informal processes wherever possible. Each stage has clear time frames and outcomes. Processes for recording and responding to formal complaints are detailed in the policy.  The standard in this part is likely to be met.  Part 8. Quality of leadership in and management of schools Paragraph 34(1)-34(2)  The proprietor has ensured that all the independent school standards are likely to be met. Those responsible for leadership, management or governance have relevant and recent experience, as well as the skills needed to open a school successfully. There is a strong moral purpose to provide pupils with a transformational experience of

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Main inspection findings

education and to belong. The group also has ongoing experience of opening and running successful schools for pupils with SEMH needs, ASD and other associated needs.  Governance arrangements are established and have a proven track record. As such, the group has useful and relevant experience to ensure the school’s opening will be smooth and effective. There are sensible plans to ensure that school grows at an appropriate pace.  The standard in this part is likely to be met.  Schedule 10 of the Equality Act 2010  There is an up-to-date accessibility plan. Consequently, the proposed school is likely to meet its duties under Schedule 10 of the Equality Act 2010.

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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

Email address enquiries@valleybridge.co.uk

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Proposed school details

Date of previous standard inspection N/A

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recommendation

Age range of pupils 6 to 19 6 to 19 Number of pupils on the school roll 52 52

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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 52 52 Number of part-time pupils 0 0

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School's current position School's proposal

Number of pupils with special educational needs and/or disabilities 52 52

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School's current position School's proposal

Of which, number of pupils with an education, health and care plan 52 52

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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 52 52

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School's proposal

Number of full-time equivalent teaching staff Number of part-time teaching staff Number of staff in the welfare provision

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Information about this proposed school

 Spaghetti Bridge intends to register Valley Bridge as an independent special day school in Gloucestershire. Leaders intend to admit pupils from Gloucestershire, Bristol and Worcestershire.  The site is on the edge of Gloucester and benefits from extensive grounds and buildings. The site was formerly used as an independent school under different management.  The school will cater for pupils with SEMH needs, ASD and similar conditions. All pupils will have an EHC plan and will be funded by the placing authority.  The school does not intend to use alternative provision, unless to support transition into the school for pupils who already access it.

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Information about this inspection

 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.  This inspection took place on 17 July 2024. The inspection took place on-site.  The inspector reviewed a range of documentation, including policies for the proposed school, schemes of work and information on the school’s website. He met with the acting headteacher, the director of service development who is one of the proprietors, the regional operations lead, the human resources lead and health and safety lead to discuss plans for opening the school and how leaders intend to meet the range of needs of pupils they are planning to admit.  The inspector reviewed evidence against the independent school standards, including

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Information about this inspection

looking at the appropriateness of the planned curriculum, the quality of the proposed school site, policies and processes relating to safeguarding and health and safety, and the strength of leaders’ plans to ensure the opening of the school is likely to be effective.  This is the school’s first pre-registration inspection

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Inspection team

Matthew Barnes, 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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