Skylarks School

School pre-registration inspection report

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Skylarks School Wells House, Spa Drive, Epsom KT18 7LR

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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  The proposed school has a clear vision for the curriculum it intends to offer. Leaders are ambitious for all pupils and plan to ensure that they study the full range of subjects that form part of the national curriculum. The school has designed a curriculum which will combine academic learning and therapeutic services. The school recognises that this curriculum is just the beginning. Pupils will be assessed on entry and placed on a ‘flight path’ appropriate to their age and ability. The curriculum in all subjects is likely to be modified to take account of pupils’ starting points and special educational needs and/or disabilities needs (SEND) from assessments, liaison with previous settings and their education, health and care (EHC) plan targets.  The school has designed suitable schemes of work in all subjects. These set out the

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Main inspection findings

essential knowledge and skills that pupils are expected to learn and develop step by step and over time. The schemes of work are designed to be flexible so that they can be adapted to meet pupils’ needs. They build sequentially through key stage 2 into key stage 4.  Leaders have already put in place appropriate resources to support the delivery of the relevant schemes of work in all subjects. These include phonics books, from a suitable phonics programme, to support pupils to learn the basics of reading. Staff will be trained to deliver the school’s phonics programme.  The school recognises that pupils who will attend may not have had a positive experience of education previously. Leaders intend to use a range of information to understand the individual barriers to pupils’ learning. There are proposed systems to work effectively with parents and carers, as well as external agencies, to ensure bespoke support and opportunities are put in place that will meet the individual needs

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Main inspection findings

of pupils.  Leaders are knowledgeable and understand how pupils, including pupils with SEND, can be supported through careful assessment and adaptation of the curriculum. They intend to recruit a qualified special educational needs coordinator to support their work in this area.  The proprietor body aims to ensure that pupils receive appropriate careers advice and guidance. This will begin in key stage 2 and expand as pupils move up through the school. Leaders intend to involve key stage 3 pupils in regular reflection on their ambitions and career aspirations. Leaders plan to make sure that pupils experience a range of visits, visitors and volunteering opportunities to broaden their horizons of what they enjoy and are good at.  The school intends that all pupils will receive discrete lessons in relationships and sex education. This will be taught as part of personal, social, health and economic (PSHE)

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Main inspection findings

lessons and bespoke sessions. Leaders intend to deliver these lessons in an age-appropriate way and put in place appropriate support for those who need it.  It is intended that pupils will be taught by qualified teachers with subject-specialist expertise. The school will have class sizes of up to eight pupils with appropriate staff-to-pupil ratios. It is intended to build the pupil numbers gradually so that positive relationships are developed. This will support the establishment of and implementation of routines and expectations so that pupils learn how to act responsibly.  Leaders intend to utilise staff from their other schools to support the initial start-up and teaching programme where relevant. There is a training and development programme in place that is aimed at ensuring new staff are equipped to deliver effective lessons and manage behaviour so that pupils make progress.  The school has set out clear expectations of what teachers will include in their

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Main inspection findings

lessons. Resources align with the identified schemes. New staff will be trained to ensure that they choose activities that support the intended learning and make appropriate adaptations within lessons so that pupils can progress and achieve their EHC plan targets.  The independent school standards (the standards) in this part are likely to be met if the proposed school is granted permission to open. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5 to 5(d)(iii)  The proposed school has set out a clear vision and rationale for the importance of cultivating pupils’ spiritual, moral, social and cultural (SMSC) development. The intention is that staff will promote pupils’ SMSC development effectively through the taught curriculum and through establishing a strong ethos of tolerance and respect between staff and pupils. The PSHE curriculum is detailed. It covers a host of personal

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Main inspection findings

development aspects, including clear consideration of respecting fundamental British values. For example, there are wide opportunities planned for pupils to work in different groups and in different environments, such as regular trips to the local area to learn about different religions or cooking food from different cultures.  The proprietor body, the regional director and the headteacher articulate a clear sense of the ethos of the school. Building positive relationships and teamwork that develop pupils’ confidence are very much part of the curriculum. Parents and families will be regular, welcome visitors to the school. Leaders see the engagement of families as an important aspect in securing pupils’ long-term success.  Leaders understand that pupils attending the school may be vulnerable to negative suggestion and influence and will ensure that pupils are not exposed to partisan political or religious views.

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Main inspection findings

 The standards in this part are likely to be met if the school is granted permission to open. Part 3. Welfare, health and safety of pupils Paragraphs 7 to 7(b), 9 to 16(b), 34(1)(c)  A copy of the safeguarding policy is available on request and will be accessible via the school website when it goes live. The policy is compliant with the latest statutory guidance.  The proprietor body demonstrates a strong understanding of their safeguarding duties and responsibilities. Leaders have completed recent training appropriate to their different roles, including safer recruitment training. The headteacher has extensive experience from their previous roles in managing safeguarding.  Leaders intend that all staff employed at the proposed school will undertake safeguarding training as part of their induction. They intend for this training to be regularly updated throughout the year.  The proprietor body has clear systems and processes in place that operate across all

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Main inspection findings

its provisions, for example in how safeguarding concerns are reported and monitored through an online system. They intend to utilise these in the school. This gives assurance that the systems will be effective.  There are a number of suitable policies in place to ensure pupils’ health and safety, including first aid, risk assessment, admissions, behaviour and safeguarding. These are all in accordance with statutory guidance.  The behaviour policy and anti-bullying policy set out clear expectations for what is and is not acceptable behaviour. The behaviour policy places particular focus on the use of praise and rewards as a tool to promote pupils’ positive behaviour. Leaders have established a suitable system to log incidents of serious misbehaviour, bullying and any actions taken, including sanctions imposed. They intend to use this information to spot patterns and trends and provide appropriate support to pupils where necessary.

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Main inspection findings

 The behaviour policy outlines that it is intended for minimal physical intervention to be required. Staff will be trained in the use of physical intervention. The school has put in place appropriate forms to log and record all incidents of physical intervention.  Leaders have put in place a suitable first-aid policy and will ensure that all staff are first-aid trained. First-aid equipment is strategically situated and readily accessible throughout the school building. Leaders demonstrate secure knowledge of how medicines will be accounted for, stored and administered if required.  The proprietor body has undertaken appropriate work to ensure the building is compliant with the Regulatory Reform (Fire Safety) Order 2005. Suitable fire doors have been installed throughout the building. Leaders have also ensured that an appropriate fire safety and evacuation policy is in place. They have also ensured that

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Main inspection findings

all fire detection, alarm systems and emergency lighting have been certified.  An asbestos audit has been completed. The premises’ electrical installations have been checked by suitably qualified experts. The school’s water supply has been checked for Legionnaires’ disease.  Leaders have carefully considered the design of the school building, for example when making decisions on fire assembly points and the layout of the different spaces, including the sensory rooms and specialist food technology room. There are numerous suitable risk assessments in place that identify any potential hazards and go on to ensure that appropriate control measures are identified.  The supervision of pupils during lessons, at breaktimes and lunchtimes has been considered. It takes account of the large playground area and use of the spacious assembly room. If implemented as intended, it is likely that these supervision

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Main inspection findings

arrangements will be appropriate.  There is a system in place to record admissions and attendance. Leaders intend to use an electronic system to record and monitor attendance trends and patterns. These arrangements, if implemented effectively, are likely to comply with the Education (Pupil Registration) Regulation 2006.  The standards in this part are likely to be met if the school is granted permission to open. Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2) to 18(2)(e), 18(3), 19(1) to 19(2)(d)(ii), 19(3), 21(1) to 21(3)(b), 21(5) to 21(5)(a)(ii), 21(5)(c)  The proposed school’s electronic single central record contains all relevant and necessary information in line with government guidance. Leaders have completed safer recruitment training. They clearly articulate the importance of the recruitment processes as a crucial element of providing a safe school culture. It is likely that any

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Main inspection findings

new staff appointed to the proposed school will be recruited in line with safer recruitment guidance.  Induction documentation for new staff makes it clear that they will undergo a full suite of safeguarding and related training, on appointment.  Leaders are aware of the procedures that they should follow in the event of employing agency staff. This is to ensure they are suitable to work with children.  The standards in this part are likely to be met if the school is granted permission to open. 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 housed in a period building which was a former residential care home. It has been refurbished and repurposed to a high standard throughout. The school building has its own secure entrance and is located at the end of a cul-de-sac.  Classrooms and teaching spaces are light, airy and well-ventilated. The school is

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Main inspection findings

suitably equipped, including in the classrooms and assembly room. The number and size of rooms are ready for use and suitable for the age range and number of pupils leaders intend to admit.  Leaders have refurbished specialist rooms to ensure that these spaces can be used to teach pupils skills such as cooking. Facilities include sensory rooms, break out areas and therapy spaces.  Toilet and shower facilities are appropriate. Drinking water is also readily available in all areas.  The medical room is suitable for this purpose. It includes handwashing facilities with a toilet nearby.  There is suitable external lighting that covers the entrance to the school building and the large playground at the rear of the building.  The school intends to serve breakfast and hot meals to the pupils, which will be prepared on site by qualified kitchen staff. Systems are in place to record any potential risks and monitor to ensure that hygiene routines are in place.

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Main inspection findings

 There is a suitable staff car park at the front of the school premises and ample parking available on the roads nearby. Leaders intend that some pupils will travel to school in taxis and some on buses. They have considered the safety of pupils entering and leaving the premises. Leaders have a suitable strategy in place, which they will update, and risk assess in more detail once specific transport arrangements are known. If implemented as intended, it is likely that these supervision arrangements will be appropriate.  The school has given due consideration to the accessibility of the building. There is a suitable written accessibility plan in place. This acknowledges some of the constraints of a period building, while accepting their responsibilities.  The school has a large outdoor area which will be used for a range of recreational activities and physical education (PE). Leaders intend to use local leisure centres to

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Main inspection findings

deliver elements of the school’s PE curriculum, as well as providing additional sports activities.  The standards in this part are likely to be met if the school is granted permission to open. Part 6. Provision of information Paragraphs 32(1) to 32(1)(g), 32(1)(j) to 32(2)(b)(i), 32(2)(dc) to 32(3)(d), 32(3)(f) to 32(4)(c)  The proposed school’s website is prepared but not yet live. It will contain statutory policies and other information required by the standards. This includes term-time and holiday contact information.  The school has clear systems in place to monitor the progress of pupils with SEND and to support the annual reviews of pupils with an EHC plan. Leaders plan to work closely with parents, the relevant local authority, as well as the school staff, to ensure the information in these reports is as accurate and as helpful as possible.  The school will review pupils’ progress and development termly.

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Main inspection findings

 Leaders understand the requirement to publish any future inspection reports to parents.  Parents will be able to request paper copies of policies and documents if needed.  Leaders have an appropriate system in place to record both income and expenditure for all pupils with SEND paid for by local authorities. This will be available on request.  The standards in this part are likely to be met if the school is granted permission to open. Part 7. Manner in which complaints are handled Paragraph 33 to 33(k)  The school’s complaints policy and procedures are fit for purpose. They set out clear timescales for the management of any complaint and who will consider them.  The complaints policy allows for complaints to be resolved informally wherever possible. When necessary, procedures for escalating complaints to more formal processes are clearly laid out.  The standards in this part are likely to be met if the school is granted permission to

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Main inspection findings

open. Part 8. Quality of leadership in and management of schools Paragraph 34(1) to 34(1)(c)  The proprietor body has extensive expertise and experience of setting up schools for pupils with SEND and managing specialist settings, including for pupils with autism. Members of the governing board represent a wide range of skills and expertise in managing schools operated by the proprietor body.  Leaders have relevant experience of leadership in maintained and independent special schools. They demonstrate a secure understanding of the standards. They also demonstrate, through a range of policies and documentation, that it is likely that they can ensure the standards are consistently met.  The proprietor body has set out accountability mechanisms to check that the proposed school will meet the requirements of the standards. This includes premises compliance in relation to part five and the work of the central safeguarding team in

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Main inspection findings

relation to paragraph seven. The regional director will also regularly meet with the headteacher to provide both challenge and support.  Leaders will put pupils’ well-being at the heart of what they do. They set high expectations for pupils’ academic and personal development. They are highly committed to helping pupils, including those with SEND, to achieve their potential.  The standards in this part are likely to be met if the school is granted permission to open. Schedule 10 of the Equality Act 2010

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Main inspection findings

 Leaders have produced a helpful accessibility plan that meets the requirements of 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

School status Independent special school

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Proposed school details

Date of previous standard inspection Not previously inspected

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recommendation

Age range of pupils Not applicable 8 to 16 8 to 16 Number of pupils on the school roll Not applicable 60 60

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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 Not applicable 60

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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 60

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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 60

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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 60

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 14

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School’s current position School’s proposal

Number of part-time teaching staff Not applicable 3

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School’s current position School’s proposal

Number of staff in the welfare provision Not applicable 22

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Information about this proposed school

 The school will cater for pupils aged eight to 16. Pupils will have autism, moderate learning difficulty and specific learning difficulty. Most pupils are likely to have been away from formal education for a sustained period and have significant anxiety.  All pupils will have an EHC plan and their places will be funded by a local authority.  The proposed school will not have any religious character.  It is not intended that the school will use alternative provision.

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Information about this inspection

 This was the proposed school’s first pre-registration inspection. The purpose of this inspection was to check whether the school is likely to meet the Education (Independent School Standards) Regulations 2014. Schools must comply with the independent school standards to be registered.  Prior to the site visit, the lead inspector reviewed a number of documents provided to the Department for Education as part of the school’s application for registration.  The inspectors toured the school’s premises and grounds with the regional director and the headteacher. They held discussions with the regional director and the headteacher throughout. The inspectors also met online with the chief operating officer. They 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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Inspection team

Nina Marabese 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 looked after children, 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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