Heather Field School

School material change inspection report

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Heather Field School New Burton House, Burton Bank Lane, Stafford ST17 9JW

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Main inspection findings

Part 1. Quality of education provided Paragraph 2(1) to 2(2), 2(2)(b), 2(2)(d) to 2(2)(d)(ii), 2(2)(f), 2(2)(h) to 2(2)(i)  The school intends to expand the age range of pupils so that children from the age of three years old can attend the school. The school anticipates that the children joining will have special educational needs and/or disabilities (SEND). It is likely that the new children will have an education, health and care (EHC) plan.  The school demonstrates a deep understanding of the way that young children learn. It has developed an ambitious and interesting curriculum that sets out the learning over time across all seven areas of learning clearly. The structure and organisation of the curriculum is coherent, cohesive and takes full account of the potential needs of children who may join the school.  The school has set out two pathways through the curriculum. One is designed to meet

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Main inspection findings

the needs of children who present with social, emotional and mental health needs. The other is designed to fully support children with cognition and learning needs. Both curriculums are equally ambitious. They are set out with care and attention to detail the stages of learning that children will move through. They also outline the enrichment opportunities and experiences that children will encounter. There is sufficient scope and flexibility within the curriculum to cater for individual interests.  The school shows strong understanding of the prime and specific areas of the early years curriculum. They have identified central themes that focus on communication and language (CAL) alongside ensuring that the personal, social and emotional development (PSED) of children allows them to feel safe, settled and secure.  The school places a high priority on developing positive parental partnerships. There

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Main inspection findings

are many wide and varying opportunities planned to support parents and carers to get to know the school; what it can and will provide for their child and how they can be involved in the learning. The ‘Heather Field 50’ activities are well suited to the interests and ways that young children explore and experience the world.  A systematic synthetic phonics programme is already in place in the school. The school currently delivers this to pupils of various ages who are learning to read. The school has the resources ready to deliver the programme for younger children, making appropriate adaptations. Leaders have worked alongside external specialists to share professional dialogue and expertise. Together, they have designed activities that will support pre-verbal children to communicate their phonics learning.  Staff are experienced and knowledgeable. They have the right knowledge and skills to be able to deliver the early years curriculum. They have the expertise required to

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Main inspection findings

adapt the curriculum to meet a range of SEND needs. Paragraphs 3 to 4  The school is drawing on the knowledge of a partner school within the company who provide education for the same age range of children. This has supported the school to shape an appropriate routine and learning rhythm to the day. Continuous professional development is focused and precise. Leaders recognise where small gaps of knowledge or experience might be and concentrate on developing the relevant expertise further.  The school has structured the curriculum around topic titles that will engage and motivate children. The resources identified through the documentation, as well as those already in place, are age and stage appropriate. They are relevant to the needs of the children that the school is proposing to place if the Department for Education (DfE) agrees the material change.  Current pupils in the school enjoy the carousel routine of learning. They value that

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Main inspection findings

they can work with a range of staff as well as on their own. The short bursts of learning and concentration interspersed with movement breaks help them to achieve success. Leaders plan to use a similar way of managing class time for the youngest children. The children will have opportunities to choose their own activities and use resources in a way that they wish to. The school will supplement this by short teaching moments using a ‘now and next’ board.  A strength of the school is the holistic way it meets pupils’ needs so that they develop confidence, knowledge and interests. Through therapy sessions, hobby craft, clubs and music sessions, pupils speak highly of all that is on offer and the difference that this makes to them. The school plans that children in the early years will also experience and access the full wider services and opportunities on offer at the school.  The school gives careful thought as to how the ‘now and next’ board will link into the

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Main inspection findings

school’s behaviour systems. The use of spots leading to an instant reward will help children to act responsibly and to gain increasing interest in their work and independence as learners.  The school has trialled some assessment systems to see which will best suit their needs. They have decided to extend their current system to include the early years unit. Staff observations of children’s development will feed into this system, inform reviews and the school will share this information regularly with parents.  The proprietor body has ensured that the independent school standards (the standards) in this part are likely to be met. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5 to 5(d)(iii)  The planned curriculum ensures that there is an appropriate focus on children’s spiritual, moral, social and cultural development in the planned curriculum. This sits well within several aspects of the curriculum, such as through CAL, PSED and

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Main inspection findings

understanding the world. Children will experience a range of cultural arts and music within the expressive arts and design strand of learning. A carefully considered calendar of events related to celebrations, festivals and national days sits alongside these.  The school has identified a range of experiences appropriate for the age and stage of development of the younger children, for example a ‘beep, beep day’ for promoting road safety.  Staff choose texts and resources that link to topics, as well as those that will be an intrinsic part of the daily routine. This is so that not only are they age and stage appropriate, but that they do not undermine fundamental British values. In addition to this, specific texts will consider equality, diversity and cultures in a way that is at the right level of understanding for these young children.  The school has clear policies and procedures in place to ensure that children learn

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Main inspection findings

about different viewpoints and beliefs in a fair and balanced manner. These are clearly set out in policies that are available on the website. They also thread through the daily life of the school.  Topic choices such as ‘all about me’ and ‘people who help us’ set out many varied learning encounters and opportunities for children to consider similarities and differences. The school has planned that these will start from the child’s known and lived experiences and broaden out into the school, the community and the wider world as they move through the year.  The school has clear plans and provision set out through the daily routine, direct teaching and a range of experiences that will help children to learn right from wrong. They will have a voice in decisions about school life through the school council. They will have opportunities to grow in their social skills as they learn to play with others and talk to visitors such as police officers and nurses.

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Main inspection findings

 The proprietor body has ensured that the standards in this part are likely to be met.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Part 6. Provision of information Paragraphs 7 to 7(b) 32(1)(c)  There is a written safeguarding policy, which reflects the most recent statutory guidance. The safeguarding policy is published on the school website and is available on request.  The school has systems in place to meet the safeguarding and welfare requirements of the early years. These are clear, concise and appropriate to the school context.  The school places a continual and sustained focus on ensuring that there is a strong and effective safeguarding culture across the school. Leaders demonstrate an impressive and extensive knowledge across all elements of safeguarding. Strong recruitment and induction processes, clear and current policies, efficient and effective reporting systems alongside rigorous and ongoing training are in place. These, together with continually reflective practice, ensure that the school keeps pupils safe

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Main inspection findings

from harm.  In addition to the above, leaders are well informed on the demands of the early years, safeguarding and welfare requirements. They have accessed additional training as appropriate. They have considered carefully what these demands mean for their policies and their practice on the ground once the younger children begin to attend.  The school has an intimate care policy that supports staff during nappy changing routines. The induction process and tours of the school with parents are set up to gather very specific information to help keep children safe and secure. For example, the types of food eaten, the utensils a child might use and any medical needs or medication. The school collates this information to provide specific support plans and risk assessments for children that relate directly to their individual needs. Paragraphs 11, 12  The health and safety policy covers all aspects required and is fit for purpose.

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Main inspection findings

 The school has thorough systems in place for ensuring that the weekly and monthly checks required are carried out. These are recorded clearly, and line managers regularly review them.  External qualified persons carry out the required audits and risk assessments.  Fire safety routines are comprehensive and regular. Scrutiny of a range of documents demonstrates that the proprietor goes beyond compliance at every level to ensure that the school keeps pupils safe. Leaders give clear thought as to how the children in the early years will be helped to understand the fire drills and what is expected of them.  The school has given considerable thought to the safety of pupils as they arrive and leave by taxi. The organisation is well defined with planned staggered start and finish times. The school site can easily accommodate an increase in the number of taxis dropping off and collecting pupils from the school site. A one-way system is in place

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Main inspection findings

and works with safety and efficiency. A separate designated area has been organised for the cars to pull into that has direct access into a securely fenced area. This means that young children do not have to cross any paths or the car park, and it provides a safe route into school.  The school ensures that staff have detailed and regular training to ensure that they can manage pupils’ behaviour in a safe, appropriate and respectful manner. Leaders record and review all physical interventions. The school is bringing in additional training for this with a ‘small persons’ unit that focuses on de-escalation and calming techniques. Staff are trained in ‘contingent touch’ so that they can guide, support or praise a child. Leaders know that physical touch in terms of hugs, holding a hand or sitting close is likely to form much of a young child’s routine. They are updating their policy to reflect this practice.

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Main inspection findings

 The proprietor body has clear oversight of health and safety through quality assurance. The school’s meticulous approach ensures that they hold staff to account for their roles and responsibilities. The premises are maintained to a high standard. Paragraph 14  The school has an existing high ratio of staff to pupils. They have front-loaded recruitment and are currently over-staffed to ensure that they have the right people with the right skills, experience and expertise in place in preparation for the material change. This high level of staffing will enable the current appropriate levels of supervision to continue.  The school has clear protocols in place for the supervision of pupils at different times of the day, for example as they come into or leave the school, breaktimes and lunchtimes. The staffing rota accommodates these specific points of the day. Paragraph 16 to 16(b)  There is a clear and suitable risk assessment policy in place. It outlines how the

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Main inspection findings

school will assess and manage risk.  There are risk assessments for all areas and pre-planned activities already in use that identify appropriate measures the school will put in place to reduce risks.  The proprietor body has ensured that the standards in this part are likely to be met.

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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), 20(6) to 20(6)(c), 21(1) to 21(3)(b), 21(6)  The single central record is compliant. The school has ensured that its recruitment processes meet legal requirements, including those that are specific to the early years. For example, they ensure that staff who are planned to work with the early years children have completed the childcare disqualification form. The school has also ensured that staff’s qualifications meet government requisites.  The proprietor body has ensured that staff with responsibility for recruitment are highly knowledgeable about the legal frameworks that they work within. An extensive knowledge sits across layers of leadership. This is impressive and highly effective. The depth of information that they ensure is in place from the beginning to end of the recruitment process is sophisticated. This means that the school does everything it

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Main inspection findings

can to keep children safe from harm through the diligence given to this practice.  The proprietor body has ensured that the standards in this part are likely to be met.

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Main inspection findings

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 proprietor body has converted a bungalow on the current school site for the proposed increase in capacity at the school and expansion of the age range that the school can take.  The additional building has been refurbished to a very high standard and will, initially, be used to accommodate the early years children and some key stage 1 pupils.  The additional building has three classrooms, offices, a community room, a medical room which doubles as a therapy room, a kitchen, separate toilets with showers, some retreat spaces and an outdoor playground.  The school site, as a whole, has sufficient capacity for the proposed increase of an additional 40 pupils across the ages of three to 19. The school building has been organised with consideration so that pupils can be sited in the most suitable

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Main inspection findings

classroom, pod or space to meet their needs.  Leaders are, rightly, clear that although the initial intention is that the younger children will be sited in the recently converted bungalow, this may change. Their strategic leadership has ensured that all the buildings and indoor and outdoor learning spaces across the site are suitable for all ages and stages of pupils at any given time. Appropriately sized furniture is in situ and can be moved as required as the cohorts change.  In the converted bungalow, there are two individual toilet facilities for the sole use of pupils, which also have a shower. Both have suitable washing facilities, and the temperature of the water does not pose a risk of scalding. There is an additional toilet with disabled access that is also available to staff and visitors.  Across the school site, there are enough toilets within cubicles for pupils’ use. They meet the requirements for privacy and safety. There are showers available and hot

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Main inspection findings

and cold water at suitable temperatures for handwashing. There will be steps, insert toilet seats and changing tables provided for the younger children if required.  In the converted bungalow, the medical room has a bed and washing facilities. It is located close to a toilet. It also serves as a therapy room. This replicates what is available in the main building.  The classrooms all have suitable natural daylight, as well as adequate artificial lighting. The acoustics throughout the additional building are suitable.  There are several cold-water supplies, which are suitable for drinking. They are clearly marked and are available throughout the day.  On the main site of the school, there is a large tarmac area suitable for pupils to socialise and have outdoor physical education sessions. There is a climbing tower and space to sit quietly underneath the tower.  The converted bungalow has a large outdoor space that is fenced and gated for

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Main inspection findings

security. It has artificial grass so that it will be available for use throughout the year.  The proprietor body has ensured that the standards in this part are likely to be met.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraph 34(1) to 34(1)(c)  The proprietor body has identified a need in the local area. As a result, they wish to increase the capacity and extend the age range at this school.  Leaders have a secure understanding of the implications of having younger children at the school and are well placed to meet the needs of any younger pupils admitted.  The additional building is suited to the needs of the pupils that it is intended to be used for. It offers a high-quality learning environment. However, a strength of the proprietor body, alongside the school, is that they have constructed the new bungalow to work in harmony with other spaces across the school. This creates flexibility and capacity to ensure that pupils are situated in the right space and place to meet their needs. They have ensured that they can cater for the increased numbers, as well as

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Main inspection findings

support younger children within the setting.  The proprietor body and school leaders have a secure understanding of the independent school standards. The systems and mechanisms that they have in place will ensure that the standards would be consistently met if the material change requested is granted.  Leaders have a range of experience in teaching and leadership to meet the needs of the intended new early years children as well as older pupils.  The school have given all aspects of school life due consideration regarding the impact of more pupils and younger children being in the school. Their proposed staffing, routines and curriculum are fit for purpose.  The proprietor body has ensured that the standards in this part are likely to be met.

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Main inspection findings

Schedule 10 of the Equality Act 2010  The proprietor body has ensured that they have a suitable accessibility plan in place that meets the requirements of schedule 10 of the Equality Act 2010.

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Main inspection findings

Statutory requirements of the Early Years Foundation Stage  The school has a good understanding of the learning and development requirements. The school has created an appropriate curriculum that has a suitable focus for each of the seven areas of learning. There are high-quality facilities and resources in place that meet the educational and welfare requirements.  The school has a good understanding of the assessment requirements. It has a suitable system ready to implement.  Existing safeguarding procedures are rigorous and robust. The school is aware of the additional requirements for children in the foundation stage. Appropriately trained staff are in place and ready to start working with these children. High staff-to-child ratios are in place in anticipation of the material change.

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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 that are relevant to the material change.

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School details

This inspection was carried out under section 162(4) of the Education Act 2002, the purpose of which is to advise the Secretary of State for Education about the school’s likely compliance with the independent school standards relevant to the material change that the school has applied to make.

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School details

Type of school Other independent special school

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School details

Proprietor Hopedale Children and Family Services Ltd

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School details

Annual fees (day pupils) £60,288 to £97,302

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School details

Email address office@heatherfieldschool.co.uk

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School details

Dates of previous standard inspection 12 to 14 March 2024

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recommendation

Age range of pupils 5 to 19 3 to 19 3 to 19

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recommendation

Number of pupils on the school roll 100 140 140

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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 100 140

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities 100 140

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan 100 140

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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 100 140

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School’s current position School’s proposal

Number of full-time equivalent teaching staff 21 26

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School’s current position School’s proposal

Number of staff in the welfare provision 77 98

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Information about this school

 Heather Field School is an independent school offering places to pupils with social, emotional and mental health needs and cognition and learning needs. All pupils have an EHC plan.  A range of local authorities place pupils in the school.  The school had a full standard inspection in March 2024, when the school was judged to be outstanding for its overall effectiveness.  The school does not make use of alternative provision.

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Information about this inspection

 This inspection was commissioned by the DfE to establish if the school would be likely to meet all of the relevant independent school standards if the proposed material change, to increase the number of pupils in the school to 140 and to extend the age range from 5 to 19 to 3 to 19, is implemented. This is the school’s first material change inspection in respect of these particular changes.  The inspection focused on the standards in Parts 1 and 2 of the independent school standards that are relevant to children aged three to five. It also focused on some of the welfare, health and safety standards in Part 3, including the safeguarding and welfare requirements, compliance with the health and safety laws and fire regulatory order, the supervision of pupils and appropriate deployment of staff; all of the standards in Part 4 about the suitability of staff; all of the standards in Part 5, premises and accommodation and the standards in Part 8, quality of leadership and

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Information about this inspection

management of schools.  The inspector met with the head of school, the executive headteacher, the early years leader, two directors of education, curriculum leaders, the school business manager and the group safeguarding lead.  The inspector met with the chair and a director of the proprietor body and two members of the critical friends.  The inspector toured the new accommodation as well as current premises. They looked at health and safety documentation related to the new site.  The inspector also spoke to pupils about their well-being and safety.

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Inspection team

Kirsty Foulkes, 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 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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