Claystone School

School pre-registration inspection report

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Claystone School Half Moon Lane, Pepperstock, Luton LU1 4LL

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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)(d)(ii), 2(2)(f) to 2A(1)(a), and 2A(1)(d) to 4  The school’s curriculum policy is clear and suitably detailed. It is underpinned by comprehensive curriculum planning. The planned curriculum is designed to support pupils with special educational needs and/or disabilities (SEND) by blending core academic learning with practical life skills that meet individual needs. It will teach skills like money management, personal safety and social interaction across subjects so that pupils can connect what they learn to daily life. The curriculum will use short, focused tasks and regular sensory breaks to help pupils stay engaged and avoid feeling overwhelmed. Progress will be tracked through regular assessments and individual targets, which will be tailored to each pupil’s longer-term goals as outlined in their education, health and care (EHC) plans.

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Main inspection findings

 The central focus for the school will be on developing pupils’ communication and independence skills. Lessons will include activities that help build language skills, social interaction and self-expression. For non-verbal pupils or those with limited speech, the school plans to use communication aids like sign language, visual boards, and assistive technology to give them more ways to communicate. Staff will receive training from the clinical team, including speech and language therapists, to make sure that all staff model and reinforce both verbal and non-verbal communication consistently.  Personal, social, health and economic education (PSHE), including relationships education, will be adapted to match each pupil’s level of development. Lessons will cover basic concepts like self-care, safety and building healthy relationships. These will be taught through role-playing, visual stories and interactive activities, helping

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Main inspection findings

pupils apply these ideas in real life. The school intends to actively engage parents and carers in relationships education by providing regular updates on the PSHE curriculum and offering guidance on how they can reinforce key themes, like personal boundaries and respectful relationships, at home. Through workshops or informational sessions, parents will be encouraged to support their child’s understanding of these essential skills, ensuring consistent messages between school and home.  Fundamental British values, such as mutual respect, tolerance and democracy, will be woven into the curriculum in ways that are meaningful and accessible for pupils with SEND. The school will guide staff to model empathy and respect by connecting these values to real-life examples, like examining how kindness and inclusion can help everyone feel safe and valued in the playground. Lessons may involve exploring simple scenarios, such as taking turns, managing emotions, or understanding others’

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Main inspection findings

feelings through characters in stories, allowing pupils to see British values in action. Through these activities, pupils will gradually build a practical understanding of values like equality and fairness, helping them to form positive relationships and contribute to a supportive, inclusive school community.  The school is likely to meet this part of the independent school standards. Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 5 to 5(d)(iii)  The school’s long-term plans will integrate spiritual, moral, social, and cultural development across the curriculum, therapies, and extra-curricular activities. For example, assemblies and guest speakers will support pupils’ learning in religious education, helping them to develop knowledge and respect for different faiths and cultural traditions. The school will also promote personal responsibility and self- advocacy, encouraging pupils to take ownership of their actions and contributions in

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Main inspection findings

both school and the local community. Through lessons on empathy, respect for people with protected characteristics and balanced discussions on political topics, the school will foster a respectful, inclusive environment that celebrates both similarities and differences among people.  The school is likely to meet this part of the independent school standards. Part 3. Welfare, health and safety of pupils Paragraphs 7 to 7(b)  The safeguarding policy adheres to statutory guidance, outlining roles and responsibilities and emphasising collaboration with local authorities to ensure timely support for vulnerable pupils. It prioritises pupil safety in both physical and digital environments, with appropriate online filtering and monitoring systems in place. The policy also recognises the specific vulnerabilities of pupils with SEND, adopting approaches to reduce barriers to safety. For example, the school will implement a total

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Main inspection findings

communication approach to enable pupils to develop receptive and expressive language, ensuring they can report any concerns that may place them at risk.  Daily debriefs will allow leaders to address emerging issues promptly, while experienced members of the proprietor body will guide school-based leaders on effective responses, including managing any allegations against staff. Comprehensive safeguarding training will be provided for all staff, including new hires and volunteers, to ensure a thorough understanding of the proposed school’s safeguarding procedures. This will include mandatory foundation courses and annual updates. Clear reporting procedures will be established to ensure accuracy in documenting concerns, with the central safeguarding team overseeing investigations and handling referrals to the Disclosure and Barring Service as needed. Paragraphs 9 to 10  The school’s `person-centred’ behaviour policy aims to help staff build positive and

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Main inspection findings

productive working relationships with pupils. Staff will use natural and logical consequences to create an environment where pupils learn from their actions without feeling shame. To implement this effectively, the school plans to provide comprehensive staff training in trauma-informed practices and behaviour management. This aims to ensure that all staff respond to misbehaviour consistently and empathetically. The school intends to use an online data tracking system to monitor incidents thoroughly. This system is expected to help the school to adapt its approach based on detailed analysis, promoting continual improvement in behaviour management strategies.  The school has compiled a clear anti-bullying strategy that promotes positive relationships and addresses bullying concerns with clarity and compassion. Recognising the diverse communication needs of its pupils, the school intends to introduce visual aids and pupil-friendly resources to help those with limited verbal

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Main inspection findings

communication to express their concerns about bullying effectively. This commitment to fostering an inclusive and understanding atmosphere highlights the school's determination to safeguard all pupils and promote their well-being. Paragraphs 11 to 13  The health and safety policy is comprehensive, outlining responsibilities, risk assessments, and reporting procedures. Regular risk assessments ensure compliance with health and safety laws, alongside a clear framework for ongoing staff training and communication. Fire safety is a priority, featuring detailed protocols for fire risk assessments, regular reviews, and emergency procedures. The policy mandates fire risk assessments every three years and includes requirements for fire detection, alarms and evacuation plans, supported by appropriate training and resources. First aid provisions are well-defined, with a risk assessment framework and sufficient first

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Main inspection findings

aiders and equipment in place. Leaders will monitor the number of staff trained in Emergency First Aid at Work and Paediatric First Aid, ensuring readiness to administer first aid competently and promptly based on the number of pupils enrolled. Paragraph 14  The school plans to ensure adequate pupil supervision with a minimum staff-to-pupil ratio of 1:3. Additional support staff will be available for specific needs, such as escorting pupils around the school. Staff will wear high-visibility jackets to enhance visibility and reassure pupils during outdoor activities, contributing to a safer environment. Leaders will live out their mantra “every class, every day” by visiting every classroom daily to observe the experiences of pupils and staff. This will allow for timely action if any supervision concerns arise. Paragraph 15  The school plans to maintain an accurate admission and attendance register in line

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Main inspection findings

with the School Attendance (Pupil Registration) (England) Regulations 2024. Effective systems are in place for analysing pupils’ attendance and punctuality at school, governing body, and proprietor body levels. This approach aims to swiftly identify and resolve any issues, ensuring pupils can fully benefit from the school's offerings. Paragraph 16  The school's risk assessment policy, which is part of the health and safety policy, outlines a robust process for identifying and managing risks to the welfare of employees, pupils, and visitors. By defining clear risk assessment protocols and detailing responsibilities at multiple levels, the policy demonstrates a commitment to promoting pupil welfare through structured and documented assessments.  To address new or emerging risks promptly, the school plans to implement thorough processes, including daily and weekly site walks to identify and mitigate potential

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Main inspection findings

hazards. There will be a dedicated maintenance email to report and support oversight and prioritisation of identified risks, ensuring they are managed efficiently and contributing to the overall safety and well-being of pupils.  The school is likely to meet this part of the independent school standards. Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(1) to 18(3)  School leaders, in collaboration with the central team, have a thorough understanding of the essential staff checks required ahead of appointment. For example, when a candidate has worked overseas, the central team guides them on the necessary evidence and how to obtain it, ensuring efficient verification that is shared with the school to evidence that these candidates are unlikely to pose a risk to children. Paragraphs 19(1) to 19(3)  The school will engage only with agencies vetted by the proprietor body and will

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Main inspection findings

obtain a letter of assurance from them detailing completed checks. There are clear procedures in place to confirm the identity and suitability of agency staff on their first day. Additionally, leaders aim to maintain open communication with each agency, providing feedback to ensure effective training and support for staff to ensure their ongoing suitability. Paragraphs 20(6) to 20(6)(c)  The school has carried out appropriate checks on members of the proprietor body and the proposed governing body. Paragraphs 21(1) to 21(7)(b)  The school’s single central record is comprehensive, including necessary fields in line with statutory guidance to ensure the completion of all required checks for adults working or volunteering in the school.  The school is likely to meet this part of the independent school standards. Part 5. Premises of and accommodation at schools Paragraphs 23(1) to 23(1)(c), 24(1) to 24(1)(b), 24(2), and 25 to 29(1)(b)

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Main inspection findings

 The school premises demonstrate an impressive commitment to providing accessible, safe, and aesthetically pleasing facilities, contributing to an environment conducive to learning. The school offers ample outdoor space that supports both recreation and the teaching of physical education, featuring well-maintained areas for individual and team sports. Separate toilets for boys, girls and accessible facilities are modern, secure, and ensure privacy, complemented by warm, safe-to-use water taps.  Safety and convenience are evident throughout the school, from the clearly labelled drinking water facilities to external lighting that ensures safe passage for pupils, staff, and visitors in the rural setting. Thoughtfully designed classroom windows and ambient lighting maximise natural light, creating a positive atmosphere ideal for focused learning. Additionally, a dedicated first-aid room with a bed and lockable first-

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Main inspection findings

aid equipment, supplemented by in-classroom supplies, allows staff to respond to minor injuries promptly, reinforcing a high standard of pupil care.  Every detail, from the secure fob-entry systems to the high, secure fencing, illustrates the school’s attention to safety. Acoustic insulation and noise reduction measures create a quiet, welcoming environment, further contributing to an environment fit for learning and personal development. The dedication to these standards exemplifies the proprietor body’s commitment to providing a supportive, high-quality environment for all pupils.  The school is likely to meet this part of the independent school standards. Part 6. Provision of information Paragraphs 32(1) to 32(1)(d), 32(1)(f) to 32(2)(b), and 32(2)(b)(ii) to 32(4)(c)  The school plans to launch a website displaying all required information and documents, including policies and procedures. In the meantime, key documentation is

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Main inspection findings

available in hard copy upon request, and a proposed ‘welcome pack’ will provide parents with essential information.  As all pupils will be funded by the local authority, the school has established clear systems to outline the proposed provision for potential pupils and the actual provision for those enrolled, ensuring transparency around funding. Additionally, organisational systems are in place to facilitate timely reviews of each pupil’s EHC plan.  Parents will receive an annual report detailing their child’s achievements and progress, alongside regular updates through online learning platforms. Additionally, termly pupil progress review days will invite parents to visit the school with their child to discuss support and set new targets. These days aim to enhance engagement and strengthen relationships within the parent community.  The school is likely to meet this part of the independent school standards.

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Main inspection findings

Part 7. Manner in which complaints are handled Paragraphs 33 to 33(k)  The complaints policy outlines a clear and accessible procedure. It will be made available to parents in writing, via the welcome pack and website, with translation services provided to address any language or literacy barriers. The planned procedure includes defined time scales for resolving complaints and options for both informal and formal handling. A panel hearing will be available when necessary, which will include an independent panel member. Parents will be able to attend panel hearings accompanied and receive the panel’s findings, which would also be available for inspection. The school intends to keep detailed, confidential records of all complaints, with disclosure only as legally required.  To ensure continuous improvement, the school aims to review complaints periodically, using feedback to inform updates to policies and will work with the proprietor body’s

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Main inspection findings

central team to address any recurring issues.  The school is likely to meet this part of the independent school standards. Part 8. Quality of leadership in and management of schools Paragraphs 34(1) to 34(1)(c)  Leaders will keep their knowledge and skills up to date through a clear system for regular review and improvement. Weekly meetings will focus on important areas, such as admissions and attendance. The outcomes of these meetings will be followed up to ensure the school meets the required standards. External experts engaged by the proprietor body will conduct quality checks to provide objective assessments. Leaders intend for this to ensure that the school will consistently meet its regulatory requirements.  To promote consistency in fulfilling responsibilities, the school will utilise the existing structured systems for oversight and quality monitoring used in all other schools overseen by the proprietor body. There are cycles of meetings that should allow for

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Main inspection findings

effective collaboration at all levels. This ought to create clear accountability for school performance and help address operational priorities as they come up. Proactive strategies are also in place to manage pupil numbers and ensure a balanced intake. This should serve to minimise challenges and support ongoing compliance with regulations.  The proposed school is committed to well-being, which is evident in its robust safeguarding structures and shared vision around embedding a nurturing environment that values kindness, teamwork, and accountability. Centralised safeguarding processes and regular information-sharing should allow for quick responses to well- being concerns so that pupils’ mental, emotional, and physical needs are met.  The proprietor body has a proven track record in setting up similar schools that perform well. This shows that their systems for oversight are effective. They are likely

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Main inspection findings

to function well in ensuring appropriate support for the school to meet its standards.  The school is likely to meet this part of the independent school standards. Schedule 10 of the Equality Act 2010  The school's accessibility plan aligns well with Schedule 10 of the Equality Act 2010, outlining structured actions to enhance accessibility for disabled pupils. While the plan is currently available in paper format, the school intends to publish it on its website, reinforcing its commitment to transparency and inclusive education. Clear timelines and assigned responsibilities reflect the school's proactive approach in meeting its legal obligations and supporting an inclusive environment for all pupils. Statutory requirements of the Early Years Foundation Stage  The school demonstrates a comprehensive approach to meeting the statutory requirements of the Early Years Foundation Stage (EYFS), ensuring the safety,

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Main inspection findings

welfare, and development of children in the early years. A designated safeguarding lead and trained staff, along with robust policies for child protection, behaviour management, and health, reflect the school’s commitment to a secure and nurturing environment.  By placing early years children in classrooms with direct access to outdoor play areas, the school aligns with the EYFS statutory framework, which emphasises the importance of outdoor learning for supporting physical development, well-being, and engagement across all areas of learning. This provision will ensure that children can access rich, varied experiences that enhance both their independence and holistic development, as set out in the framework’s guidance on enabling environments.

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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) £68,000 to £98,000

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Proposed school details

Email address admin@claystoneschool.co.uk

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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 4 to 11 4 to 11 Number of pupils on the school roll Not applicable 48 48

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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 48

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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 48

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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 48

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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 48

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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 2

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School's current position School's proposal

Number of staff in the welfare provision Not applicable 25

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Information about this proposed school

 The proposed school will operate on a single site and cater to pupils with SEND, all of whom will have an EHC plan. The school also plans to admit pupils who are in the care of the local authority, as defined by section 22 of the Children Act 1989.  The school will cater for the following SEND types: cognitive and learning needs; speech, language and communication needs; autistic spectrum disorder; severe learning difficulties; and, specific learning difficulties.  The proposed school will not have a religious character.  The school does not intend to use any alternative provision.  The school may offer childcare through an after-school club and holiday club, run by school staff and managed by school leaders.

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Information about this inspection

 This inspection was commissioned by the Department for Education. The purpose of this inspection was to check whether the proposed school is likely to meet the independent school standards. This was the school’s first pre-registration inspection.  The inspector telephoned the school’s headteacher and the school’s regional director five working days before the inspection to discuss the proposed school and the details of the inspection.  During the inspection, the inspector met with leaders and managers, including the chair of the proprietor body, the regional director, headteacher, two governors, the regional property manager, and the facilities manager. The inspector assessed the suitability of the school premises and reviewed a range of policies and documents. Discussions with leaders covered various matters related to the independent school standards.

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Inspection team

Daniel Short, 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

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Inspection team

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Inspection team

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Inspection team

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