Carfax College

Inspection of Carfax College 39-42 Hythe Bridge Street, Oxford, Oxfordshire OX1 2EP

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Overall effectiveness Inadequate

The quality of education Good Behaviour and attitudes Good Personal development Requires improvement Leadership and management Inadequate Overall effectiveness at previous inspection Good

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Overall effectiveness Inadequate

Does the school meet the independent school standards?

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What is it like to attend this school?

The school has high expectations for pupils’ academic achievement. Staff know each pupil remarkably well. Pupils’ special educational needs and/or disabilities (SEND) are clearly identified and understood. Typically, pupils learn well. They attain suitable qualifications which enable them to go on to their next stage of education, employment, or training. However, while the school provides pupils with careers, advice and guidance, it is not of a high enough quality. This limits pupils’ knowledge about their options and future possibilities.

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What is it like to attend this school?

Pupils appreciate the time they spend at school. Well-established daily routines create a harmonious environment for pupils. Consequently, they work hard, behave well and are ambitious for the future. This is particularly noteworthy because most pupils have previously struggled in other school settings or may not have attended their former schools for a variety of reasons.

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What is it like to attend this school?

Pupils benefit from a personalised curriculum, which includes activities to learn new skills such as cooking. They are taught about the wider world and gain an understanding of democracy, different faiths and religions. However, some important aspects of the school’s provision for personal development are not effective. This is because there are limited opportunities for pupils to nurture their talents and interests.

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What is it like to attend this school?

The school has not ensured that all of the independent school standards (the standards) are met. This has the potential to undermine the well-being and safety of pupils.

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better?

The school is ambitious for pupils to succeed. When pupils first join the school, teachers take time to get to know pupils’ individual needs and their starting points. In most subjects, teachers use this information well to craft a curriculum that sets out precisely what pupils should learn and remember based on their education, health and care plan (EHC plan) targets.

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better?

Staff use their strong subject knowledge to explain subject content clearly and introduce new learning in manageable steps. They are experienced at selecting appropriate activities, which help pupils learn the curriculum well. Staff check how well pupils have understood what they have learned before moving them on to more complex concepts. Staff appreciate the changes that the school has made to the amount of assessment information that is required. This is helping them to manage their workload.

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better?

Staff make suitable adaptations to meet pupils’ needs, and they provide appropriate remote learning when this is required. This ensures that any pupils who may be experiencing difficulties continue to access their learning. Consequently, pupils benefit from a personalised curriculum that helps them to achieve well. 8 to 10 October 2024 Developing pupils’ reading and literacy skills is a priority. Staff provide regular opportunities to help pupils develop their technical vocabulary and express their ideas clearly. The needs of pupils who find reading difficult are identified accurately. Staff provide effective support to help these pupils catch up quickly and become fluent readers.

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better?

Recently, the school has updated the personal, social, health and economic (PSHE) education curriculum. However, it is in the very early stages of being introduced. Consequently, pupils do not build the same depth of knowledge in PSHE as they do in other subjects. This means they are not as well prepared for life beyond school as they could be.

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better?

The school’s provision to broaden pupils’ horizons is limited. This means pupils have too few opportunities to develop and enhance their talents and interests. Most pupils do not have a strong enough understanding of what makes a healthy relationship, including consent. Nevertheless, pupils understand the importance of respecting the differences between people, and they appreciate diversity. For instance, they talked with consideration about the importance of individual liberty.

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better?

There is a calm and productive atmosphere in classrooms. This reflects pupils’ positive attitudes to their learning. Relationships between staff and pupils are respectful and warm. Pupils have a trusted adult they can talk to about any worries they might have. Some pupils have a history of poor attendance. There are effective systems in place, including working closely with pupils’ families and other agencies, to help pupils attend school regularly and on time.

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better?

At the start of September 2024, the school relocated to new premises. However, the proprietor did not notify the Department for Education (DfE) of this move until the inspection was underway. Consequently, at the time of this inspection, the school was operating beyond its registration. The two local authorities who place pupils at the school deemed these premises unsafe due to health and safety reasons. This meant pupils did not return to school for several weeks, which caused them significant unrest. Most parents and carers expressed their concerns that the proprietor did not communicate these changes sufficiently well.

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better?

During the inspection, inspectors found that the school did not initially meet several of the standards. For example, key information was missing from the school’s website. This included details about the number of formal complaints received, the report following the inspection of the boarding provision, the name of the chair of governors and the required policies related to health and safety. In addition, the admissions and attendance register did not meet the requirements because pupils’ previous schools and parents’ addresses were not recorded for every pupil. Furthermore, drinking-water was not suitably labelled. During the inspection, the school’s website was updated fully, drinking-water was appropriately labelled and the admissions and attendance register was completed. These standards are now met. The school also meets the requirements of schedule 10 of the Equality Act 2010. 8 to 10 October 2024

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better?

While the school took action to remedy some of the unmet standards during the inspection, several other standards were not met. For instance, the school has not ensured sufficient staff are trained to administer first aid. The accommodation for the medical examination of pupils does not allow them dignity or privacy. It also does not protect others against the spread of possible contamination. The school does not have effective systems and processes to ensure that health and safety and risk assessment policies are implemented effectively. While the arrangements for child protection are secure, the lack of oversight regarding health and safety has the potential to undermine pupils’ well-being.

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better?

The standards relating to leadership and management are not met. Many school leaders are new to their roles and do not have a secure understanding of the standards. The proprietor has not demonstrated the necessary knowledge to carry out its role effectively. It does not maintain a sharp enough oversight of the running of the school. Consequently, the proprietor has failed to ensure that the school meets the required standards securely and consistently.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The school’s safeguarding culture is open and transparent. The new designated safeguarding lead and the safeguarding team are knowledgeable and experienced in their roles. Effective training enables staff to identify pupils who may be at risk and report any worries promptly. The school keeps detailed records of such concerns and takes swift action, involving external agencies when appropriate. This ensures that pupils and their families get the help they need in a timely way.

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Safeguarding

The school ensures that safer recruitment procedures are followed closely, including making sure that all required checks are completed before adults start working at the school. However, several administrative errors in the school’s record-keeping of such checks were identified during the inspection. The original date that checks on staff were carried out was not recorded on the single central record of pre- appointment checks. Also, the checks on the suitability of those in management positions were not in place. These errors were addressed promptly during the inspection.

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(Information for the school and proprietor)

 The proprietor does not demonstrate sufficient knowledge and understanding of its role. It has not made sure the standards, including those relating to pupils’ welfare and health and safety, are met securely and consistently. This has the potential to negatively impact pupils’ and staff’s welfare. The proprietor must make sure that it, along with the leadership team, fulfil their roles effectively to ensure that the school’s statutory duties are met consistently. 8 to 10 October 2024  The school’s PSHE curriculum is in the very early stages of being implemented. Consequently, pupils do not build their knowledge of this subject as well as they could. The school should make sure that the PSHE curriculum is well established and taught effectively so pupils are fully prepared for life beyond school.  The careers, advice and guidance pupils receive is not of a high enough standard. This hinders pupils’ knowledge about their options and future possibilities. The

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(Information for the school and proprietor)

school should ensure that pupils receive a broad and balanced careers education. This is so that pupils are equipped with the knowledge and skills they need to make informed choices about their next steps.  The school’s provision to broaden pupils’ horizons is too limited. This means that pupils are not able to fully develop their talents and interests. The school should make sure pupils benefit from rich and purposeful opportunities to pursue their talents and interests.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 8 to 10 October 2024

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School details

School category Independent boarding school

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School details

Annual fees (day pupils) £66,286 to £143,250

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School details

Email address enquiries@carfax-oxford.com

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School details

Date of previous inspection 12 to 14 October 2022 8 to 10 October 2024

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Information about this school

 Carfax College caters for pupils aged between 11 and 21 years. It is registered for up to 24 pupils. There are currently 10 pupils on roll. However, a small number of pupils, who have EHC plans, are not attending and will move to other schools at the end of October.  At the time of the inspection, inspectors were unable to make a judgement about the sixth-form provision due to the low number of students on roll.  Most pupils attending the school have an EHC plan and are funded by their placing local authority. They have a range of different SEND. Pupils have often experienced a disrupted education prior to joining the school and may have been out of formal education for an extended period.  The school is registered as an independent boarding school but has not admitted any boarders for several years.  The principal took up his post on the 9 September 2024, the head of pastoral care was appointed on the 1 October 2024. In addition, the special educational needs

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Information about this school

coordinator began working at the school on the 10 October 2024 while the inspection was taking place.  The school’s last standard inspection took place in October 2022, when it was judged to be good overall.  The school does not currently use any alternative provision.  The proprietor is Carfax Education Limited. At the time of the inspection, this information was not included on Get Information About Schools.  The school moved to a new premises at the start of September 2024. However, the proprietor did not notify the DfE as they are required to do until the inspection was underway. This means that the school is currently operating beyond its registration. The school is currently operating from 38 Binsey Lance, Oxford, OX2 0EY.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision.

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Information about this inspection

The school has failed to meet the independent school standards. These are the requirements of the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

 Inspectors discussed any continued impact of the pandemic with leaders and 8 to 10 October 2024 have taken that into account in their evaluation of the school.  Inspectors held a wide range of meetings with school leaders, including the principal and head of pastoral care. They met with the chair of Carfax Education Limited and had a discussion with representatives from Oxfordshire and Buckinghamshire local authority.  Inspectors carried out deep dives in these subjects: science, mathematics and PSHE. For each deep dive, inspectors held discussions about the curriculum, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also looked at curriculum information for some other subjects and visited a sample of personal tutoring and life skills lessons.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single

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Information about this inspection

central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The DfE commissioned Ofsted to carry out the standard inspection earlier in the cycle than previously planned because of concerns raised with the DfE about the relocation to a new premises which delayed pupils’ return to school until the end of September 2024.  The views of staff and pupils were gathered through discussions and Ofsted’s online surveys. Inspectors considered the responses to Ofsted Parent View. An inspector also spoke to parents on the telephone.  The inspection team reviewed the school’s website, toured the school premises, examined policies and associated documentation and spoke to staff to consider if the school meets the standards.

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Inspection team

Louise Walker, lead inspector His Majesty’s Inspector

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Inspection team

Daniel Botting His Majesty’s Inspector 8 to 10 October 2024

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Part 3. Welfare, health and safety of pupils

 11 The standard in this paragraph is met if the proprietor ensures that relevant health and safety laws are complied with by the drawing up and effective implementation of a written health and safety policy.  13 The standard in this paragraph is met if the proprietor ensures that first aid is administered in a timely and competent manner by the drawing up and effective implementation of a written first aid policy.  16 The standard in this paragraph is met if the proprietor ensures that- – 16(a) the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy; and – 16(b) appropriate action is taken to reduce risks that are identified.

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Part 5. Premises of and accommodation at schools

 24(1) The standard in this paragraph is met if the proprietor ensures that suitable accommodation is provided in order to cater for the medical and therapy needs of pupils, including- – 24(1)(a) accommodation for the medical examination and treatment of pupils; – 24(1)(b) accommodation for the short term care of sick and injured pupils, which includes a washing facility and is near to a toilet facility; and

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and – 34(1)(c) actively promote the well-being of pupils. 8 to 10 October 2024 to 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

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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