Bright Minds Creative Academy

Inspection of Bright Minds Creative Academy 106-108 and 92 Park Lane, Croydon CR0 1JB

p.1

Inspection dates: 10 to 12 December 2024

p.1

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Inadequate Overall effectiveness at previous inspection Not previously inspected

p.1

Overall effectiveness Inadequate

Does the school meet the independent school standards?

p.1

What is it like to attend this school?

Safeguarding is ineffective because the proprietor failed to make a referral to the Disclosure and Barring Service, breaching its statutory safeguarding duties. However, at a school level, the procedures in place to keep pupils safe are effective. Pupils said that they feel safe because there are always staff around to help them and to provide support when it is needed. Pupils are safe in the school building.

p.2

What is it like to attend this school?

Many pupils arrive at this school after difficult journeys through the education system. Pupils settle and are typically happy at school. This means that they are starting to make a more positive contribution to the respectful culture that the school is trying to build.

p.2

What is it like to attend this school?

The school’s values of being compassionate, inspiring, dependable and collaborative are being built and embedded through the behaviour and personal development offer. Pupils believe that behaviour at this school is much better than it was during their mainstream experience. Work has begun to improve pupils’ behaviour further. However, some pupils do not behave as well as the school expects. This means that incidents of poor behaviour sometimes still occur.

p.2

What is it like to attend this school?

Pupils enjoy the opportunities that they have to go on trips and visits. For example, trips to London’s cultural and historic sites, such as the Tate Gallery and Leadenhall Market. Weekly boxing sessions as part of the physical education (PE) programme, make a positive contribution to pupils’ physical, emotional and mental well-being.

p.2

What is it like to attend this school?

The school wants the best for its pupils. Work is now underway to develop the curriculum to achieve this aspiration. However, it is early days. Therefore, these changes are not having an impact on pupils’ current learning. Pupils are not prepared well for the next stage of their education.

p.2

better?

The school has only been operating for a relatively short time. During this period, it has undergone significant, and multiple, staffing changes at a leadership level. Much of the proprietor’s work has been focused on stabilising staffing and providing day- to-day consistency for pupils. This has now been achieved. Staff report that they feel well supported, trusted and more able to do their jobs. They are committed to the school’s improvement journey. This means that there is greater capacity to develop the quality of pupils’ education.

p.2

better?

Staffing issues mean that the work to develop the school’s curriculum has only started this academic year. However, the proprietor and the school know where the weaknesses lie in the quality of education that pupils receive. They have an appropriate plan in place to develop the academic offer, but the school’s journey is in its infancy. This means that some of the independent school standards (‘standards’), related to the curriculum and its delivery, are not met. It also means that pupils do not benefit from a curriculum that enables them to achieve well. 10 to 12 December 2024 The school is using the national curriculum to structure its new learning offer. Schemes of learning are broadly in place for all subjects that the school intends to deliver. Some ongoing staffing challenges, however, mean that currently not all of these curriculum subjects are being delivered. While the content that should be

p.2

better?

taught is in place, the delivery of the curriculum is often weak. Staff have not had sufficient support or the training needed to teach the new curriculum effectively. This means that the activities they design do not help pupils to learn all that they should. Pupils do not build their knowledge securely over time.

p.3

better?

At this point in time, there is no systematic assessment framework in place for the school to measure pupils’ progress through the curriculum. Assessment relies on practise papers, rather than identifying gaps in the taught content. This means that teachers do not have a clear picture of the gaps in pupils’ knowledge or their misconceptions. This limits pupils’ learning further. It also means that the school does not have the information that it needs to measure the impact of the curriculum. The school is aware of this issue and has a clear timeline to address this aspect.

p.3

better?

The school has also only recently started to focus on reading. It has worked on developing pupils’ love of reading through the setting up of libraries in both buildings. Alongside this, a phonics programme, to support early readers, has been selected and staff have been suitably trained. This is, however, not due to be launched until January 2025. Currently, the school does not have an accurate picture of who can read and who cannot. It is unaware of the gaps in pupils’ phonics and reading knowledge. Therefore, the support that pupils receive is not helping them to overcome their challenges and to read and write fluently. This impedes their ability to access the wider curriculum and to succeed in their next stage of education.

p.3

better?

All pupils placed at this school have an education, health and care (EHC) plan. Given the changes in leadership and pupils’ high levels of need, the school has focused on improving the culture of behaviour and developing its pastoral offer. There is a new behaviour policy in place and staff have received training. Expectations of pupils’ behaviour are typically consistent. This is beginning to help pupils to access the new curriculum more systematically. There are times, however, when pupils’ behaviour does not meet these shared expectations. When this occurs, poor behaviour goes unchallenged and disrupts the learning of others.

p.3

better?

The support for pupils’ personal development has also been a priority. This includes initial assessments to identify pupils’ individual needs. This information is used to tailor therapeutic support to each pupil. The curriculums for pupils’ personal, social, health and economic (PSHE) education, and relationships, health and sex education, are carefully designed. Pupils are beginning to learn about important values, such as equality, liberty, tolerance and respect. Some aspects of the wider enrichment offer, however, are not currently being delivered due to staffing and recruitment challenges. The school is continuing to work to address these areas.

p.3

better?

The school has a well-structured careers programme, including impartial information about different professions and courses. Pupils are helped to make informed choices 10 to 12 December 2024 about their qualifications and next stage of education, employment or training. The weaknesses in the curriculum, however, mean these are not always accessible to them.

p.3

better?

Attendance is an ongoing priority for the school. Each pupil has a history of poor attendance and many were at risk of exclusion, or permanently excluded, from their previous schools. A large number have also been out of school for more than a year before starting at Bright Minds. Many pupils have improved their attendance considerably since joining the school. The school is doing all it can to continue to improve attendance further.

p.4

better?

The school complies with schedule 10 of the Equalities Act 2010.

p.4

Safeguarding

The arrangements for safeguarding are not effective.

p.4

Safeguarding

The proprietor has not followed its statutory responsibilities to keep pupils safe. During the staffing issues over the last 18 months, it failed to refer information, as expected by the Secretary of State, to the DBS, in line with statutory requirements. This is a serious breach of its statutory safeguarding duties and could potentially put pupils at other schools at risk. This means there are also unmet standards related to safeguarding.

p.4

Safeguarding

In the school, however, day-to-day safeguarding procedures are robust and effective. There are appropriate child protection arrangements in place. Staff have received training and understand their responsibility to report any concerns that they may have, and they do.

p.4

Safeguarding

Record-keeping is detailed and information regarding the safety of pupils is easily accessible. This information is regularly reviewed and analysed to ensure that nothing is missed, and procedures are kept under continuous review. Strong partnerships with outside agencies ensure pupils get the help they need. This includes work with a range of local authorities as part of pupils’ EHC plan placements.

p.4

(Information for the school and proprietor)

 The proprietor has not fulfilled their statutory duties relating to safeguarding. This means that pupils could be at increased risk of harm. The proprietor must ensure that safeguarding arrangements meet all statutory requirements, at a proprietorial level, to support the school.  The delivery of the curriculum is weak. This means that pupils do not learn all that they should. The school must ensure that it provides teachers with appropriate training and support to develop their subject knowledge so that the curriculums are delivered consistently well. This will support pupils to know and remember more. 10 to 12 December 2024  The school does not have an effective assessment system. This means that teachers do not routinely check what pupils have learned and remembered. It also means that they are not addressing pupils’ errors and misconceptions which persist over time. The school must ensure that an assessment system is

p.4

(Information for the school and proprietor)

introduced, so that gaps in learning are identified and remedied and pupils can build on what they know.  The school is not delivering a phonics programme. That means that those pupils still at the early stages of learning to read are not being supported effectively to read fluently. The school must ensure that they implement their chosen systematic synthetic phonics programme. They must also assess pupils to identify the gaps in their reading knowledge and then provide effective teaching, alongside matching texts, to enable pupils to practise and catch up. This will ensure that pupils learn to read independently and fluently so that they can access the rest of the curriculum.  The impact of the curriculum has not been evaluated. As a result, aspects that need further development are not identified or acted upon. Alongside the implementation of the new curriculum, the school should ensure that it monitors

p.5

(Information for the school and proprietor)

its delivery and support subject teachers to check its impact on pupils.  The school’s progress made to meet some of the standards has been too slow. The proprietor should continue to build capacity at the school to enable the urgent and accelerated improvement needed. This will enable all of the standards to be met securely.

p.5

How can I feed back my views?

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.

p.5

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 10 to 12 December 2024

p.5

School details

Unique reference number 149443 DfE registration number 306/6029

p.6

School details

Inspection number 10322611 Type of school Other independent special school

p.6

School details

Proprietor Horizon Care and Education Ltd

p.6

School details

Annual fees (day pupils) £52,431 to £105,000

p.6

School details

Email address bianca.greenhalgh@horizoncare.co.uk

p.6

School details

Date of previous inspection Not previously inspected 10 to 12 December 2024

p.6

Information about this school

 Bright Minds Creative Academy is a specialist day school located in Croydon. It caters for pupils aged 11 to 19 with special educational needs and/or disabilities. The primary need is social, emotional and mental health. The school opened in April 2023.  The proprietor is Horizon Care and Education Ltd.  The school operates on two sites: 92 Park Lane, Croydon CR0 1JF and 106-108 Park Lane, Croydon CR0 1JB.There have been several changes in senior leadership since the school opened. The current interim headteacher was appointed in September 2024, the current deputy headteacher in May 2024. The assistant head teacher in December 2024.  The school is registered for 65 pupils from 11to19. There are currently 35 pupils on roll from 11 to 16. There are currently no pupils registered between 16 to 19.  All pupils are placed at Bright Minds Creative Academy by their local authority as part of their EHC plan.

p.7

Information about this school

 The school offers provision from 8.45am to 2.45pm. This includes daily breakfast and lunch.  The school uses one registered alternative education provider. This is part of the PE provision.  This was the school’s first standard inspection.

p.7

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.

p.7

Information about this inspection

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

p.7

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first inspection the school has received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, the deputy headteacher and other leaders and members of staff. Discussions were held with six members of the proprietorial board.  Inspectors carried out deep dives in these subjects: early reading, mathematics, art and design and PSHE. For each deep dive, the inspector met with subject 10 to 12 December 2024 teachers, discussed the curriculum, visited a sample of lessons, spoke with some pupils about their learning and looked at samples of their work.  The inspectors also considered the curriculum in other subjects.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

p.7

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 inspectors looked at a range of documents, including leaders’ priorities for improvement.  Inspectors considered the responses to Ofsted Parent View, including the free- text comments. They considered the views of pupils and staff expressed through Ofsted’s online surveys.

p.8

Inspection team

Samantha Ingram, lead inspector His Majesty’s Inspector

p.8

Inspection team

Adam Vincent His Majesty’s Inspector 10 to 12 December 2024

p.8

Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if- – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively.  2(2) For the purposes of paragraph (2)(1)(a), the matters are- – 2(2)(b) that pupils acquire speaking, listening, literacy and numeracy skills.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of

p.9

Part 1. Quality of education provided

lessons; – 3(f) utilises effectively classroom resources of a good quality, quantity and range; – 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress.  4 The standard in this paragraph is met where the proprietor ensures that a framework for pupil performance to be evaluated, by reference to the school’s own aims as provided to parents or national norms, or to both, is in place.

p.9

Part 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that- – 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and – 7(b) such arrangements have regard to any guidance issued by the Secretary of State.

p.9

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. 10 to 12 December 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

p.9

Part 8. Quality of leadership in and management of schools

for children looked after, safeguarding and child protection.

p.10

Part 8. Quality of leadership in and management of schools

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.10

Part 8. Quality of leadership in and management of schools

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.10

Part 8. Quality of leadership in and management of schools

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.10

Part 8. Quality of leadership in and management of schools

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.10