Five Rivers Online School

Virtual Education

On 26 and 27 March 2025, Ofsted visited Five Rivers Virtual Education as part of the Online Education Accreditation Scheme . Through this scheme, providers of full-time online education to school-age children in England can apply to the Department for Education (DfE) for accreditation.

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Virtual Education

Ofsted visits providers to find out whether they meet the minimum standards for online education set by the DfE. This report sets out what we found during our visit on 26 and 27 March 2025. You can find out whether this provider is accredited by the DfE at Get Information about Schools .

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Key findings

◼ Five Rivers Virtual Education meets all the minimum standards for online education. The DfE has confirmed that the provider can meet the eligibility criteria for the scheme. At the time of the visit, while there were no pupils studying the full curriculum at the provision, there was at least one pupil receiving all, or substantially all, of their education. ◼ The standards make it clear that an online setting must provide full-time education across the recommended range of learning areas to at least one child in England. The DfE has stipulated the conditions under which a provider may meet the standards at the time of the pre-accreditation visit, in cases where there is no current full-time provision. These are: - that it can be demonstrated it is in the best interests of all pupils who are receiving a more limited curriculum on a temporary basis to do so; - that there are clear plans in place to expand this offer for pupils when

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Key findings

appropriate, with planned timescales for doing so; - that an effective curriculum exists for any curriculum areas set out in the standards that are not currently being taught; and - that the provider is in a position to deliver, as soon as it becomes appropriate to do so, any curriculum areas set out in the standards that are not currently being taught. ◼ Five Rivers Virtual Education has an effective and multi-layered leadership structure that takes a measured approach to quality assuring the work of its staff. Senior leaders closely monitor compliance with the standards, and the effectiveness of the provision in terms of children’s outcomes. At the same time, they ensure they remain approachable and well known to staff, children, and parents and carers alike. ◼ Leaders and teachers benefit from a strong and well-staffed central business support team, whose responsibility it is to monitor and report to senior leaders

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Key findings

and the board on key areas of the business. When required, the team also offers support and guidance to teachers. ◼ The provider places relationships with pupils and their parents at the heart of their educational offer, with equal emphasis placed on academic and therapeutic intervention. Teachers who spoke with inspectors made comments, including ‘Coming to Five Rivers Virtual Education is often the first time that children feel listened to – an experience they have not felt before. It is a unique job, so much more than being just a teacher. It is academic, but we also build confidence and offer pastoral care and family support.’ ◼ Success is also viewed and celebrated individually. For example, pupils who have been out of education for a long time build the confidence they require to participate in group classes, or to undertake voluntary work and look for a potential apprenticeship. ◼ Staff, who all work from home, feel well supported and highly valued by leaders.

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Key findings

They feel part of the organisation and are confident their views will be heard. Leaders encourage staff to explore the use of new online resources and assessments to enhance teaching and learning. There is a comprehensive training package in place, and training days afford staff the chance to share ideas and best practice with other teachers working across Five Rivers’ other registered schools. ◼ Leaders of the wider Five Rivers organisation hold an integrated view of its educational offer. This includes its registered schools and its virtual education provision. The setting’s procedures are generally appropriate. However, a small number of policies required updating during the visit to ensure they focused on the virtual setting and thus satisfied the specifics of the online education standards and guidance. Leaders recognise the need to place greater focus on their virtual educational offer as a standalone educational provision, with its own

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Key findings

particular set of standards. This will support them in ensuring that they meet the standards consistently.

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Who is this online provider?

◼ Five Rivers Virtual Education is part of Five Rivers Childcare Limited, a national provider of registered schools, children’s homes and independent fostering agencies. It provides online education for pupils with social, emotional and mental health difficulties. This includes pupils who have experienced childhood trauma, as well as those who have moderate or severe learning difficulties; global development delay; autism; attention deficit hyperactivity disorder; and communication, interaction and attachment disorders. ◼ Currently, pupils are placed with the provider by local authorities. The setting also offers short-term emergency placements for children placed with Five Rivers foster carers, as well as blended learning for children on roll at Five Rivers schools. ◼ Most of the pupils who attend have been out of education for long periods of time and may have experienced numerous educational moves and care

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Who is this online provider?

placements. The aim of the setting is to re-engage pupils back into education, with a view to building their confidence in learning and their interest in education. This is with the ultimate aim of preparing them for transition into a physical school or further education and employment. The setting is an accredited examination centre for functional skills. ◼ The curriculum offer is described as both academic and therapeutic and covers all subjects set out within the English National Curriculum. Personal, social, health and economic education and online safety are taught throughout all subjects as well as during standalone sessions. Leaders have suitable resources and planning in place to enable them to offer full-time education to school-age pupils at short notice. This covers all required learning areas and takes into account pupils’ needs and aptitudes. ◼ Each pupil has a bespoke timetable created to meet their needs, and lessons

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Who is this online provider?

are delivered live on a one-to-one basis. ◼ Currently, there are no school-age pupils who study with Five Rivers Virtual Education full time. A small number of pupils study with Five Rivers Virtual Education part time and do not receive education elsewhere.

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How are pupils taught at Five Rivers Virtual Education?

◼ At the point of initial referral, all available information is gathered about each pupil. Teachers complete a baseline assessment and undertake what they describe as ‘All about me’ work with the pupil. This is used to create a timetable that is bespoke to pupils’ individual needs which, where appropriate, may cover the full breadth of National Curriculum subjects. ◼ Lessons are well planned and delivered using a suitable online platform. A parent is always present with the pupil and the microphone and video functions are always used. ◼ Teachers provide clear explanations, guide pupils effectively to improve their work, and take time to offer encouragement. Teachers ask questions to check pupils’ understanding and offer recaps to reinforce learning. As a result, pupils participate and concentrate well and are encouraged to speak and listen. ◼ Teachers demonstrate strong subject knowledge and make effective use of

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How are pupils taught at Five Rivers Virtual Education?

online resources and technical equipment. For example, a teacher asked a pupil to alter the angle of the camera so they could offer ideas and techniques to the pupil who was creating a three-dimensional painting of The Sydney Opera House. ◼ Teachers make effective use of targeted praise, which serves to strengthen pupils’ self-esteem and develop their confidence. They use regular assessments of both academic and personal development to good effect to monitor pupils’ progress, which are shared with parents. ◼ Post-16 students receive a programme of activities, which meets their needs effectively. There is evidence that pupils acquire suitable qualifications which support their transition into further education at college.

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inspections of schools and other providers of face-to-face education

and training. However, we found that the arrangements for keeping children safe at Five Rivers Virtual Education are appropriate. ◼ There is a comprehensive safeguarding policy in place and all concerns identified are clearly documented and appropriately actioned to ensure the safety and welfare of pupils. ◼ Online safety is given a high priority, and all pupils undertake online safety lessons, tailored to their age and stage of development. ◼ The virtual education risk assessment and the online learner agreement form serve to highlight and mitigate against the risks associated with the provision of online education. This includes risks associated with lone or home working for teaching staff. ◼ Like the curriculum, behaviour management is seen as unique to the individual pupil and is based on the concepts of understanding, listening, kindness and respect. Teaching staff take time to get to know pupils past experiences and

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inspections of schools and other providers of face-to-face education

triggers, and how these may influence their behaviour. Behavioural incidents are discussed with parents so that a joint approach may be undertaken both at home and during online lessons. ◼ Devices given to staff are filtered and monitored effectively. Their use is supported by the implementation of relevant policies covering areas such as internet safety, data protection and acceptable use. ◼ The school’s recruitment policy places high importance on all aspects of safer recruitment. Personnel folders are meticulously maintained, gaps in employment are closely scrutinised, and references are thoroughly checked to confirm their authenticity. The applicant’s desire and ability to fulfil the role are fully explored and all relevant checks to ensure an individual’s suitability to work with children are completed prior to appointment. This has resulted in the creation of a strong, passionate and well-established staff team.

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Rivers Virtual Education?

◼ Pupils who spoke with inspectors stated that they are taught how to stay safe online and would feel confident confiding in a teacher if they did not feel safe in their daily life. ◼ When asked what lessons they liked the most, pupils’ responses included, ‘I like all my lessons because they are all challenging and help me learn,’ and ‘I like geography best as the lessons teach me how I can help the environment and climate change.’ ◼ Parents said teachers take time to get to know their child and make lessons fun. Parents have seen their children grow in confidence and re-engage in education after long periods of absence. Pupils enjoy the fact that learning is online, and teaching is on a one-to-one basis. ◼ Parents confirmed they feel well informed and supported by teachers. They receive lesson plans and clear joining instructions in advance so they can fully support their children during lessons. If any issues arise, they are quickly

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Rivers Virtual Education?

resolved. Parents used words such as ‘brilliant’ and ‘amazing’ when describing the teaching staff. Neither parents nor pupils could think of anything the setting could do to improve.

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About the visit

◼ This is Five Rivers Virtual Education’s first accreditation visit. Kathryn Bell was the lead inspector, accompanied by Mark Quinn, HMI.

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standards for online education

This section reports on how well Five Rivers Virtual Education meets the standards for online education.

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standards for online education

Five Rivers Virtual Education meets all of the applicable standards for online education set out by the DfE (‘the standards’).

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standards for online education

The standards that are not applicable to Five Rivers Virtual Education are listed below. The full list of standards can be found in DfE’s guidance on meeting the online education standards .

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The following standards do not apply to this provider:

◼ Standard 5.8 only applies if a staff member lives or has lived outside of the UK ◼ Standards 5.11, 5.12, 5.13, 5.14, 5.16, 5.17, 5.18 only apply where the provider uses supply staff ◼ Standard 5.22 only applies if a proprietor lives or has lived outside of the UK ◼ Standard 6.3 only applies where a provider has a governing body ◼ Standards 6.5, 6.10 only apply where a report on the provider has been published under the Online Education Accreditation Scheme at the time of the visit

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Proprietor

Five Rivers Child Care Limited, Chair Rachel Lambert

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Website

www.five-rivers.org/education/schools/virtual-learning

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DfE unique reference number

regulates and inspects 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 for looked-after children, safeguarding and child protection. 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 . 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

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DfE unique reference number

the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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DfE unique reference number

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

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DfE unique reference number

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

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