Fern House School and College

School pre-registration inspection report

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Fern House School and College New Pale Road, Kingswood, Frodsham WA6 6LB

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Main inspection findings

Part 1. Quality of education provided Paragraph 2(1) to 2(2)(b), 2(2)(d) to 2(2)(d)(ii), 2(2)(h), 2(2)(i)  The curriculum policy is fit for purpose. Leaders have suitable schemes of work for every subject on offer and have set out what pupils will learn and when. There is a phonics programme in place with a suitable programme of training to ensure that staff are confident to deliver the content.  Leaders have thought carefully about the design of the curriculum based on the expected needs of pupils who may attend the proposed school. Leaders recognise that many pupils will join the school with gaps in their knowledge. They intend to assess pupils when they first join to identify their starting points in all aspects of their development. There will be a programme of training for staff to ensure that they fully understand leaders’ intentions for the delivery of the curriculum.  Leaders have purchased suitable curriculum resources for the range of subjects that

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Main inspection findings

the school intends to offer. They have considered how these resources will support pupils’ understanding of the fundamental British values.  There is a well-thought-out curriculum in place for pupils’ personal, social, health and economic education. There is a degree of flexibility built into the programme to enable teachers to respond to any gaps in knowledge that pupils may have in this key area. The curriculum is designed to give pupils regular opportunities to learn about the world around them.  Leaders have made links with a range of community partners to facilitate the school’s careers offer. This offer includes work experience opportunities. Leaders plan for pupils to have many real-life experiences to support them to become independent.  The headteacher has the relevant knowledge and expertise to identify and plan for the range of special educational needs and/or disabilities (SEND) that pupils in the

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Main inspection findings

school may have. Curriculum designs and policies reflect the strength of leaders’ expertise.  The proposed plans and policies show due regard for the protected characteristics as set out in the Equality Act 2010. Paragraph 2A(1), 2(A)(1)(a), 2A(1)(d) to 2A(1)(g), 2A(2)  The relationships and sex education and health education curriculum reflects the statutory guidance. The policy outlines the key curriculum content so that it is available for parents and carers. It also makes clear to parents their right to withdraw pupils from the non-statutory aspects. The policy is published on the school’s website. The induction programme for new staff includes training to help staff to understand leaders’ intentions for the curriculum delivery. Paragraph 3 to 3(j)  The proprietor’s plans for staffing include appointment of staff with a range of backgrounds and experiences. This includes staff who have worked with pupils across

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Main inspection findings

the different age ranges and with experience of adapting the curriculum for pupils with SEND. Recruitment procedures will check that staff have the relevant background knowledge and skills to carry out their roles effectively.  Leaders have planned out an induction process that includes their expectations for the implementation of the curriculum, behaviour management and the growth and development of the ethos of the school. There are robust quality assurance systems in place to check on the effectiveness of the curriculum over time.  Leaders in position at this point have a wealth of previous experience in schools successfully supporting pupils with similar needs.  Leaders have set out how assessment will be used to check on what pupils know and remember. This will take place on a daily basis as well as at agreed points in the year. The ongoing training package for staff covers essential information about leaders’

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Main inspection findings

intentions for how assessment information will be used to shape further learning. Paragraph 4  There is a suitable assessment policy in place.  The policy explains how all aspects of pupils’ development will be assessed both on entry and at regular points. It also provides information for teachers about how this information will be used to shape each pupils’ learning journey based on their starting points.  Leaders plan to share regular information with parents about pupils’ progress.  The independent school standards (the standards) in this part are likely to be met if the proposed school is granted permission to open. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5 to 5(d)(iii)  Leaders have set out how pupils will learn about each aspect of spiritual, moral, social and cultural development. There is a clearly defined curriculum in place. This is backed up by a range of opportunities planned to give pupils a secure understanding

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Main inspection findings

of the range of ways that people live differently. There are a broad range of trips and visits planned to develop pupils’ understanding of the world around them.  Leaders are clear about how the fundamental British values will be promoted throughout all parts of the provision. These are covered through the planned curriculum and further developed through inviting visiting speakers into the proposed school.  Leaders have thought about how information will be presented to pupils in a way that encourages them to consider opposing viewpoints. Information will be presented to pupils in an impartial way.  The standard in this part is likely to be met if the proposed school is granted permission to open. Part 3. Welfare, health and safety of pupils Paragraph 7 to 7(b)  There is a suitably qualified designated safeguarding lead in place. There are other staff with the same depth of understanding of safeguarding to be able to quality

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Main inspection findings

assure the proposed school’s systems and procedures in place. There is a clearly defined whistleblowing policy in place.  The safeguarding policy is published on the school’s website. Staff roles and responsibilities for safeguarding are set out clearly. The induction programme for new staff covers leaders’ expectations for how pupils are kept safe. The systems and procedures in place reflect the most up-to-date government guidance.  The headteacher has a secure understanding of the types of needs and additional vulnerabilities of pupils who may attend the school as she currently leads a similar setting. Safeguarding training will take pupils’ needs into account, as will the design of the safeguarding curriculum for pupils. There will be an ongoing focus on helping pupils to stay safe online. Paragraphs 9 and 10  The behaviour policy explains how behaviour will be managed, including any incidents of poor behaviour and how sanctions will be recorded. There is a system in place to

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Main inspection findings

record any instances of bullying as well as where any restrictive physical intervention is used. The intended system will enable leaders to check for any patterns in incidents over time.  There is a suitable anti-bullying policy in place that explains how leaders will take any allegations of bullying seriously and what the follow-up actions will be.  The ongoing programme of staff training sets out how leaders will reinforce their expectations for behaviour and conduct across the school. Paragraphs 11, 12, 13  There is a suitable health and safety policy in place. The school complies with the Regulatory Reform (Fire Safety) Order 2005.  Escape routes are clearly signposted throughout the building. Fire-fighting equipment is positioned at suitable locations and there is a suitable assembly point identified for evacuation.  There is a fire risk assessment in place. Leaders make their own ongoing checks

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Main inspection findings

relating to fire safety. The proprietor commissions a professional fire company to service the fire-fighting equipment and check the fire procedures. There are systems in place to record fire drills, including any actions or reflections.  There is a suitable first-aid policy in place. There is an agreed system for sharing information about first aid with parents as well as how the administration of first aid or medications is recorded. Paragraph 14  Part of the recruitment criteria for new staff includes relevant checks on their background and expertise at supporting pupils with similar needs to those who leaders intend to admit. This, paired with the comprehensive induction training, will enable staff to identify and support pupils’ needs on an ongoing basis. The projected numbers of staff will allow for close supervision of pupils throughout the day. Paragraph 15  The school has an electronic system in place to record pupils’ attendance. This will be

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Main inspection findings

used to help leaders to evaluate patterns in attendance. Leaders plan to share this information with governors.  The school has created an admissions register that includes all of the required detail as set out in the School Attendance (Pupil Registration) (England) Regulations 2024. Paragraph 16 to 16(b)  The proprietor has a risk assessment policy in place that shows its understanding of the needs of pupils who may join the school. The policy outlines how risks will be identified and reduced.  There are well-thought-out risk assessments in place for all aspects of the provision that are subject to regular review.  The standards in this part are likely to be met if the proposed school is granted permission to open. Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2) to 18(2)(e), 18(3), 19(2) to 19(2)(d)(ii), 19(3), 20(6) to 20(6)(c), 21(1) to 21(3)(b), 21(5) to 21(5)(a)(ii), 21(5)(c), 21(6)

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Main inspection findings

 The proprietor has a secure knowledge of the safeguarding requirements in relation to recruitment. The single central record is set up to record all of the necessary checks, including those specifically related to those in leadership roles.  The proprietor understands that the safeguarding checks made during recruitment need to be completed before staff commence employment.  The proprietor does not intend to use agency staff. However, it is aware of how to gain the necessary assurances about recruitment checks should it need to use them.  The standards in this part are likely to be met if the proposed school is granted permission to open. Part 5. Premises of and accommodation at schools Paragraph 25  The proposed school is located in a two-storey building that was previously used as a children’s care home. The accommodation is clean and tidy. It has several teaching spaces, staff offices, sensory spaces, a medical room and a dining room. There is a

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Main inspection findings

secure outdoor space to the rear of the building with age-appropriate play equipment. The outdoor space available is suitable for physical education (PE) as well as recreation.  The proprietor has a regular cycle of building checks and a programme of maintenance that ensure that the standards are maintained. Paragraphs 23(1) to 23(1)(c), 28(1) to 28(2)(b)  Toilets for pupils are individual cubicles and lockable from the inside. There are clearly labelled toilets for pupils and separate toilets for staff, including an accessible toilet. All toilets have washing facilities and signs to indicate that hot water is present. Leaders make regular checks on the temperature of the hot water to make sure that it is safe for users.  Drinking-water is labelled clearly. It is available to pupils throughout the school day. Paragraph 24(1) to 24(1)(b)  There is a readily available medical room that has a sink within it and a toilet nearby.

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Main inspection findings

The medical room contains a bed, pillow and blanket. There is lockable storage for medication as well as a first-aid kit. Paragraphs 26, 27 to 27(b)  Sound and lighting are appropriate throughout the building. Leaders have made adjustments to the lighting in some areas of the school to account for pupils’ sensory needs.  There is external lighting in place that allows users to enter and exit the building safely in hours of darkness. Paragraph 29(1) to 29(1)(b)  There is a secure outdoor space at the rear of the school that is of a suitable size for the likely number of pupils on roll. This space will be used for recreation as well as PE.  The standards in this part are likely to be met if the proposed school is granted permission to open. Part 6. Provision of information Paragraph 32(1) to 32(1)(d), 32(1)(f) to 32(3)(g)  The website contains all of the proposed school’s policies. Parents will also be able to

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Main inspection findings

request paper copies. The relevant contact details for school leaders, including the proprietor, are available on the website.  The school’s ethos is explained on the website.  The website is set up to publish any inspection reports that the school has once they are available.  Leaders intend to share information regularly with parents about pupils’ progress.  The school has plans in place for how it will share information about the financial accounts with the local authority in regard to pupils who have an education, health and care (EHC) plan and looked-after children.  The standard in this part is likely to be met if the proposed school is granted permission to open. Part 7. Manner in which complaints are handled Paragraph 33 to 33(k)  The complaints policy will be made available on the school’s website.  There is opportunity for complaints to be raised initially at an informal stage. Each stage of the complaints process is clearly defined, including the expected timescales.

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Main inspection findings

The policy outlines how the complaints panel will include someone independent of the running of the proposed school.  The standard in this part is likely to be met if the proposed school is granted permission to open. Part 8. Quality of leadership in and management of schools Paragraph 34(1) to 34(1)(c)  Leaders and the proprietor have a secure understanding of the expectations of the standards. They bring a range of relevant experiences to their roles. There are robust systems in place to check for compliance, as well how ongoing compliance will be monitored. There is a stringent quality assurance programme in place to provide additional scrutiny on an ongoing basis.  The proprietor intends to establish a governing body once the proposed school opens. This will provide further support and challenge for leaders.  There is a clear rationale for recruitment that involves specific focus on candidates’

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Main inspection findings

background in supporting pupils with SEND. Leadership capacity at this school will be strengthened using staff from the proprietor’s existing school.  The standard in this part is likely to be met if the proposed school is granted permission to open. Schedule 10 of the Equality Act 2010  The proposed school’s accessibility plan fully reflects the statutory requirements.

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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 Independent special school

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Proposed school details

Annual fees (day pupils) £80,000 to £115,000

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Proposed school details

Website www.imapcentre.co.uk/service/fern-house- school-and-college Email address amanda.higham@imapcentre.co.uk

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recommendation

Age range of pupils Not applicable 7 to 19 7 to 19 Number of pupils on the school roll Not applicable 40 40

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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 40

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School’s current position School’s proposal

Number of part-time pupils Not applicable 40

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities Not applicable 40

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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 40

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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 40

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School’s current position School’s proposal

Number of full-time equivalent teaching staff 0 10

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Information about this proposed school

 The proposed school will operate from a former children’s care home located at New Pale Road, Kingswood, Frodsham WA6 6LB.  The proprietor does not intend to use any alternative provision.  The school will cater for pupils aged from seven to 19 years with autism. It is expected that all pupils will have an EHC plan. Places at the school will be commissioned by the placing local authorities.  The proprietor is IMAP Centre Limited. There are two directors, one of whom is the chair of the proprietor body.

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Information about this inspection

 The inspection was commissioned by the Department for Education to determine if the school is likely to meet the standards prior to opening as a registered school.  This was the school’s first pre-registration inspection.  The inspector held discussions with the headteacher and representatives of the proprietor to discuss all aspects of the school’s application.  The inspector made a tour of the school site to check the suitability and safety of the premises.  The inspector scrutinised and evaluated a wide range of documents provided by the school, including safeguarding information, statutory policies and the proposed school’s curriculum.

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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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Inspection team

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