Willows Rise

School pre-registration inspection report

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Willows Rise Unit 4, Archant House, Babbage Road, Totnes, Devon TQ9 5JA

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1)(b)(ii), 2(2)(a), 2(2)(d) to 2(2)(d)(ii), 2(2)(i), 2A(1) to 2A(2), 3(i), 3(j)  The proposed school intends to educate pupils with social, emotional and mental health needs. Most pupils will have an education, health and care (EHC) plan. The proprietor has set out a suitably broad curriculum that takes into account the requirements of the independent school standards (the standards).  Schemes of work in place do not undermine the fundamental British values.  The proprietor pays great attention to pupils’ PSHE education. The scheme of work clarifies how pupils of different age groups will build their knowledge year after year.  The proposed school has developed a policy and scheme of work for relationships and sex education. It has prepared information to consult parents and carers on content choices and their right to withdraw their child from sex education.

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Main inspection findings

 These standards are likely to be met if the school is permitted to open. Paragraphs 2(1), 2(1)(a), 2(1)(b) to 2(1)(b)(i), 2(2), 2(2)(b), 2(2)(e) to 2(2)(e)(iii), 2(2)(h)  The proprietor has prepared a curriculum policy. It specifies that the school will offer three curriculum pathways depending on pupils’ needs. However, the policy lacks detail. For example, it does not make clear the range of subjects the school intends to teach or how the curriculum will sufficiently consider pupils’ age, needs and starting points.  Some schemes of work, such as mathematics, science and personal, social, health and economic (PSHE), set out the important knowledge that the school expects pupils to learn and revisit in each year group. In contrast, other curriculum plans are currently underdeveloped. They do not take account of all that pupils need to learn in each intended year group. This is unlikely to help pupils know and remember more of the

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Main inspection findings

curriculum.  The proposed school plans to review any additional support in line with pupils’ EHC plans during the initial assessment process. It intends to construct bespoke programmes, such as emotional literacy support, to help pupils overcome any barriers to their learning. Currently, the school has not included this information in the curriculum plans.  The proprietor views reading as important. It is expected that some pupils will likely arrive at the school unable to read fluently. Nonetheless, the proprietor has yet to agree on an approach or purchase resources for teaching early reading.  Currently, there is no planned provision for pupils to receive up-to-date and relevant careers information, education, advice and guidance.  The standards in these paragraphs are not likely to be met if the proposed school opens. Paragraphs 3 to 3(h), 4  The proprietor has already appointed some staff. These staff have expertise, including

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Main inspection findings

supporting pupils with a range of special educational needs and/or disabilities. However, the school has not formalised how it will implement the curriculum. Therefore, teaching methods, activities and lessons are not likely to be effective enough to teach the full range of pupils’ needs and abilities on a day-to-day basis.  Although the proposed school has written an assessment policy, it has not finalised what entry assessments staff will use to fully understands pupils’ educational starting points.  The standards in these paragraphs are not likely to be met if the proposed school opens. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5 to 5(d)(iii)  The proprietor has carefully considered pupils’ spiritual, moral, social and cultural development. It is a thread throughout the PSHE curriculum and central to the school’s aims and ethos. For example, local trips and visits will give pupils the chance

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Main inspection findings

to be active and responsible citizens.  The proposed school’s policies and schemes of work specify how the school will promote fundamental British values. For example, a themed assembly programme will educate pupils about the rule of law, democracy and respect for others, including people with protected characteristics as outlined in the Equality Act 2010.  All of the standards in part 2 are likely to be met if the school is permitted to open. Part 3. Welfare, health and safety of pupils Paragraphs 7(a), 9(c), 10, 32(1)(c)  The proprietor has written a safeguarding and child protection policy. The policy is available on the school’s website.  School leaders demonstrate a secure knowledge of their duties to keep pupils safe. The school’s designated safeguarding lead (DSL) has completed Level 3 safeguarding training, including safer recruitment.  A suitable induction programme is planned for new staff. It includes safeguarding

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Main inspection findings

arrangements such as reporting concerns and managing allegations against staff. Existing staff have been trained on the school’s procedures to keep pupils safe. The proprietor is planning a ‘Friday Focus’ meeting to discuss any well-being concerns.  The school proposes to use a paper-based system to record concerns about pupils’ welfare and safety. The system will include an individual chronology for each pupil. The DSL will use this information to monitor safeguarding, bullying and behaviour incidents closely.  These standards are likely to be met if the school is permitted to open. Paragraphs 13, 14, 15  The school has produced a first-aid policy. Current staff who have been employed hold appropriate first-aid qualifications. The school will store medication in a lockable cabinet at the main entrance. Suitable first-aid resources are easily accessible in several locations. The business director will frequently check the content of first-aid

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Main inspection findings

boxes.  The proprietor intends for staff to supervise pupils closely at all points of the school day. Staff will greet pupils when they arrive each morning. The proprietor proposes to gradually increase pupil numbers to ensure a high staff-to-pupil ratio.  The school has an electronic register to record and monitor any pupils’ attendance. The register follows the latest guidance from the Department for Education.  The school has an admissions policy. It includes all the required details as set out in the School Attendance (Pupil Registration) (England) Regulations 2024.  These standards are likely to be met if the school is permitted to open. Paragraphs 7, 7(b), 9 to 9(b), 11, 12, 16 to 16(b)  In the main, the safeguarding and child protection policy follows most of the statutory guidance issued by the Department for Education. However, one of the proprietors is also the school’s DSL. Statutory guidance states that this is not appropriate.

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Main inspection findings

 The proprietor has developed behaviour and anti-bullying policies. These policies set out the school’s approach to the rewards and sanctions that staff will use to support pupils’ behaviour. The policy focuses on reinforcing positive messages. For example, each pupil will have a ‘positive behaviour support plan’. These plans contain the agreed strategies that school staff will deploy to support pupils’ individual needs. However, while the behaviour policy includes information about sanctions, information about what constitutes a permanent exclusion is too vague.  The proposed school has created a template to record any incidents of poor behaviour. Restrictive physical intervention (RPI) is part of a staged approach to managing pupils’ behaviour. Leaders intend to use this as a last resort. Some staff are currently trained in this approach. However, the system to record RPI does not include specifics about the type of intervention or follow-up restorative work. Furthermore,

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Main inspection findings

the policy mentions that leaders will inform the advisory board of any injury caused. However, the school does not have an advisory board.  The proprietor has implemented a range of measures to ensure that the building is safe for pupils. For example, it uses the expertise of a professional fire company to service the fire extinguishers. The proprietor intends to hold regular fire and lockdown drills for staff and pupils. It has identified an assembly point for evacuation. The proprietor has completed an internal fire risk assessment. However, it has not yet commissioned an external fire assessment to ensure that the premises comply with the Regulatory Reform (Fire Safety) Order 2005. Additionally, the proprietor has not created a systematic programme of checks to help ensure that all aspects of the building are as safe as possible.  The proprietor has written risk assessments for the school premises, off-site activities

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Main inspection findings

and lone working. These set out control measures to reduce the likelihood and severity of any potential incidents. However, the proprietor recognises that some of these are not fit for purpose and need more detail about mitigating risks.  These standards are unlikely to be met if the proposed school opens. Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2) to 18(2)(e), 18(3), 19(1) 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) to 21(6)(c)  The proprietor has put in place an electronic single central record. All required checks on staff working at the school have been completed before employment commences. These include medical fitness, the right to work in the United Kingdom and the prohibition of teaching checks. The principal and the business director have completed safer recruitment training. They understand the checks that must be completed before

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Main inspection findings

any staff member takes up employment.  The proposed school does not intend to use supply staff. However, the proprietor is aware of the procedures to follow to ensure that agency staff are suitable to work with pupils.  All of the standards in part 4 are likely to be met if the school is permitted to open. Part 5. Premises of and accommodation at schools Paragraphs 23(1)(a) to 23(1)(b), 24(2), 26, 27 to 27(b), 28(1) to 28(2)(b), 29(1) to 29(1)(b)  The school has a separate toilet for pupils. It is lockable from the inside and intended for sole use. Hot water does not scald.  Pupils will have access to drinking-water throughout the day from a mains supply. It is labelled appropriately.  Classrooms and breakout spaces are well lit for the activities that will take place. All windows are fitted with restrictors for pupils’ safety.  The lighting and acoustics make a suitable learning environment for pupils. External

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Main inspection findings

lighting allows users to enter and exit the building safely.  These standards are likely to be met if the school is permitted to open. Paragraphs 23(1), 23(1)(c), 24(1) to 24(1)(b), 25  The school does not have any showers on site. It intends for physical education to take place at local sports facilities. Showers and changing facilities will be available for pupils at these sites. However, the proprietor has yet to complete a risk assessment for using these showers.  The proprietor has not yet ensured that accommodation is available to cater for pupils’ medical needs. The school has identified a shared space for a medical room that doubles as an intervention room. It is close to a toilet. However, the room currently does not have a bed or access to water. The proprietor has purchased a bed and intends to source a portable water device.  The proposed school will occupy a ground floor unit formerly used as an office. It is

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Main inspection findings

located on an industrial estate on the outskirts of Totnes. The school shares an emergency exit with a neighbouring business. It is not possible for the neighbouring business to enter the school through this shared access.  The school building is maintained to a high standard. It features a main classroom, an art room, an open-plan kitchen and cooking area, an intervention/office space, a wellness room and a communal area for eating and socialising. Many of the spaces can be adapted for flexible use. The spaces are suitable for educating the proposed number of pupils. However, the proprietor is still exploring a suitable option to strengthen the security around the main entrance.  The school has communal outdoor space for pupils to socialise at break times. The perimeter has a brick wall adjacent to a public footpath and river. The school intends for pupils to be always supervised. However, the current site risk assessment does not

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Main inspection findings

specify what action the school will take if a pupil absconds from this area.  These standards in part 5 are unlikely to be met if the proposed school opens. Part 6. Provision of information Paragraphs 32(1) to 32(1)(b), 32(1)(f) to (i), 32(2) to 32(2)(a), 32(2)(b)(ii), 32(2)(d), 32(3) to 32(3)(d), 32(3)(f)  The proposed school has published a website. It provides parents and carers with information about the aims and ethos of the school and relevant policies required to meet the standards, such as the behaviour policy. However, the proposed arrangements for suspensions and exclusions are not sufficiently detailed.  The website contains the contact details of the proprietor body. However, the address for the registered office is not accurate. The proprietor is aware of what is needed to meet this standard.  The school has prepared a template to update parents on termly progress. However, it has not agreed on the format and content of an annual written report on pupils’

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Main inspection findings

progress and attainment.  Presently, the school does not clearly understand what needs to be provided to the local authority with respect to income and expenditure for pupils funded with an EHC plan. It intends to meet with local authority commissioners to agree on how funding will be reported.  Some of the standards in part 6 are unlikely to be met if the proposed school opens. These have been listed in full in the report annex. Part 7. Manner in which complaints are handled Paragraphs 33(a) to 33(e), 33(g) to 33(k)  The complaints policy is available through the school website. It details clear timescales for managing any complaint, including how complaints can be considered initially on an informal basis.  These standards are likely to be met if the school is permitted to open. Paragraphs 33, 33(f)  The complaints policy is not entirely suitable. For example, it states that complaints can be escalated to the chair of the advisory board to set up a panel, but the

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Main inspection findings

proposed school does not intend to open with an advisory board. Furthermore, the panel does not include at least three people not directly involved in the matters detailed in the complaint.  These standards in part 7 are unlikely to be met if the proposed school opens. Part 8. Quality of leadership in and management of schools Paragraphs 34(1) to 34(1)(c)  The proprietor is committed to providing inclusive education for the pupils the school intends to admit. It has set a clear vision and aims for the pupils it wishes to attend the school.  The principal brings many years of experience in leading successful provision for pupils with SEND. However, the proprietor has not ensured that the proposed school is ready to open. The proprietor has some understanding of the standards but not enough to ensure that they are met securely and consistently.  The proprietor is committed to training all staff to ensure that there is a positive and

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Main inspection findings

open culture of safeguarding. However, the absence of an external fire risk assessment and lack of depth in some risk assessments means that pupils’ well-being could be compromised.  The proprietor knows the importance of meeting the standards consistently and securely. It is determined to ensure that all standards in parts 1, 3, 5, 6 and 7 are met.  All of the standards in part 8 are unlikely to be met if the proposed school opens. Schedule 10 of the Equality Act 2010  The school’s accessibility plan fulfils leaders’ duties under the Equality Act 2010. The proposed plan considers the needs of pupils with SEND. It includes pupils’ access around the school site.

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Compliance with regulatory requirements

The school is unlikely to meet the requirements of the schedule to The Education (Independent School Standards) Regulations 2014 ('the independent school standards') and associated requirements, as set out in the annex of this report.

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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

Chair Sandra Wright and Laura Strong (co-chairs)

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recommendation

Age range of pupils Not applicable 7 to 14 7 to 14 Number of pupils on the school roll 0 8 8

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School's current position School's proposal

Gender of pupils Mixed Mixed Number of full-time pupils of compulsory school age 0 8

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School's current position School's proposal

Number of pupils with special educational needs and/or disabilities 0 8

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School's current position School's proposal

Of which, number of pupils with an education, health and care plan 0 8

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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 0 8

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School's current position School's proposal

Number of full-time equivalent teaching staff 4 8

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Information about this proposed school

 The proposed school is located at Unit 4, Archant House, Babbage Road, Totnes, Devon TQ9 5JA. It is housed on the ground floor of a complex of four office units.  The proprietor is Willows Rise School Ltd. There are two members of the proprietor body. One will be the principal of the proposed school. The other member will be the business director.  It is proposed that the school will provide full-time education for up to 8 mixed-gender pupils aged between 7 and 14 years. It is intended that the school will cater for pupils with a range of complex SEND, including pupils with social, emotional and mental health needs. Most pupils will have an EHC plan.  The proposed school does not have a governing body.  The proprietor intends to grow pupil numbers and recruit staff gradually.  The proposed school does not plan to use alternative provision.

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Information about this inspection

 The Department for Education commissioned the inspection. It was carried out under section 99 of the Education and Skills Act 2008 to determine whether the proposed school will likely meet the standards if approved to open.  This was the first pre-registration inspection for the proposed school.  The inspector checked all relevant standards, including parts 1 to 8.  The inspector met with the principal and business director, who are also the chairs of the proprietor body, and two teaching staff to discuss the proposed school.  The inspector evaluated a range of evidence, including policies and plans relating to each part of the standards. The inspector scrutinised health and safety documentation, including the safeguarding and child protection policy.  The inspector reviewed and evaluated documents provided by the school, including the single central record, vetting processes and safeguarding information.

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Information about this inspection

 The inspector toured the school site to check the suitability and safety of the proposed premises. He reviewed the risk assessments carried out by the school.

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Inspection team

Dale Burr, lead inspector His Majesty's Inspector

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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; and – 2(1)(b) the written policy, plans and schemes of work- – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; and  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; – 2(2)(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that- – 2(2)(e)(i) is presented in an impartial manner; – 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and – 2(2)(e)(iii) helps to encourage them to fulfil their potential;

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Part 1. Quality of education provided

– 2(2)(h) that all pupils have the opportunity to learn and make progress; and  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(b) fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves; – 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 lessons; – 3(e) demonstrates good knowledge and understanding of the subject matter being taught;

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Part 1. Quality of education provided

– 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; – 3(h) utilises effective strategies for managing behaviour and encouraging pupils to act responsibly;  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.

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Part 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that- – 7(b) such arrangements have regard to any guidance issued by the Secretary of State. – 9(a) a written behaviour policy is drawn up that, amongst other matters, sets out the sanctions to be adopted in the event of pupil misbehaviour; – 9(b) the policy is implemented effectively; and  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.  12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005[12].  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

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Part 3. Welfare, health and safety of pupils

– 16(b) appropriate action is taken to reduce risks that are identified.

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Part 5. Premises of and accommodation at schools

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that- – 23(1)(c) suitable changing accommodation and showers are provided for pupils aged 11 years or over at the start of the school year who receive physical education.  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  25 The standard in this paragraph is met if the proprietor ensures that the school premises and the accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the health, safety and welfare of

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Part 6. Provision of information

 32(1) The standard about the provision of information by the school is met if the proprietor ensures that- – 32(1)(a) the information specified in sub-paragraph (2) is provided to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector[14], the Secretary of State or an independent inspectorate[15]; – 32(1)(b) the information specified in sub-paragraph (3) is made available to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector, the Secretary of State or an independent inspectorate; – 32(1)(f) an annual written report of each registered pupil's progress and attainment in the main subject areas taught is provided to the parents of that registered pupil except that no report need be provided where the parent has agreed otherwise; – 32(1)(i) where a pupil with an EHC plan wholly or partly funded by a local authority or other body through public funds is registered at the school, such information as may

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Part 6. Provision of information

reasonably be required for the purpose of the annual review of the EHC plan is provided to the responsible local authority; and – 32(2)(b)(ii) where the proprietor is a body of persons, the address and telephone number of its registered or principal office;  32(3) The information specified in this sub-paragraph is- – 32(3)(a) particulars of the school's policy on and arrangements for admissions, misbehaviour and exclusions;

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Part 7. Manner in which complaints are handled

 33 The standard about the manner in which complaints are handled is met if the proprietor ensures that a complaints procedure is drawn up and effectively implemented which deals with the handling of complaints from parents of pupils and which- – 33(f) where the parent is not satisfied with the response to the complaint made in accordance with sub-paragraph (e), makes provision for a hearing before a panel appointed by or on behalf of the proprietor and consisting of at least three people who were not directly involved in the matters detailed in the complaint;

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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. 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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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.gov.uk/ofsted .

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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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