Fable House

Fable House Building 29, Brooke’s Mill, Bank Foot Lane, Armitage Bridge, Huddersfield HD4 7NR

p.1

Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1) to 2(1)(b)(ii), 2(2) to 2(2)(e)(iii), 2(2)(g), 2(2)(h), 2(2)(i)  The proprietor has produced a curriculum policy. This policy takes account of relevant legislation and guidance. It clearly sets out the aims of the curriculum as well as how the curriculum will be taught.  The curriculum policy describes the school’s holistic approach to learning. As well as academic studies, pupils will be supported to develop their personal, practical and social skills through topic-based learning.  The proposed school will admit pupils with special educational needs and/or disabilities (SEND). The proprietor has considered how the curriculum will be personalised to meet the needs of pupils. Pupils will study a range of subjects matched to their interests.  The proprietor has developed schemes of work for subjects that will be taught. There is a range of appropriate resources in the school to support teaching.

p.1

Main inspection findings

 The school plans to teach pupils explicitly about the protected characteristics. This is woven through the curriculum, as is teaching about fundamental British values. This will support pupils to be prepared for life in modern Britain.  The proposed school will ensure that pupils have access to careers guidance and work experience opportunities. The proprietor has formed links with several neighbouring businesses to help pupils learn about the world of work. The school has recently appointed an external careers advisor. The school plans to take pupils to visit universities as part of the access to higher education courses. Paragraphs 2A(1), 2A(1)(b), 2A(1)(d) to 2A(1)(g), 2A(2)  The school has considered the statutory guidance when deciding what pupils will learn in the relationships and sex education (RSE) and health education curriculum. Leaders have thought about how they will consult parents and carers about the content of the

p.1

Main inspection findings

curriculum and their right to withdraw pupils from non-statutory elements.  Although pupils may access many subjects at a level which is below their chronological age, this will not be the case in the RSE and health education curriculum. The proposed school recognises that pupils need to understand, for example, the changes that will happen to their body.  The proposed school intends to teach RSE and health education on an individual basis. Paragraphs 3 to 3(j)  The proprietor prioritises ensuring that pupils are ready to learn by providing a nurturing environment. While pupils are likely to make progress through the curriculum, this is largely within the confines of the subjects they are interested in. The proposed school is not clear about how it will support pupils to achieve well in a broad range of subjects, especially English.  The proposed school does not have a system in place to ascertain pupils’ starting

p.1

Main inspection findings

points and gaps in knowledge. This is particularly the case in reading. There is currently no provision in place to support pupils who are at the early stages of learning to read.  The proprietor has invested in a range of resources to support pupils to learn effectively. For example, sensory rooms and quiet spaces are available to pupils should they need them.  The proprietor has developed an induction process for new staff. This includes training staff on the implementation of the behaviour policy. Paragraph 4  The proposed school does not have a clearly defined approach to checking what pupils know and remember. This means that gaps in knowledge may not be identified and addressed swiftly, which in turn means that pupils’ knowledge may not build sequentially over time.  The governing body is not clear about how to hold the school to account for pupils’ achievement.  The independent school standards (the standards) in this part are unlikely to be met if

p.2

Main inspection findings

the proposed school opens. Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 5 to 5(d)(iii)  The proposed school has considered how to cater for pupils’ spiritual, moral, social and cultural (SMSC) development. The proprietor has ensured that pupils will have access to a wide range of experiences during their time at school.  The proprietor has thought about how fundamental British values will be promoted. Visitors to school, such as local members of parliament, and opportunities for pupils to vote on different topics will contribute to this.  The proposed school plans to offer all pupils opportunities to take part in educational visits. For example, pupils will visit the local church and cathedral as well as a sculpture park and museums.  Curriculum plans show that pupils will be exposed to other faiths and cultures through celebrating events, such as Hanukkah, Holi and Eid.

p.2

Main inspection findings

 The proprietor has formed links with the local fishing and allotment communities. These links will enable pupils to contribute to the local area.  The standards in this part are likely to be met if the proposed school opens. Part 3. Welfare, health and safety of pupils Paragraphs 7 to 7(b)  The proprietor has the appropriate knowledge of safeguarding policies and procedures to ensure that pupils are kept safe. The proposed curriculum will teach pupils how to lead safe, healthy lives. The proprietor has written a pupil version of the safeguarding policy, for example.  Appropriate recruitment processes are in place to ensure that the right staff are recruited to the school. An induction process is in place for new staff, which includes completing safeguarding training. It is also an expectation that governors will complete safeguarding training.  Leaders recognise their moral and statutory responsibilities to safeguard and promote

p.3

Main inspection findings

the welfare of pupils. They have developed procedures to report, record and monitor any concerns about pupils’ welfare.  Two members of staff are trained designated safeguarding leads. Paragraphs 9 to 9(c), 10  The school has a suitable, written behaviour policy that considers the needs and past experiences of pupils. This is supported by a separate exclusions policy. The school has also produced an anti-bullying policy. Training on these policies will form part of the staff induction process.  The school intends to keep written records of all behaviour incidents. These records will be analysed to identify patterns and trends in behaviour. Appropriate support will then be put in place. All pupils have an individual risk assessment that takes into account any behavioural needs. Paragraphs 11, 12, 13, 14, 15  The school has produced a health and safety policy. This sets out how the school will comply with relevant health and safety laws.

p.3

Main inspection findings

 The school complies with the Regulatory Reform (Fire Safety) Order 2005. The proprietor has acted swiftly to address the recommendations from the fire risk assessment. This includes, for example, the installation of additional signage.  Several staff are trained in first aid. The proprietor has implemented a system for the recording of accidents and injuries. There is a suitable first-aid policy in place. Leaders have identified staff who will be responsible for the maintenance of first-aid kits.  The proposed staffing structure will ensure that pupils are adequately supervised at all times. Pupils will be taught individually or in small groups. Pupils will have a minimum of three members of staff assigned to them.  Effective systems are in place for admissions and monitoring attendance. The template for the admissions register shows that statutory information will be held about each pupil. Attendance registers will be taken twice each day. The school will

p.3

Main inspection findings

use the Department for Education’s (DfE) register codes. Paragraphs 16 to 16(b)  The school has a risk assessment policy. This takes account of relevant legislation and guidance. It clearly sets out the risk assessment process.  There are several individual risk assessments that sit beneath the overarching policy. These include, for example, risk assessments for different rooms in the school, such as the kitchen.  The standards in this part are likely 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)(b)(iii), 21(1), 21(2), 21(3) to 21(3)(b), 21(5) to 21(5)(c) and 21(6)  The school has an electronic single central record. At present, this contains details of the proprietor body and the staff who have already been appointed. It shows that all appropriate checks have been made on them. The governing body is not recorded on

p.4

Main inspection findings

the single central record, but appropriate checks have been made on its members.  Several staff have had training on safer recruitment. Someone with this training partakes in the shortlisting of applicants and sits on the interview panel.  Leaders understand many of the required checks that must be made on new staff, volunteers, contractors and members of the proprietor body. They know that these checks must be completed before staff are appointed. However, the school does not currently check a person’s medical fitness before appointment.  The proposed school is not intending to use any supply staff. However, the proprietor is aware of the checks that need to be made should this be necessary.  The single central record includes a section where overseas checks can be recorded.  The designated safeguarding lead is responsible for checking the compliance of the single central record on a regular basis. The findings from this will be reported to the

p.4

Main inspection findings

governing body.  The standards in this part are unlikely to be met if the proposed school opens. Part 5. Premises of and accommodation at schools Paragraphs 23(1) to 23(1)(c), 24(1) to 24(1)(b), 24(2), 28(1) to 28(1)(d), and 28(2) to 28(2)(b)  The premises have suitable toilet and washing facilities that are adequate for the proposed number of pupils. Most toilets offer disabled access. There is a changing facility complete with shower.  Leaders are not intending that pupils will change at school for the teaching of physical education (PE). However, there is adequate space in the school to provide changing spaces for pupils should this be required.  Leaders have created a medical room for short-term use by pupils. This room is also used for other purposes. It has seating and beds as well as a sink and first-aid equipment.  Sinks that have drinking water are labelled as such. In addition, there are water

p.4

Main inspection findings

dispensers located in different parts of the building. Paragraphs 25, 26, and 27 to 27(b)  The premises are completed to a high standard. The proposed school is situated in a former mill complex. It has been purpose built within the mill. As such, there are steep stone staircases to navigate. The proprietor has installed a lift to enable easier access.  Rooms are light and bright and have appropriate acoustics. Many rooms have specialist functions. For example, there is a well-equipped music room and an art and design studio as well as a kitchen that has been adapted to suit wheelchair users.  The school has some recreational spaces that include facilities, such as a pool table, table tennis and small library.  The premises are surrounded by secure perimeter fencing. There is adequate external lighting to ensure that people can safely access the premises. Paragraphs 29(1) to 29(b)  There is a reasonably large area of outside space attached to the proposed premises.

p.5

Main inspection findings

This adjoins woodland and other business premises. The space has paved areas as well as areas laid with rubber. There is adequate space for pupils to access outside play and PE lessons.  The standards in this part are likely to be met if the proposed school opens. Part 6. Provision of information Paragraphs 32(1) to 32(1)(d), 32(1)(f) to 32(1)(i), 32(2) to 32(2)(b), 32(2)(b)(ii), 32(2)(c), 32(2)(d), and 32(3) to 32(3)(g)  The website for the proposed school contains links to the required range of policies mandated in the standards. These include the proposed school’s safeguarding policy, behaviour policy, health and safety policy and admissions policy. In addition, there are links to information about the curriculum.  The proposed school’s website contains contact information for both the school and the proprietor.  The school has created a template for reporting to parents and carers.  Leaders are aware of the requirement to publish inspection reports and examination

p.5

Main inspection findings

results on the school website once they are available.  Leaders can demonstrate how they will account for the funding they receive for pupils to relevant local authorities.  The standards in this part are likely to be met if the proposed school opens. Part 7. Manner in which complaints are handled  The school has produced a complaints policy, which clearly sets out how complaints will be handled, including timescales for investigation. This includes the option of a panel hearing for parents.  Leaders are aware of the requirement to record and store complaints.  The standards in this part are likely 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 has experience in the leadership and management of alternative provision. The proposed school has been providing part-time education for pupils with complex SEND for several years. Many of these pupils have had negative past

p.5

Main inspection findings

experiences of education.  Leaders do not demonstrate secure understanding of the independent school standards. They are sometimes unclear as to how they will make the transition from their current bespoke packages of learning to the full curriculum that is required for an independent school.  The governing body lack the skills and knowledge required to be able to hold the proposed school to account effectively. They have not yet undertaken any training that is pertinent to their role.  Leaders demonstrate that they will actively promote the well-being of pupils. This is evident through the work done around safeguarding, SMSC development, the curriculum for RSE and health and the careers guidance that will be offered.  The standards in this part are unlikely to be met if the proposed school opens. Schedule 10 of the Equality Act 2010  The proposed school has a written accessibility policy. The accessibility policy reflects

p.6

Main inspection findings

fully how the proposed school will fulfil its statutory responsibilities under the Equality Act 2010. It takes account of relevant legislation and guidance and sets out the steps that have been taken to ensure compliance with the Equality Act 2010. For example, quiet rooms are available, an accessible changing room has been installed and staircases have continuous handrails.

p.6

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.

p.7

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.

p.8

Proposed school details

School status Independent special school

p.8

Proposed school details

Proprietor Fable House Community Interest Company

p.8

Proposed school details

Annual fees (day pupils) £75,050 to £97,850

p.8

Proposed school details

Date of previous standard inspection Not previously inspected

p.8

Provider already operating

Number of pupils of compulsory school age 7 Number of pupils of compulsory school age who have an education, health and care plan, or who are looked after by a local authority Total hours operating as a school per week 30

p.8

Provider already operating

Total hours of teaching provided per week 47

p.8

n

Age range of pupils 12 to 20 11 to 19 Not applicable Number of pupils on the school roll 19 30 Not applicable

p.9

Information about this proposed school

 The proposed independent school is located in Huddersfield on the site of a former mill complex. The proposed school is located at Building 29, Brooke’s Mill, Bank Foot Lane, Armitage Bridge, Huddersfield HD4 7NR.  The proposed school will be an independent special school for pupils with a range of needs, including those with a profile of pathological demand avoidance. All pupils will have an education, health and care plan. Places will be commissioned by the local authority in which a pupil lives.  It is proposed that the school will provide full-time education for up to 30 pupils aged between 11 and 19 years, although the school will also provide education for students up to the age of 25.

p.10

Information about this inspection

 This inspection was commissioned by the DfE to determine whether the school is likely to meet the standards should the DfE decide to register the proposed school.  This was the school’s first pre-registration inspection.  The inspectors held discussions with the chair of the proprietor body, who is also the headteacher, and the chair of the governing body.  An inspector made a tour of the school site to check the suitability and safety of the premises.  The inspectors scrutinised and evaluated a wide range of documents provided by the school. This included safeguarding documents, the school’s single central record, statutory policies and the proposed school curriculum.

p.11

Inspection team

Philippa Kermotschuk, lead inspector His Majesty’s Inspector

p.11

Part 1. Quality of education provided

 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 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(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;

p.12

Part 4. Suitability of staff, supply staff, and proprietors

 18(2) The standard in this paragraph is met if- – 18(2)(c) the proprietor carries out appropriate checks to confirm in respect of each such person- – 18(2)(c)(ii) the person’s medical fitness;

p.12

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 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 .

p.12

Part 8. Quality of leadership in and management of schools

Parent View You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

p.13

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 .

p.13

Part 8. Quality of leadership in and management of schools

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 children looked after, safeguarding and child protection.

p.13

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 . 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.13

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.13

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.13