Cornfields School

Inspection of Cornfields School 207 Hythe Road, Ashford, Kent TN24 8PL

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Good Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Outstanding

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Overall effectiveness Inadequate

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils do not receive the education and experiences that they deserve. The school’s expectations of what pupils should and could achieve are too low. Pupils are offered limited opportunities to develop academically and personally. They are not well prepared for their next steps. The school does not provide well for their identified special educational needs and/or disabilities (SEND).

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What is it like to attend this school?

Staff care deeply about pupils. They do what is within their control to make the school day positive. Most pupils rarely miss school. They are pleased to arrive in the morning and receive a warm welcome. They follow the established routines and hand in their mobile phones without fuss. The strong, nurturing relationships between adults and pupils contribute to the calm, positive atmosphere.

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What is it like to attend this school?

Pupils enjoy playing games as a whole group, appreciating each other’s humour. They take being ‘out’ in good spirit. Staff sensitively support pupils who prefer to sit and watch, or who need encouragement to join in. Pupils appreciate the regular trips to local parks.

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What is it like to attend this school?

Arrangements for safeguarding pupils are weak. Inspectors found no evidence of pupils being placed at immediate risk of serious harm. Nonetheless, lapses in the school’s safeguarding arrangements undermine its work to keep pupils safe.

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better?

The school has experienced a turbulent period, with frequent changes of leadership. In this time, the quality of the school’s provision has declined significantly. The new proprietor has taken steps to stabilise the situation, but widespread failings remain across many aspects of the school’s work. The small team of dedicated staff do their best for pupils on a day-to-day basis. However, the current offer for pupils is limited and unambitious.

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better?

The school’s culture of safeguarding is weak. The school lacks adequate procedures for ensuring pupils’ safety. Multiple demands on the school’s very few staff mean that important safety procedures are frequently missed. This includes some checks about the suitability of staff.

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better?

The curriculum is narrow. While pupils experience different subjects over time, a limited range of subjects is routinely taught. Pupils do not accumulate the knowledge and skills they should. They are not well prepared for their next steps.

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better?

The school does not meet pupils’ needs well enough. Staff do not check pupils’ prior learning effectively to pinpoint their next steps. The school does not make effective use of the information it holds about pupils’ needs to plan or adapt approaches to meet them. Pupils do not receive the legal entitlements set out in their education, health and care (EHC) plans. All of this limits their learning and development. 13 to 15 May 2025 The school has nearly eliminated a significant backlog in annual reviews of pupils’ EHC plans. This process has helped strengthen links with parents and carers, several of whom are understandably concerned about what the school provides for their children. The school now has a clearer picture of what the gaps are in meeting pupils’ therapy needs. However, work to address this is at an early stage.

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better?

The school does not provide adequate support for struggling readers. This is not made a priority. A fortnightly intervention is not supplemented with the ongoing help that pupils require. The school expresses ambition for pupils to develop a love of reading, but this ambition is not realised in practice. Pupils try hard to answer comprehension questions but often do not have a book they are currently reading.

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better?

The school has not supported staff in securing the necessary subject knowledge across all subjects they are expected to teach. Sometimes adults’ demonstrations for pupils are inaccurate. Pupils and teachers do not have access to some basic resources that are needed for effective teaching and learning.

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better?

Staff foster strong relationships with pupils. Pupils’ interactions are friendly but respectful. They willingly seek out adults for help. Adults allow pupils the flexibility they need, for example through regular breaks and using sensory toys, that help them concentrate.

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better?

Pupils’ behaviour and attitudes are a credit to both them and staff. Pupils are attentive in lessons and focused on their work. Most pupils’ attendance is impressive. They show kindness and compassion, for example taking interest in each other’s experiences. Pupils are courteous and respectful.

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better?

The school’s teaching of personal, social and health education (PSHE) encourages respect and kindness to all. Pupils demonstrate these qualities in their interactions. The curriculum includes appropriate relationships and sex education. However, it does not make clear how other important matters around health, well-being and preparation for adulthood should develop across the school. For example, the school does not do enough to develop pupils’ knowledge of public institutions or services, or promote their awareness of different cultures and faiths. The school does not currently offer pupils careers guidance. Pupils are not helped to understand the positive opportunities that may exist for them now or in the future.

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better?

The new proprietor has a broadly realistic view of the school’s precarious position. Staff warmly welcome the closer involvement of governors in trying to secure improvements. They value the constructive relationship governors have formed. It has made some difference, particularly in starting to rebuild a previously fractured culture of trust in the school. However, before this inspection, leaders at all levels did not realise the full extent of the school’s weaknesses. Planned improvements have largely focused too narrowly on the previously unmet independent school standards (the standards).

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better?

The school has not demonstrated the capacity to improve. Some of the previously unmet standards remain unmet. The school has not ensured that all responsible 13 to 15 May 2025 staff have sufficient knowledge of the requirements of the standards. It has rightly made safeguarding a priority. Positive steps include additional training for staff which has, for example, led to some improvements in the record-keeping of concerns about pupils. However, the school is not thorough enough in checking the impact of actions it has taken to confirm that improvements are secure, sustained and make the difference intended. Significant weaknesses remain. As governors have been more operational than they might otherwise be, the proprietor has recently recruited ‘advisory’ board members to enhance monitoring arrangements, but it is too soon to see the impact.

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better?

The school does not meet the independent school standards. Beyond those linked with safeguarding and the quality of education, the school does not meet a wide range of other requirements. For example, the admissions register does not show the last school pupils attended. The school does not have showers for pupils to use following physical education or make alternative arrangements for this. The school’s complaints record was not available during the inspection. That said, the school’s accessibility plan complies with schedule 10 of the Equality Act 2010.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

The school has not securely embedded a strong safeguarding culture. While some safeguarding arrangements have improved since the previous inspection, significant weaknesses remain.

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Safeguarding

The single central record does not meet requirements. Procedures for checking the Disclosure and Barring Service certificate for agency staff and recording this on the single central record are not robust. The school has not checked the medical fitness of some staff.

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Safeguarding

Through extra training, staff convey greater confidence in recording and following up concerns about individual pupils. Some records show prompt, appropriate action in response to worries that arise. However, this is not always the case. The reasons behind important decisions made by the school are not always clear. For example, the school did not record convincing justification for not following the advice from a statutory safeguarding partner. The records also show that the school’s response to identified concerns is not always timely, delaying action to check or promote the safety and welfare of pupils.

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Safeguarding

The school does not take effective action to ensure the safety of pupils who do not attend. These checks are sporadic and sometimes cursory. It is not always evident that potential concerns are properly followed up.

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Safeguarding

Health and safety processes are not effectively implemented. The school does not have reliable mechanisms for monitoring and checking this. There is a lack of clarity over how and where important records are kept. Records relating to fire safety could not be located until near the end of the inspection. They show frequent gaps in 13 to 15 May 2025 routine fire-safety checks. Risk assessment processes are weak. Risk assessments are often too generic to properly identify potential risks, or they are out of date and not referred to by staff. The school does not have suitable internet monitoring and filtering arrangements in place.

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(Information for the school and proprietor)

 The school does not meet a wide range of independent school standards. This restricts pupils’ academic and personal development and potentially puts their welfare, health and safety at risk. Those with delegated responsibility for ensuring the standards are met do not have sufficient knowledge of the requirements. Checks of the standards, overseen by the proprietor, sometimes miss lapses in the school’s arrangements to keep pupils safe. The proprietor must strengthen leadership knowledge and capacity to ensure that all of the independent school standards and associated requirements are consistently met.  The culture of safeguarding is weak, especially given the additional vulnerabilities of pupils. The school does not have robust, workable and reliable safeguarding systems and procedures. This means that these processes are not always understood and/or followed by staff. The school must urgently establish and

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(Information for the school and proprietor)

maintain effective safeguarding arrangements in line with all relevant guidance and ensure that these are consistently followed to keep pupils safe.  The school does not meet pupils’ statutory entitlements as set out in their EHC plans. This means that pupils do not get the support they need, particularly in terms of therapy. The school should ensure that pupils receive the provision set out in pupils’ EHC plans without delay.  The curriculum is too narrow. It does not take account of pupils’ ages, needs and previous gaps in their learning. While pupils have had experiences of different subjects over time, they are not routinely given the opportunity to make progress through the curriculum in a broad range of subjects. The school must establish a broad and ambitious curriculum that takes accounts of pupils’ needs and starting points.  In many subjects, the school has not identified precisely what pupils must learn.

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(Information for the school and proprietor)

This means that pupils are not well supported to build their knowledge, skills and understanding. The school must ensure that the curriculum clearly identifies the knowledge and skills which pupils need to learn and how these should develop throughout their school life.  Teachers do not always have the subject and pedagogical knowledge to design and adapt approaches that best meet pupils’ needs. Training and support for teachers’ classroom practice have been very limited in recent times. Sometimes the tasks that teachers set, or demonstrations and explanations they give, do not help pupils improve. The school should ensure teachers have the necessary subject and pedagogical knowledge, so they can better support pupils in learning the curriculum well. 13 to 15 May 2025  The school does not provide some of the basic resources that teachers and pupils need to adequately support their teaching and learning. This sometimes hampers

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(Information for the school and proprietor)

pupils’ understanding of important concepts. The school should provide the resources needed for the implementation of an effective and ambitious curriculum.  The school offers limited experiences to support pupils’ wider development. There is currently no careers guidance and little else in place towards preparing pupils for adulthood. This means pupils are not sufficiently well supported to acquire the experience, knowledge and skills they need in their later lives. The school must provide pupils with a wide, rich set of experiences, including careers guidance, to support pupils’ broader development and prepare them well for their next steps.

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How can I feed back my views?

or 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.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 13 to 15 May 2025

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School details

Unique reference number 146521 DfE registration number 886/6152

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School details

Inspection number 10342139 Type of school Other independent special school

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School details

Email address office@cornfields.kent.sch.uk

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School details

Date of previous inspection 15 to 17 March 2022 13 to 15 May 2025

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Information about this school

 Since the previous standard inspection in March 2022, the school received an emergency inspection on 21 February 2024. At that inspection, the school was judged not to have met all of the independent school standards. Consequently, the school also received a progress monitoring inspection on 7 November 2024 where the school was again judged not to have met all of the standards.  Cornfields School is owned by Keefields Ltd. The chair of the proprietor body purchased the company shortly before the November progress monitoring inspection. He is the sole director of Keefields Ltd and the chair of the governing body. The headteacher took up their post at the start of November 2024, a week before the progress monitoring inspection. This followed a period of multiple changes of headteacher.  The proprietor body operates two schools. The other school is Belle Vue School in Cranbrook. The headteacher of Cornfields is also the headteacher of Belle Vue

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Information about this school

School. However, these schools are registered and inspected separately.  All pupils at Cornfields have an EHC plan relating to social, emotional and mental health needs. Their places are funded by local authorities.  The school does not use alternative provision.

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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.

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Information about this inspection

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

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  The inspection was conducted without notice.  The inspection team met with the headteacher. They also met with staff, including some who are based at Belle Vue but also sometimes involved with Cornfields.  The lead inspector spoke with the sole director of the proprietor body who is also the chair of governors, and two other governors.  Inspectors carried out deep dives in these subjects: reading, mathematics and PSHE. For each deep dive, inspectors held discussions about the curriculum, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. 13 to 15 May 2025  The inspection team also explored the curriculum in some other subjects in

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Information about this inspection

conversation with staff and pupils.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single 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.  Inspectors examined a wide range of documents and records relating to the independent school standards. They also checked arrangements for the health, safety and well-being of pupils and staff.  The inspection team took account of the views expressed by staff, pupils and parents using Ofsted Parent View and online inspection surveys. An inspector spoke to some parents on the telephone.

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The school’s progress in meeting previously failed standards

During the inspection we checked whether the school now meets the independent school standards that it was judged to have failed at its previous progress monitoring inspection on 7 November 2024.

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The school’s progress in meeting previously failed standards

 The outcome of this part of the inspection is: the school continues to not meet the previously failed standards.  The previous progress monitoring inspection found that standards around safeguarding, and leadership and management, were not met. Provisions were not being made as set out in pupils’ EHC plans. The school was not providing teachers with sufficient resources to implement the curriculum.  The school’s action plan contained a range of steps to address the identified weaknesses. These actions included: a review of the safeguarding policy; an audit of safer recruitment checks; additional training for staff; providing staff with necessary resources; and the implementation of an advisory panel to strengthen governance.  This inspection found several actions outlined in the plan that have either not been taken, or where the desired improvements are not secure. For example, the school has not successfully centralised and made easily accessible important

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The school’s progress in meeting previously failed standards

records and documents. It has not conducted planned surveys of pupils and parents around its safeguarding work. Teachers are still not provided with sufficient resources.  An up-to-date safeguarding policy is now published on the school’s website. The school now follows a process to ensure that full recruitment checks are carried out where agency staff are made permanent. However, the weaknesses in other aspects of the school recruitment checks mean that, overall, relevant standards remain unmet.  Staff have received further appropriate training regarding physical intervention. The culture around the use of physical intervention is secure. It is seldom used as 13 to 15 May 2025 a strategy and rightly seen as a last resort. Instead, staff successfully deploy strategies from their training to de-escalate potentially risky situations.  Although a small number of previously unmet standards are now met, the school

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The school’s progress in meeting previously failed standards

is still failing to meet significant other standards, including those for safeguarding and leadership and management. In addition to this, the number of unmet standards across most parts has grown considerably.

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Information about the progress monitoring inspection

 The progress monitoring inspection was commissioned by the Department for Education (DfE). The purpose of the inspection was to monitor the progress the school has made in meeting the independent school standards that it was judged not comply with at the previous progress monitoring inspection on 7 November 2024.  This was the second progress monitoring inspection.  Following the first progress monitoring inspection, the DfE required the proprietor to produce a statutory action plan. It was evaluated by Ofsted on 20 February 2025 and accepted by the DfE on 7 March 2025.

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Inspection team

Clive Dunn, lead inspector His Majesty’s Inspector

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Inspection team

Kate Fripp His Majesty’s Inspector 13 to 15 May 2025

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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)(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; – 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and

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Part 1. Quality of education provided

experiences of life in British society.  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; – 3(g) demonstrates that a framework is in place to assess pupils’ work regularly

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Part 1. Quality of education provided

and thoroughly and use information from that assessment to plan teaching so that pupils can progress;

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Part 2. Spiritual, moral, social and cultural development of pupils

 5 The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor- – 5(b) ensures that principles are actively promoted which- – 5(b)(iv) enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England; 13 to 15 May 2025 – 5(b)(v) further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own and other cultures;

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Part 3. Welfare, health and safety of pupils

 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].  15 The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the Education (Pupil Registration) (England) Regulations 2006[13].  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 – 16(b) appropriate action is taken to reduce risks that are identified.

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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 person- – 18(2)(c)(ii) the person’s medical fitness;  19(2) The standard in this paragraph is met if- – 19(2)(a) a person offered for supply by an employment business to the school only begins to work at the school if the proprietor has received- – 19(2)(a)(i) written notification from the employment business in relation to that person- – 19(2)(a)(i)(cc) if the employment business has obtained such a certificate before the person is due to begin work at the school, whether it disclosed any matter or information; and – 19(2)(a)(ii) a copy of any enhanced criminal record certificate obtained by an employment business before the person is due to begin work at the school; – 19(2)(b) a person offered for supply by an employment business only begins work at the school if the proprietor considers that the person is suitable for the

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

work for which the person is supplied; – 19(2)(d) the proprietor, in the contract or other arrangements which the proprietor makes with any employment business, requires the employment business to provide- – 19(2)(d)(i) the notification referred to in paragraph (a)(i); and – 19(2)(d)(ii) a copy of any enhanced criminal record certificate which the employment business obtains,  21(5) The information referred to in this sub-paragraph is, in relation to supply staff- – 21(5)(c) where written notification has been received from the employment business in accordance with a contract or other arrangements referred to in 13 to 15 May 2025 paragraph 19(2)(d) that it has obtained an enhanced criminal record certificate, whether the employment business supplied a copy of the certificate to the school.

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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.

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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(j) provides for a written record to be kept of all complaints that are made in accordance with sub-paragraph (e) and- – 33(j)(i) whether they are resolved following a formal procedure, or proceed to a panel hearing; and – 33(j)(ii) action taken by the school as a result of those complaints (regardless of whether they are upheld); and

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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(f) utilises effectively classroom resources of a good quality, quantity and range;

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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(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. 13 to 15 May 2025

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

 19(2) The standard in this paragraph is met if- – 19(2)(a) a person offered for supply by an employment business to the school only begins to work at the school if the proprietor has received- – 19(2)(a)(i) written notification from the employment business in relation to that person-  21(1) The standard in this paragraph is met if the proprietor keeps a register which shows such of the information referred to in sub-paragraphs (3) to (7) as is applicable to the school in question.

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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.

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

– 18(2)(e) in the case of any person for whom, by reason of that person living or having lived outside the United Kingdom, obtaining such a certificate is not sufficient to establish the person’s suitability to work in a school, such further checks are made as the proprietor considers appropriate, having regard to any guidance issued by the Secretary of State; and – 19(2)(a)(i)(dd) that, where that person is one for whom, by reason of that person living or having lived outside the United Kingdom, obtaining such a certificate is not sufficient to establish the person’s suitability to work in a school, it or another employment business has obtained such further checks as appropriate, having regard to any guidance issued by the secretary of state; and  21(3) The information referred to in this sub-paragraph is- – 21(3)(a) in relation to each member of staff ("S") appointed on or after 1st May 2007, whether-

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

– 21(3)(a)(viii) checks were made pursuant to paragraph 18(2)(e),

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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)(c) particulars of the arrangements for meeting the standard contained in paragraph 7 are published on the school’s internet website or, where no such website exists, are provided to parents on request; 13 to 15 May 2025 – 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 reasonably be required for the purpose of the annual review of the EHC plan is provided to the responsible local authority; and 13 to 15 May 2025 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

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Part 6. Provision of information

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Part 6. Provision of information

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Part 6. Provision of information

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Part 6. Provision of information

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Part 6. Provision of information

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