Drive Preparatory School

Inspection of Drive Preparatory School 101 The Drive, Hove, East Sussex BN3 6GE

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Overall effectiveness Inadequate

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

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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?

The school does not prioritise pupils’ safety and well-being. When the school is aware of risks to pupils’ safety, it does not act swiftly to address concerns. Pupils’ personal, social, health and economic (PSHE) education is ad-hoc. It is dependent on what the class teacher thinks that pupils should learn. Some pupils do not learn important life skills, such as understanding what consenting relationships are. The school’s arrangements for safeguarding are not effective and this has left pupils at risk of harm.

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What is it like to attend this school?

Pupils do not learn a logically ordered curriculum. When pupils move up a year group, they do not build on prior learning. This means that pupils are not prepared well for their next stage of education. In some subjects, such as religious education, there is not a planned curriculum. Consequently, pupils’ learning is accidental rather than by ambitious design.

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What is it like to attend this school?

Pupils enjoy the small family feel of the school. They benefit from the focused attention of staff who nurture pupils’ interests and talents. Pupils build trusting and respectful relationships with adults and their peers. In most lessons, pupils listen and pay attention to their teachers.

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better?

The proprietor and leaders have not ensured that the school meets all the requirements of the independent school standards (the standards). They do not demonstrate a secure understanding of statutory responsibilities related to safeguarding and health and safety regulations. The building, in its current state of repair, does not comply with fire regulations. Previously, the proprietor commissioned a fire risk audit which highlighted significant safety concerns. However, the proprietor has not taken decisive action to reduce the risk to pupils and staff.

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better?

The school is not in a good state of repair. Drinking water is not correctly labelled or checked routinely for quality. Fire doors are frequently propped open and do not meet fire safety requirements. In cooking lessons, pupils use electrical equipment that has not been safety tested. There is not an appropriate facility for the care of sick or injured pupils. Throughout the school, damp in the walls and ceilings and torn carpets are not sufficiently repaired, presenting health and safety risks to pupils.

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better?

The school’s leadership lacks the capacity and expertise to improve. Plans to address the significant weaknesses lack clarity and strategy. The school has not established clear areas of responsibility. Leaders are unclear about who is responsible for important actions such as developing risk assessments. There is a lack of challenge and transparency. The proprietor and the school have not established methods to hold leaders to account. Therefore, leaders at all levels do not have a realistic view 20 and 22 May 2025 of how the school is significantly failing to meet the standards and fulfil statutory responsibilities.

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better?

The school does not comply with schedule 10 of the Equality Act 2010. Despite a number of pupils having special educational needs and/or disabilities (SEND) and an education, health, and care (EHC) plan, the school does not plan to ensure that these pupils receive the support that they need to access the school’s provision. The school does not have an up-to-date published accessibility policy.

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better?

The school fails to meet statutory obligations relating to the teaching of PSHE and the protected characteristics. There is not a cohesive and age-appropriate curriculum in place. Teaching in the secondary phase classes depends on the knowledge of the teacher rather than a structured curriculum that ensures pupils learn essential content to keep them safe. The school’s decision not to teach relationships and sex education (RSE) and health education in the primary phase of education is contrary to legal requirements. The school did not consult with parents when making the decision to not teach RSE in the primary phase.

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better?

Many of the curriculum weaknesses found at the previous standard inspection remain. The school’s capacity to improve the curriculum remains weak. The school has developed an online system to map what topics pupils will learn. However, the curriculum does not take into consideration the different starting points of pupils, including those with SEND. Complex concepts are not sufficiently broken down into smaller ideas. Teachers do not provide sufficient support for pupils to grasp new concepts in a way that connects meaningfully to pupils’ existing knowledge. As a result, some pupils struggle to learn as effectively as they should, including those with SEND.

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better?

The school has not put in place an agreed approach to teach pupils who need help learning to read. Teachers use their own understanding of phonics to identify gaps in pupils’ knowledge. However, teaching is not adapted to address these gaps, as staff do not have the resources or phonics training that they need. This means pupils do not learn to read well.

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better?

Pupils typically behave well in school. Small classes mean that pupils who struggle to manage their behaviour positively receive focused adult support. Admissions and attendance registers are appropriately maintained. However, oversight of how well pupils attend is weak. There is a lack of clarity around what support families receive to overcome barriers to positive attendance. The school does not use attendance information to check if support is effective. The school does not adequately assure itself that pupils who do not attend school regularly are safe and engaging with remote learning effectively. This also means that links between poor attendance and safeguarding concerns are sometimes missed.

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better?

The school’s focus on pupils’ wider development is not fully developed. Pupils benefit from regular trips into the community to engage with outdoor learning and practise life skills, such as accessing public transport. Enrichment clubs do not entice a large number of pupils, as the offer does not reflect their interests. Pupils do not learn 20 and 22 May 2025 about characteristics protected by law. Despite this, through their own lives, they understand why respect and tolerance are important. Pupils in Year 10 and Year 11 have received some careers guidance. However, this guidance is based solely on teachers’ knowledge of the local post-16 education offer. This means that pupils are not fully informed of the diverse education and training pathways beyond the local area.

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better?

Staff enjoy working at the school. However, some feel frustrated by the lack of regular professional development opportunities and investment in teaching resources. Many use their own finances and time to ensure they are well prepared when planning to meet pupils’ needs.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

The proprietor has not followed its statutory responsibilities to keep pupils safe. Leaders who recruit staff have received appropriate training, but do not exercise this training in practice. The school does not make required checks before staff start working in the school. The school’s single central record has a number of gaps where checks on staff have not been completed or recorded. This includes checks such as prohibition from teaching checks and barred list checks. The school does not complete appropriate checks on tutors that visit pupils at home or teach pupils online. This potentially puts pupils at risk of harm and does not follow statutory guidance.

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Safeguarding

The school’s written safeguarding policy meets statutory guidance and is published on the school’s website. However, the school’s implementation of the policy is not consistent. Staff receive training in safeguarding. However, leaders do not always recognise when something constitutes a serious concern. Due to poor communication, leaders are unclear of the actions taken in response to staff concerns. Consequently, the school sometimes fails to take important actions to keep pupils safe.

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(Information for the school and proprietor)

 The school’s approach to safer recruitment, identifying pupils in need of support and oversight of safeguarding is not effective. The school has not sought the appropriate assurances that all staff are suitable to work with pupils. The school also fails to effectively recognise pupils requiring help or respond appropriately to protect them, putting them at risk of harm. The proprietor must improve their arrangements for safeguarding by: – ensuring that leaders, including the proprietor, have relevant and effective training so that they understand how to ensure that the school fulfils its statutory responsibilities and maintains an effective and strong culture of safeguarding 20 and 22 May 2025 – carrying out the required vetting checks on staff to ensure their suitability to work with young people – making sure that safeguarding records reflect what is set out in statutory guidance – ensuring that the designated safeguarding lead has full cognisance of the

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(Information for the school and proprietor)

arrangements for safeguarding pupils  The proprietor and leaders lack the knowledge and expertise needed to provide pupils with high-quality education and care. This means their actions are not precise and are not effectively addressing the significant weakness in the school’s provision. The proprietor must ensure that it, along with the leadership team, has the appropriate knowledge needed to fulfil their roles effectively and ensure that the school meets statutory duties consistently.  Neither the proprietor nor school leaders keep a clear oversight of how well the school is performing in key areas. The school continues not to meet the standards. Leaders and the proprietor must establish clear systems that provide necessary oversight, ensuring leadership effectiveness and that the standards are consistently met.  The school has not ensured that teachers have a secure understanding of phonics or how to support pupils in the earlier stages of learning to read. As a result,

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(Information for the school and proprietor)

pupils do not gain the necessary knowledge to read with accuracy. The school should ensure that staff have the expertise to teach phonics securely so that pupils learn to read with fluency and accuracy.  There is a lack of curriculum coherence in some subjects. The school has given insufficient thought to how pupils’ learning will build as they progress through the school. As a result, many pupils do not achieve as well as they should. The school should ensure that there is an ambitious, well-sequenced curriculum in place that enables pupils to achieve well and that prepares them for their next steps in learning.  The school has not put in place a suitable programme for RSE, which gives due regard to the statutory guidance. This means that pupils do not acquire the skills that they need to help prepare them for life. The school must ensure that all pupils receive the appropriate education that they need to help them make

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(Information for the school and proprietor)

informed decisions in the future and keep themselves safe.

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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. 20 and 22 May 2025

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School details

Unique reference number 131127 DfE registration number 846/6020

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School details

Inspection number 10374996 Type of school Other independent school

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School details

Annual fees (day pupils) £6,885 – £9,000

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School details

Date of previous inspection 14 to 16 November 2023 20 and 22 May 2025

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Information about this school

 The Drive Preparatory school is not a designated special school. However, a significant proportion of pupils on roll have an EHC plan. The school caters for pupils with specific learning difficulties, moderate learning difficulties, autism and social, emotional and mental health needs.  The school is using one unregistered alternative provision.  During the inspection, the Brighton and Hove Fire Safety Service conducted an emergency visit to the school due to the significant concerns raised about the safety and welfare of pupils.  The school operates from one site, 101 The Drive, Hove, East Sussex BN3 6GE.  The school’s last standard inspection took place in November 2023. Since then, there has been one progress monitoring inspection on the 10 December 2024. An action plan evaluation was also conducted on 8 April 2025.

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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.  Inspectors held meetings with the proprietor, the headteacher and other senior leaders.  To evaluate the effectiveness of safeguarding, the 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 carried out deep dives in these subjects: early reading, mathematics, science and physical education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.

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Information about this inspection

Inspectors were unable to listen to pupils read to an adult due to high levels of pupil absence.  Inspectors reviewed a range of documentation, including school policies and attendance information. 20 and 22 May 2025  The inspectors considered responses to Ofsted Parent View. Pupil and staff survey information could not be considered during this inspection as leaders did not send out the required information to pupils and staff. Inspectors spoke to a range of staff and pupils during the inspection instead.  Inspectors also spoke to representatives from Brighton and Hove local authority, West Sussex local authority and East Sussex local authority.  Inspectors also met with representatives of Brighton and Hove Fire Safety Service to discuss concerns about the school’s fire safety arrangements.

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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 the 10 December 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 the quality of education and leadership and management were not met. The school’s curriculum lacks coherence and structure. The curriculum does not take into account pupils’ starting points.  The school’s action plan sets out steps that the school was taking to develop a cohesive curriculum and provide staff with training. The plan also set out an intention to introduce a governor to provide external assurances.  This inspection found that this action plan had not been shared with staff and other leaders. The curriculum still lacks structure and does not suitably detail what pupils should know. The curriculum does not take into consideration the different starting points of pupils. When teachers join the school, they are not

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The school’s progress in meeting previously failed standards

made aware of what pupils have been learning and therefore make their own curriculum decisions. This leads to pupils experiencing a disjointed education.  Leaders do not have sufficient expertise to ensure that the school meets the independent school standards. The proprietor has not carried out its role by holding leaders to account and ensuring that the school meets its statutory obligations.  Despite being set out in the school action plan, the school has not recruited a governor to provide external assurance and moderation.  The same standards that were not met at the previous progress monitoring inspection remain unmet. In addition to this, the number of unmet standards across most parts has grown considerably. 20 and 22 May 2025

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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 10 December 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 8 April 2025. The proposed action plan was found to not be acceptable.

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Inspection team

Michelle Payne, lead inspector His Majesty’s Inspector

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Inspection team

Chris Ellison His Majesty’s Inspector 20 and 22 May 2025

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Part 1. Quality of education provided

 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)(d) personal, social, health and economic education which- – 2(2)(d)(i) reflects the school’s aim and ethos; and – 2(2)(d)(ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act[9]; – 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)(h) that all pupils have the opportunity to learn and make progress; and – 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.

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Part 1. Quality of education provided

 2A(1) The standard in this paragraph is met if the proprietor- – 2A(1)(a) ensures that every registered pupil who is provided with primary education at the school is provided with relationships education, – 2A(1)(b) ensures that every registered pupil who is provided with secondary education at the school is provided with relationships and sex education, except in so far as the pupil is excused as mentioned in sub-paragraph (2), – 2A(1)(d) in making arrangements for the purposes of paragraphs (a), (b) or (c), has regard to any guidance under section 80A of the Education Act 2002 that applies in relation to the provision of education by maintained schools, – 2A(1)(f) consults parents of registered pupils at the school before making or revising a statement under sub-paragraph (e), and  2A(2) Arrangements made by the proprietor for the purposes of sub-paragraph (1)(b) must ensure that where a pupil’s parent requests that the pupil is wholly or

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Part 1. Quality of education provided

partly excused from sex education provided as part of relationships and sex education, the pupil is so excused until the request is withdrawn, unless or to the extent that the head teacher considers that the pupil should not be so excused.  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(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(f) utilises effectively classroom resources of a good quality, quantity and range; 20 and 22 May 2025

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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(a) actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs; – 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; – 5(b)(vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act; and – 5(b)(vii) encourage respect for democracy and support for participation in the democratic process, including respect for the basis on which the law is made and applied in England;

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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.  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].  14 The standard in this paragraph is met if the proprietor ensures that pupils are properly supervised through the appropriate deployment of school staff.  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 4. Suitability of staff, supply staff, and proprietors

 18(2) The standard in this paragraph is met if- – 18(2)(a) no such person is barred from regulated activity relating to children in accordance with section 3(2) of the 2006 Act where that person is or will be engaging in activity which is regulated activity within the meaning of Part 1 of Schedule 4 to that Act; – 18(2)(b) no such person carries out work, or intends to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act, or any disqualification, prohibition or restriction which takes effect as if contained in either such direction; 20 and 22 May 2025 – 18(2)(c) the proprietor carries out appropriate checks to confirm in respect of each such person- – 18(2)(c)(i) the person’s identity; – 18(2)(c)(ii) the person’s medical fitness; – 18(2)(c)(iii) the person’s right to work in the United Kingdom; and

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

– 18(2)(c)(iv) where appropriate, the person’s qualifications; – 18(2)(d) the proprietor ensures that, where relevant to any such person, an enhanced criminal record check is made in respect of that person and an enhanced criminal record certificate is obtained before or as soon as practicable after that person’s appointment; – 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 – and in the light of the information from the checks referred to in paragraphs (c) to (f) the proprietor considers that the person is suitable for the position to which the person is appointed.  18(3) The checks referred to in sub-paragraphs (2)(c) and (except where sub-

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

paragraph (4) applies) (2)(e) must be completed before a person’s appointment.  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)(aa) that the checks referred to in paragraph 21(3)(a)(i) to (iv), (vii) and (b) have been made to the extent relevant to that person; – 19(2)(a)(i)(bb) that, where relevant to that person, an enhanced criminal record check has been made and that it or another employment business has obtained an enhanced criminal record certificate in response to such a check; – 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

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

– 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 – 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 work for which the person is supplied; – 19(2)(c) before a person offered for supply by an employment business begins work at the school the person’s identity is checked by the proprietor of the school (irrespective of any such check carried out by the employment business before

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

the person was offered for supply); 20 and 22 May 2025 – 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, – in respect of any person whom the employment business supplies to the school;  19(3) Except in the case of a person to whom sub-paragraph (4) applies, the certificate referred to in sub-paragraph (2)(a)(i)(bb) must have been obtained not more than 3 months before the date on which the person is due to begin work at the school.  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 4. Suitability of staff, supply staff, and proprietors

 21(2) The register referred to in sub-paragraph (1) may be kept in electronic form, provided that the information so recorded is capable of being reproduced in legible form.  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- – 21(3)(a)(i) S’s identity was checked; – 21(3)(a)(ii) a check was made to establish whether S is barred from regulated activity relating to children in accordance with section 3(2) of the 2006 Act; – 21(3)(a)(iii) a check was made to establish whether S is subject to any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or restriction which takes effect as if contained in such a direction; – 21(3)(a)(iv) checks were made to ensure, where appropriate, that S had the relevant qualifications; – 21(3)(a)(v) an enhanced criminal record certificate was obtained in respect of S;

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

– 21(3)(a)(vi) checks were made pursuant to paragraph 18(2)(d); – 21(3)(a)(vii) a check of S’s right to work in the United Kingdom was made; and – 21(3)(a)(viii) checks were made pursuant to paragraph 18(2)(e), – 21(3)(b) in relation to each member of staff ("S"), whether a check was made to establish whether S is subject to a prohibition order or an interim prohibition order, including the date on which such check was completed.  21(5) The information referred to in this sub-paragraph is, in relation to supply staff- – 21(5)(a) whether written notification has been received from the employment business that- – 21(5)(a)(i) checks corresponding to those referred to in sub-paragraph (3)(a)(i) to (iv), (vi) and (vii) have been made to the extent relevant to any such person; and – 21(5)(a)(ii) an enhanced criminal record check has been made and that it or another employment business has obtained an enhanced criminal record

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

certificate in response to such a check, – 21(5)(b) whether a check has been made in accordance with paragraph 19(2)(e) together with the date the check was completed; and 20 and 22 May 2025 – 21(5)(c) where written notification has been received from the employment business in accordance with a contract or other arrangements referred to in 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.  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  24(2) The accommodation provided under sub-paragraphs (1)(a) and (b) may be used for other purposes (apart from teaching) provided it is always readily available to be used for the purposes set out in sub-paragraphs (1)(a) and (b).

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Part 5. Premises of and accommodation at schools

 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 pupils are ensured.  27 The standard in this paragraph is met if the proprietor ensures that- – 27(a) the lighting in each room or other internal space is suitable, having regard to the nature of the activities which normally take place therein; and – 27(b) external lighting is provided in order to ensure that people can safely enter and leave the school premises.  28(1) The standard in this paragraph is met if the proprietor ensures that- – 28(1)(a) suitable drinking water facilities are provided; – 28(1)(c) cold water supplies that are suitable for drinking are clearly marked as such; and  28(2) The facilities provided under sub-paragraph (1)(a) will be suitable only if-

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Part 5. Premises of and accommodation at schools

– 28(2)(a) they are readily accessible at all times when the premises are in use; and

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Part 6. Provision of information

 32(3) The information specified in this sub-paragraph is- – 32(3)(c) particulars of the policy referred to in paragraph 2; – 32(3)(d) particulars of arrangements for meeting the standards contained in paragraphs 9, 10, 11 and 13; 20 and 22 May 2025

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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)(c) actively promote the well-being of pupils.

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Schedule 10 of the Equality Act 2010

 The school does not comply with the requirements of paragraph 3 or 4 of schedule 10 of the Equality Act 2010, – 3(1) The responsible body of a school in England and Wales must prepare– – 3(1)(a) an accessibility plan; – 3(2)An accessibility plan is a plan for, over a prescribed period— – 3(2)(a) increasing the extent to which disabled pupils can participate in the school’s curriculum, – 3(2)(b) improving the physical environment of the school for the purpose of increasing the extent to which disabled pupils are able to take advantage of education and benefits, facilities or services provided or offered by the school, and – 3(2)(c) improving the delivery to disabled pupils of information which is readily accessible to pupils who are not disabled. – 3(3) The delivery in sub-paragraph (2)(c) must be— – 3(3)(a) within a reasonable time; – 3(3)(b) in ways which are determined after taking account of the pupils’

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Schedule 10 of the Equality Act 2010

disabilities and any preferences expressed by them or their parents. – 3(4) An accessibility plan must be in writing. – 3(5) The responsible body must keep its accessibility plan under review during the period to which it relates and, if necessary, revise it. – 3(6) The responsible body must implement its accessibility plan. – 3(7) A relevant inspection may extend to the performance by the responsible body of its functions in relation to the preparation, publication, review, revision and implementation of its accessibility plan. – 3(8) A relevant inspection is an inspection under— – 3(8)(a) Part 1 of the Education Act 2005, or – 3(8)(b) Chapter 1 of Part 4 of the Education and Skills Act 2008 (regulation and inspection of independent education provision in England). – 4(1) In preparing an accessibility plan, the responsible body must have – regard to the need to allocate adequate resources for implementing the plan.

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Schedule 10 of the Equality Act 2010

– 4(1) In preparing an accessibility plan, the responsible body must have regard to the need to allocate adequate resources for implementing the plan. – 4(2) The proprietor of an independent educational institution (other than an Academy) must, if asked, make a copy of the school’s accessibility plan available for inspection at such reasonable times as the proprietor decides. – 4(3) The proprietor of an independent educational institution in England (other than an Academy) must, if asked by a Minister of the Crown, give the Minister a copy of the school’s accessibility plan. 20 and 22 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;

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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; 20 and 22 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 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

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Part 8. Quality of leadership in and management of schools

for children looked after, safeguarding and child protection.

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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 .

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Part 8. Quality of leadership in and management of schools

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 .

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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

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

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