Aspris Ridgeway School

School pre-registration inspection report

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Aspris Ridgeway School High Street, Shrivenham, Oxfordshire SN6 8AA

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1) to 2(2)(b), 2(2)(d) to 2(2)(e)(iii), 2(2)(g) to 2A(2), 3 to 3(J), 4  The proprietor intends for the proposed school to provide education for pupils with special educational needs and/or disabilities (SEND). All pupils will have an education, health and care plan (EHC plan).  The proposed curriculum is suitably broad. An appropriate range of subjects will be on offer, including academic subjects and vocational studies. Subjects include English, mathematics, science, humanities, art, design technology, computing and physical education. Personal, social and health education (PSHE) will also form an important strand of the school’s curriculum.  The proprietor is making use of some commercial schemes of work and other long- term plans that have been developed in other schools the company runs. Leaders are drawing on expertise from these schools to inform their curriculum thinking. They

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Main inspection findings

know that they will need to refine their plans to take into account pupils’ starting points and their academic, social and emotional needs.  The proprietor anticipates that many pupils are likely to have gaps in their knowledge when they join the school, including in early reading. The proprietor intends to give priority to addressing these gaps. The proposed school has chosen a suitable phonics programme to support pupils who are at an early stage of learning to read. English and reading will be timetabled daily, reflecting the priority the school intends to give to this aspect of the curriculum.  As pupils progress into key stage 4, the curriculum will increasingly be designed around qualification routes. Leaders plan to offer different ‘pathways’ and qualifications depending on pupils’ needs, interests and aptitudes. The proprietor anticipates that all pupils will study for entry-level qualifications in English and

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Main inspection findings

mathematics. The school also plans to offer BTEC National Diploma qualifications in PSHE, various unit awards and GCSE art and design technology. For post-16 students, the curriculum will consist mainly of vocational studies. The school intends to focus particularly on life skills and preparedness for adulthood.  PSHE will be timetabled each week. This will include relationships and sex education. Leaders intend to consult parents and carers about the policy when the proposed school opens and when new pupils join the school. The school plans to use various commercial schemes of work for this strand of the curriculum. The content of this is aligned with the statutory guidance. In addition to weekly lessons, tutor time and assemblies will also focus on themes from the PHSE curriculum.  Physical education will take place on the school site, following the school’s scheme of work. In time, the school intends to make use of local facilities, such as a swimming

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Main inspection findings

pool at a nearby school and the leisure centre.  A suitable careers policy is in place. Careers education will be delivered through the school’s PSHE curriculum using a commercial scheme of work. The proprietor plans to capitalise on links with local businesses to offer meaningful work experience for pupils. Leaders also intend to appoint an independent careers adviser.  The proprietor has recruited leaders who have a background of working in specialist provision and staff who have particular expertise in teaching pupils with autism. The headteacher, the inclusion leader and an assistant headteacher have already been appointed to the school. Leaders express high ambition and commitment for staff to have the expertise and experience of working with the ages and needs of pupils who are likely to attend the school.  The proprietor intends to ‘grow’ the staff team in tandem with the projected, planned

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Main inspection findings

growth of the school. The school plans for there to be high staff-to-pupil ratios and for pupils to be in small classes. Each class will have a teacher and a teaching assistant.  The proprietor anticipates that some pupils may need individual support and therapy. Leaders are therefore currently in the process of recruiting an occupational therapist and a speech and language therapist. When needed, additional support staff will be appointed to reflect pupils’ needs and the provision in their EHC plans.  Staff induction and training have been considered carefully. All staff will have a full induction programme. This will include training specific to the school’s approaches and curriculum. Some training will be focused on behaviour and safeguarding, including the school’s trauma-informed and restorative approaches.  The proposed school is adopting the proprietor’s online systems to enable staff to assess and keep track of pupils’ achievement. This is a comprehensive system that will

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Main inspection findings

enable staff and leaders to record academic achievement, as well as social and personal development. The assessment system will also enable staff and leaders to monitor how well pupils are achieving in relation to the objectives and goals in their EHC plans.  Prior to pupils joining the school, staff intend to liaise with their previous settings and meet with pupils’ families. This is so staff can learn about and understand pupils’ needs and previous experiences. Additionally, the school intends to complete a suite of baseline assessments to enable it to have a fully rounded view of pupils’ starting points.  The independent school standards (the standards) in this part are likely to be met if the proposed school is granted permission to open. Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 5 to 5(d)(iii)  The proposed school wishes to create a caring ethos founded on the notion of an

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Main inspection findings

‘unconditional positive regard for all’. All staff will be expected to uphold this principle through their day-to-day interactions and relationships with pupils. Personal development will be a ‘central plank’ in the school’s provision.  The proprietor and leaders know that many pupils are likely to join the school having experienced some disruption in their education. A key part of the school’s work will initially focus on re-engaging pupils with education and building their self-esteem. The school intends that teaching approaches will build pupils’ trust, confidence and self- worth. For example, there will be a strong focus on forging positive relationships and supporting pupils to achieve success.  Through the curriculum, assemblies and tutor time, pupils will learn about important values such as tolerance and respect. Themes such as rights and responsibilities, global citizenship and democracy are woven through the school’s assembly plans.

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Main inspection findings

Valuing difference also runs through the curriculum, including in subjects such as religious education. In this subject, pupils will learn about other faiths and beliefs.  The school plans to establish a student council and enable pupils to have a voice in the running of the school. It also intends to seek pupils’ views frequently through termly questionnaires.  The proprietor understands the need to prepare pupils for adulthood and life beyond the school. For older pupils and students in the post-16 provision, there will be an increasing focus on the personal growth and well-being strand of the PSHE curriculum. This will enable pupils and students to learn life skills such as financial awareness, maintaining good health and being prepared for the world of work.  The proprietor has quality assurance processes to ensure that teaching materials, resources and approaches do not promote any partisan political views.

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Main inspection findings

 The standards are likely to be met if the proposed school is granted permission to open.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 7 to 7(b), 9 to 16(b)  The proposed school has in place an up-to-date safeguarding and child protection policy that reflects statutory guidance. This sets out clearly the various safeguarding roles and responsibilities and the school’s approaches.  A senior leader has already been appointed who will be the designated safeguarding lead (DSL). The headteacher and another senior leader are deputy DSLs. All three leaders have had full, recent safeguarding training to equip them with the knowledge they need to fulfil their roles.  The school intends to use the proprietor’s company-wide system for logging safeguarding concerns, actions taken and decisions made. All staff will receive safeguarding training as part of their induction. The school intends to have weekly safeguarding briefings and updates, along with other ongoing training.  The proprietor is very aware that pupils who are likely to join the school will have

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Main inspection findings

increased vulnerabilities due to their additional needs. The school’s approach will be that safeguarding is a priority and ‘everyone’s responsibility’. The proprietor has strong arrangements in place to maintain oversight of safeguarding. This includes visits to the school, meetings with leaders and analysis of data such as the number and type of concerns and referrals.  The school has appropriate policies for behaviour and anti-bullying. The foundation of the school’s approach to behaviour will be to forge positive, respectful relationships and foster a climate of mutual respect. The school intends for its approach to be trauma-informed and restorative, as set out in its policy.  Each pupil will have a positive behaviour plan that identifies their needs, preventative measures, triggers and the best approach, including de-escalation strategies. All staff will be trained in the school’s approach to positive handling. The school views any

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Main inspection findings

form of positive handling as a last resort, with the focus on de-escalation. The school intends to use the proprietor’s online system to record behaviour incidents and actions taken following these. This system will also enable leaders to analyse trends and patterns in behaviour.  Suitable policies for first aid and health and safety are in place. The school intends for all staff to have basic first-aid training as part of their initial induction training. Training will be updated regularly, and the proprietor intends for some staff to complete the full first aid at work training.  The proprietor intends that the number of pupils on roll will grow gradually and staffing levels will increase in tandem with this. Leaders have suitable arrangements in place to ensure that pupils are supervised throughout the school day. This includes ensuring that a senior leader is always on duty during lunchtimes and breaktimes.

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Main inspection findings

 The school will use the proprietor’s online admissions and attendance systems. These include the relevant details about pupils. This system has the facility for the school to check attendance patterns for individuals and groups of pupils.  A fire risk assessment has been completed. Emergency doors, exit routes and signage are in place, and a fire alarm has been installed. The school has an evacuation plan, and leaders know what routine checks should be in place. Work is currently ongoing to address remedial works identified in the fire risk assessment. This includes fire compartmentation in one of the buildings. Fire extinguishers are due to be installed shortly, and a legionella risk assessment is planned. Electrical and gas safety checks have been carried out by a suitably qualified contractor. The proprietor intends to put in place a routine programme of maintenance, using the well-considered system it has

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Main inspection findings

for the other schools run by the company.  Although the school has adopted the proprietor’s risk assessment policy, this has not been implemented. The school has not completed the risk assessments that this policy states should be in place. For example, there is no site-specific risk assessment for the school building and grounds. Other risk assessments for school activities have not been completed. As a result, potential safety risks in outside spaces and the low gates and fencing had not been fully identified or addressed at the time of the pre- registration visit.  The school is unlikely to meet the requirements in this part of the standards.

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Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2) to 18(2)(e), 18(3), 19(2) to 19(2)(d)(ii), 19(3), 20(6) to 20(6)(c), 21(1) to 21(3)(b), 21(5) to 21(7)(b)  The proprietor and leaders have a strong understanding of what checks need to be completed for staff on appointment and for any adults working in the school. When appointing staff, the school is supported through the proprietor’s central team. These processes include all the necessary checks as per the statutory guidance. The proprietor has ensured that the headteacher and other leaders have had safer recruitment training.  The single central record is already set up and populated with the staff who have been appointed to the proposed school. The record includes members of the proprietor body and centrally employed staff such as the regional director who visits the school regularly.  The school does not intend to use supply staff. However, the proprietor and leaders

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Main inspection findings

know what checks and assurances should be in place should they ever use third-party staff.  The standards are likely to be met if the proposed school is granted permission to open.

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Main inspection findings

Part 5. Premises of and accommodation at schools Paragraphs 23(1) to 23(1)(c), 24(1) to 24(1)(b), 24(2), 25 to 29(1)(b)  The proposed school is accommodated in a number of single-storey buildings that were previously a primary school. The buildings have been remodelled and refurbished to a very high standard. The proprietor intends that primary-age pupils and secondary-age pupils will be accommodated in separate buildings, each with their own designated outside play spaces.  The buildings are very well appointed with provision for a number of specialist teaching spaces. These include a science room, an art and design technology room, a computing room, two sensory rooms and a food technology room. Internal fittings in these rooms and across the school are of very high quality. There is also a spacious hall, a dining room and a professionally equipped kitchen for preparing meals for pupils. As the proposed school’s number on roll increases towards its capacity, the

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Main inspection findings

proprietor intends that some of the specialist rooms will be used flexibly as additional class bases.  Classrooms are very well appointed and already furnished. Each has an interactive whiteboard, display boards and plenty of storage. Classroom spaces and the school as a whole provide an attractive and welcoming environment for learning. Additionally, there are break-out rooms, office spaces and generous circulation spaces.  The medical room is well appointed with washing facilities and close to a toilet. There are appropriate toilet and washing facilities for pupils and staff. The school has very well-appointed shower facilities for girls and for boys and additional shower facilities for staff. The temperature of the hot water is regulated and does not pose a scalding risk. Drinking-water is readily available in many rooms in the different buildings.  The outside grounds are spacious and include grassed areas, hard surface play spaces

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Main inspection findings

and a multi-use games area. There is adequate external lighting. However, at the time of the pre-registration inspection, the external works to reinstate and finish some of the outside areas were not complete. As a result, some areas currently present a potential safety risk to pupils.  The boundary wall to the key stage 2 play area is in a very poor state of repair and poses a risk to pupils. This includes crumbling masonry, loose stone copings and piles of logs and branches on top of the wall. At the time of the pre-registration inspection, contractors had not finished their work to install play equipment, and the area was not fit for use as intended.  Additionally, the proprietor has not ensured the health and safety of pupils in terms of site security. There are some low gates and areas of fence that would be easy to climb over, some of which lead directly onto a road. The lack of risk assessments for

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Main inspection findings

the site means that the proprietor has not adequately considered the safety of pupils when using these outside spaces.  The school is unlikely to meet the requirements in this part of the standards.

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Main inspection findings

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)(d) to 32(3)(g)  The proprietor has created a website that will go live if the Department for Education (DfE) grants permission for the proposed school to open. This website is designed to be consistent with the websites for the proprietor’s other schools. The proprietor knows what information should be published and available to parents and carers. Some information such as the safeguarding and child protection policy has already been uploaded to this, along with other key policies.  The school plans to provide annual reports to parents and has determined the key content that will go into these such as information about academic achievement and personal and social development. The proprietor has already forged links with several local authorities and is aware of what information needs to be provided with respect

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Main inspection findings

to pupils’ annual reviews and funding.  The standards are likely to be met if the proposed school is granted permission to open.

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Main inspection findings

Part 7. Manner in which complaints are handled Paragraphs 33 to 33(k)  The complaints policy is suitable and includes the informal and formal processes for raising and responding to complaints. Timescales are set out in the policy along with the arrangements for convening panels for the final stage of the complaints procedure. The policy will be published on the school’s website.  The proprietor has systems in place to enable leaders and the central team to record complaints and maintain oversight. This approach will enable the proprietor to identify if there are any learning points arising from complaints, for example if changes need to be made to any aspects of the school’s practice.  The standards are likely to be met if the proposed school is granted permission to open.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraphs 34(1) to 34(1)(c)  The proprietor’s central teams are providing enhanced support to the proposed school in preparing for its application to be registered as a school. Through this support, leaders are drawing on the proprietor’s considerable experience of running schools for pupils with SEND.  There are well-established oversight and quality assurance arrangements in place through the proprietor’s governance arrangements for its schools. Additionally, the proprietor employs an improvement partner to provide its board members and the central team with an external view of the school.  The proprietor communicates a strong commitment to ensuring the well-being of pupils through the proposed school’s safeguarding policies and associated approaches and systems. These policies and arrangements reflect statutory guidance.  The proprietor has not fully considered pupils’ safety. For example, it has not ensured

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Main inspection findings

that any potential risks, such as risks posed to pupils in the outside grounds, have been fully identified or addressed. The proprietor acknowledges that there has been an oversight by not completing appropriate site-specific risk assessments or risk assessments for other aspects of the school’s work. As a result, during the pre- registration inspection, some standards were found to be unlikely to be met.  The school is unlikely to meet the requirements in this part of the standards.

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Main inspection findings

Schedule 10 of the Equality Act 2010  The proprietor has ensured that the school has a suitable accessibility plan in place that meets the requirements of schedule 10 of the Equality Act 2010.

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Compliance with regulatory requirements

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

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Proposed school details

This inspection was carried out under section 99 of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the school’s likely compliance with the independent school standards that are required for registration as an independent school.

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Proposed school details

Type of school Other independent special school

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Proposed school details

Proprietor Aspris Children’s Services Limited

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Proposed school details

Website www.aspriscs.co.uk/find-a-location/aspris- ridgeway-school Email address ridgewayschool@aspriscs.co.uk

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recommendation

Age range of pupils Not applicable 7 to 19 7 to 19 Number of pupils on the school roll Not applicable 60 60

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School’s current position School’s proposal

Gender of pupils Not applicable Mixed Number of full-time pupils of compulsory school age Not applicable 60

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School’s current position School’s proposal

Number of part-time pupils Not applicable 0 Number of pupils with special educational needs and/or disabilities Not applicable 60

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan Not applicable 60

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School’s current position School’s proposal

Of which, number of pupils paid for by a local authority with an education, health and care plan Not applicable 60

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 17

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School’s current position School’s proposal

Number of part-time teaching staff Not applicable 0

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School’s current position School’s proposal

Number of staff in the welfare provision Not applicable 25

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Information about this proposed school

 The proposed school is located in Shrivenham, Oxfordshire. The building was formerly a primary school that has relocated to new premises.  The proprietor is Aspris Children’s Services Limited. The company runs many other independent special schools and several post-16 colleges.  The proposed school will cater for pupils with SEND. The school anticipates that pupils’ prime needs will be those associated with a diagnosis of autism. Many pupils are likely to have social, emotional and mental health needs. All pupils will have an EHC plan. Pupils will be referred to the school and funded by their local authority. Due to the geographical location of the school, the proprietor anticipates that pupils may join the school from a number of different local authorities. These include Oxfordshire, Swindon, Gloucestershire and Wiltshire.  The school intends to cater for pupils aged between seven to 19, with a maximum of

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Information about this proposed school

10 pupils in key stage 2. The proposed school will cater for pupils in key stages 2, 3 and 4 and students in post-16 education. The youngest pupils will be in Year 3. The school plans to initially open with pupils in Years 5 and 6 and to gradually increase the number on roll each year.  The headteacher was appointed in April 2025.  The school does not currently have any plans to use alternative provision.

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Information about this inspection

 This inspection was commissioned by the DfE in response to the proprietor’s application to open an independent school. The purpose of this inspection was to check whether the proposed school is likely to meet the Education (Independent School Standards) Regulations 2014 if the DfE decides to register it.  This was the school’s first pre-registration inspection.  The inspection was conducted with two days’ notice.  The inspector met with the headteacher and the regional director of education. She met with the chair of the proprietor body and other members of the proprietor body’s central team. The inspector met with leaders and staff responsible for overseeing estates, safeguarding and quality assurance.  The inspector toured the school site. She considered a wide range of policies, documents and records to evaluate the school’s likelihood to meet the standards.

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Inspection team

Sue Cox, lead inspector His Majesty’s Inspector

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Part 3. Welfare, health and safety of pupils

 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 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.

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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. guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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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.

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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