Miniland Farm

School pre-registration inspection report

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Miniland Farm Thornhill, Hollywater Road, Passfield, Nr Liphook, Hampshire GU30 7RS

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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)(d)(ii), 2(2)(h) to 2A(1)(a), 2A(1)(d) to 4.  The proposed school’s curriculum is based on the national curriculum. An appropriate curriculum policy is in place. Schemes of work and curriculum plans are also in place and will form the basis for a tailored learning offer. All pupils who attend the school are anticipated to have special educational needs and/or disabilities (SEND).  This will be a small school with high staff to pupil ratios. The intention is to have a bespoke curriculum offer for each individual pupil.  Most subject schemes of work are based on commercially available programmes. This includes mathematics and phonics. Additional reviews and refinements to the curriculum will be made once pupils join the school and individual pupils’ needs are known.  The school’s English scheme of work has been designed with a strong focus on

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Main inspection findings

promoting communication and language skills. There will be an appropriate focus on developing pupils’ early reading skills as well as promoting reading in a wide range of genres.  The proprietor has started the recruitment process in preparation for the proposed school’s opening. Teaching staff who are already employed or in the process of being recruited are suitably experienced and qualified. A range of professional development is planned for staff joining the school to ensure a continuity of approach across all classrooms.  A suitable programme to develop pupils’ personal, social and health education (PSHE) is in place. This includes appropriate relationships and sex education. Leaders have thought carefully about how this aspect of the curriculum will be delivered, including the need to take into account pupils’ individual needs.  A suitable assessment policy is in place. A range of assessment tools are available to

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Main inspection findings

enable staff to plan suitable learning opportunities and to monitor the achievements of pupils across the curriculum.  The curriculum allows for pupils to make progress according to their own interests and abilities. It has been designed to build self-esteem and foster a love of learning. Leaders intend to use the school’s unique outside spaces to support learning across the curriculum.  Leaders have clear quality assurance systems in place to ensure that their intended curriculum is implemented successfully in classrooms. Much of this is formalised and will be overseen by the head of education, who is already in post. This will ensure that pupils benefit from well-planned lessons and that leaders have a clear understanding of the strengths and areas to develop, relating to the quality of education the school will provide.  At the previous pre-registration inspection, this standard was judged as not likely to

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Main inspection findings

be met. Since then, the proprietor has completely reviewed the requirements of part 1. As a result, leaders have now ensured that all relevant independent school standards (the standards) in part 1 are likely to be met. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5 to 5(d)(iii)  The curriculum provides ample opportunities to develop pupils’ spiritual, moral, social and cultural development. Although a commercial scheme of work is in place for PSHE, staff will adapt this to ensure that this strand of the school’s work is relevant and meaningful.  Aspects such as introducing pupils to different cultures, and concepts, such as respect and tolerance, will sit at the heart of the school’s offer. Leaders see pupils’ personal development as the important key to their life beyond school and in the local community.  Leaders and staff are very mindful of the additional needs that pupils who attend the

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Main inspection findings

school will have. Promoting pupils’ understanding of equalities and of the fundamental British values has an appropriate level of priority in the curriculum. Preparing pupils well for their next steps after leaving this school is a clear aim of leaders.  Pupils will benefit from daily sessions linked to PSHE and emotional literacy. The school’s unique setting on a small farm will also be utilised, as well as a range of educational trips out of school.  Leaders intend for external experts and professionals to visit the school as part of the school’s wider enrichment programme. This will include in developing pupils’ knowledge and understanding of a range of faiths as well as supporting the school’s work to build pupils’ confidence and self-esteem.  At the previous pre-registration inspection, this standard was judged as not likely to be met. Since then, the proprietor has completely reviewed the requirements of part

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Main inspection findings

2. As a result, leaders have now ensured that the standards in part 2 are likely to be met. Part 3. Welfare, health and safety of pupils Paragraphs 7 to 7(b), 9 to 16(b)  The school’s policies, written guidance and procedures to ensure the welfare, health and safety of pupils and staff are sound. Its safeguarding policy meets current requirements. It will be published on the school’s website once the website is complete.  Leaders talk with clarity about the proposed school’s procedures to keep pupils safe. Designated safeguarding leaders are already in place and have attended safeguarding training at a level appropriate to their responsibilities. Other staff will complete safeguarding training and will have access to the ongoing updates that they will need before the school opens.  An online platform is already in place to record safeguarding concerns. Leaders understand the importance of working alongside other professionals in an open and

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Main inspection findings

reflective manner in their work to keep pupils safe.  Suitable behaviour and anti-bullying policies are in place. Ratios of staff to pupils will be high. Leaders are aware of the potential additional challenges that pupils with SEND may face Staff will have access to training linked to de-escalation and supporting pupils with high levels of anxiety linked to their needs.  The proprietor has made sure that all of the policies required by part 3 are suitable. All have been adapted specifically for the school. Key requirements such as risk assessments, including an external fire risk assessment, are in place. First aid and fire marshal training for key staff has already happened or is planned.  Leaders are fully aware of the need to maintain admissions and attendance registers that conform with statutory requirements. They understand the link between attendance and keeping pupils safe. Systems are already in place to ensure that

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Main inspection findings

leaders have close oversight of pupils’ absence so that they can act when there are any concerns.  At the previous pre-registration inspection, this standard was judged as not likely to be met. Since then, the proprietor has completely reviewed the requirements of part 3. As a result, leaders have now ensured that the relevant standards in part 3 are likely to be met. 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), 21(1) to 21(3)(b), 21(5) to 21(6)  The school’s single central record meets statutory requirements. Leaders understand the checks that need to be made on all adults at the school. Key leaders have attended appropriate training linked to the safer recruitment of staff.  Procedures to recruit new staff are effective. Leaders know the importance of getting this aspect of their work right if the school is to be a safe place for pupils. This

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Main inspection findings

includes scrutiny of references and the employment histories of adults applying to work at the school.  Those in positions of governance have appropriate oversight of the school’s processes to recruit and check the suitability of staff. There are clear lines of responsibility to ensure that this important aspect of the school’s work is effective.  The school does not intend to use staff contracted through employment agencies in the first instance. However, leaders are fully aware of their responsibilities linked to using agency staff if they are ever required.  At the previous pre-registration inspection, this standard was judged as not likely to be met. Since then, the proprietor has completely reviewed the requirements of part 4. As a result, leaders have now ensured that the relevant standards in part 4 are likely to be met. Part 5. Premises of and accommodation at schools Paragraphs 23(1) to 24(1)(b), 24(2) to 29(1)(b)

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Main inspection findings

 This is a unique setting that provides pupils and staff with an appropriate range and standard of accommodation that meets the requirements of part 5. Some of the accommodation is situated in adapted and renovated farm buildings. Some is new and purpose built as teaching spaces, including two out of three classrooms and a dedicated music room.  The accommodation is spread across a small farm site. Access arrangements are adequate. Aspects such as the lighting outside buildings and along connecting pathways are comprehensive and mostly new.  Two relatively large communal meeting spaces can also be used for teaching. Lighting and acoustics within the accommodation are suitable for their intended use. Pupils will also access a range of paddocks and areas that accommodate the farm’s livestock, mainly consisting of sheep, goats, ponies and poultry.  There is a new medical room and a well-equipped kitchen. There are separate toilet

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Main inspection findings

facilities for pupils and staff. Washing facilities are appropriate with hot and cold running water, which is temperature controlled. Suitably labelled drinking water is available for pupils and staff.  The school has extensive outside space for pupils to play and to take part in the school’s physical education and sport curriculum. Pupils will also access local facilities for activities, such as swimming.  At the previous pre-registration inspection, this standard was judged as not likely to be met. Since then, the proprietor has completely reviewed the requirements of part 5. As a result, leaders have now ensured that the relevant standards in part 5 are likely to be met. Part 6. Provision of information Paragraph 32(1) to 32(1)(d), 32(1)(f) to 32(2)(b)(i), 32(2)(d) to 32(5)  Leaders understand the requirements linked to part 6, including when pupils are funded or partly funded by a local authority. They also know that they need to have

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Main inspection findings

certain reports and other information available on request, particularly information required by parents and carers or local authorities.  The school does not currently have a live website, but leaders anticipate this will be completed soon. They are fully aware of the information that the website should contain to be compliant with the requirements of part 6.  At the previous pre-registration inspection, this standard was judged as not likely to be met. Since then, the proprietor has completely reviewed the requirements of part 6. As a result, leaders have now ensured that the relevant standards in part 6 are likely to be met. Part 7. Manner in which complaints are handled Paragraph 33 to 33(k)  Leaders are aware of the requirements of part 7. The school has a suitable complaints policy. It meets the requirements of part 7 and will be available on the school’s website once this goes live.  Leaders fully understand the complaints policy. They understand their duties to keep

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Main inspection findings

records of complaints confidential unless required by the Secretary of State or as part of an inspection process.  At the previous pre-registration inspection, this standard was judged as not likely to be met. Since then, the proprietor has completely reviewed the requirements of part 7. As a result, leaders have now ensured that the relevant standards in part 7 are likely to be met. Part 8. Quality of leadership in and management of schools Paragraph 34(1) to 34(1)(c)  The proprietor has already appointed some key staff, including the head of education and some of the teaching and support staff. This new application has been overseen by a completely new set of leaders other than the sole proprietor. As such, this application is not linked to the previous application. Additionally, there is a clear vision for the proposed school and strong, shared values are already very evident in the staff team.  Leaders collectively show a clear understanding of the standards. A considerable

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Main inspection findings

amount of work has been completed since the proprietor’s previous application. This includes in curriculum design and also in aspects, such as ensuring that the welfare, health and safety of pupils and staff are supported effectively.  The head of education, who will act as the school’s headteacher, has appropriate experience in both maintained and independent schools. Other leaders and teaching staff are also suitably qualified and experienced, including in working in special schools.  The sole director of the proprietor company understands her role in ensuring that the school meets all of the relevant standards consistently and over time.  The proposed school will have a small governing body to bring a degree of independent, external oversight. Two members have already been appointed. More will follow. An inaugural meeting has taken place between the proposed school’s leaders, governors and the proprietor company’s sole director.

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Main inspection findings

 At the previous pre-registration inspection, this standard was judged as not likely to be met. Since then, the proprietor has completely reviewed the requirements of part 8. As a result, leaders have now ensured that the relevant standards in part 8 are likely to be met. Schedule 10 of the Equality Act 2010  A suitable accessibility plan is in place. Leaders intend to update the plan at appropriate intervals and dependent on the needs of pupils and staff, assuming the proposed school opens. The school is likely to meet paragraph 3 of schedule 10 of the Equality Act 2010.

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Compliance with regulatory requirements

The school is likely to meet the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.

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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

Headteacher Rebecca Thorpe (Head of education)

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Proposed school details

Date of previous standard inspection Not previously inspected

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recommendation

Age range of pupils Not applicable 5 to 11 5 to 11 Number of pupils on the school roll Not applicable 10 10

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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 10

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School’s current position School’s proposal

Number of part-time pupils Not applicable 0

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities Not applicable 10

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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 10

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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 10

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 6

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School’s current position School’s proposal

Number of part-time teaching staff Not applicable 5

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Information about this proposed school

 The proposed school is located in its own grounds incorporating a small farm in a rural area near Liphook (Thornhill, Hollywater Road, Passfield, Nr Liphook, Hampshire GU30 7RS). The school’s sole director and her family live on site in a house that is separate and set away from the proposed school and the parts of the grounds that will be used by the school.  The proposed school will cater for pupils with a range of SEND including:  cognitive learning needs  hearing impairment  moderate learning difficulties  social, emotional and mental health needs  speech, language and communication needs  autism spectrum disorder.  There are no plans at present to use alternative providers.

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Information about this inspection

 The purpose of the inspection was to check whether the proposed school is likely to meet the Education (Independent School Standards) Regulations 2014. Schools must comply with the independent school standards to be registered.  The inspection focused on compliance with the regulatory requirements of the independent school standards, safeguarding procedures and Schedule 10 of the Equality Act 2010.  This was the second application from the proprietor to register a school. The previous pre-registration inspection took place on the 25 May 2022.  The inspectors toured the proposed school’s premises, including the extensive grounds. They reviewed a wide range of documentation, including the single central record, risk assessments, policies and curriculum information.  The inspectors held a range of meetings with the head of education and other leaders. They also met with the sole director of the proprietor company.

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Inspection team

Clive Close, lead inspector His Majesty’s Inspector

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Inspection team

Chris Parker His Majesty’s Inspector 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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