Leith Hill School

School pre-registration inspection report

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Leith Hill School Pasture Wood Road, Holmbury St Mary, Surrey RH5 6LQ

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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)(h) to 2A(1)(b), 2A(1)(d) to 4  Pupils joining the school are likely to have been absent from education for quite some time. They will have the cognitive ability to achieve well academically, but will have gaps in, and barriers to, their learning. Pupils will join at different points in their education, some starting in key stage 2 and others much later.  The school aspires for pupils to achieve as well academically as their peers in other schools. The goal is for this to be ‘the last specialist setting that pupils attend’, through giving them the knowledge, skills and behaviours that equip them for success in a mainstream school or college or in future employment. The curriculum reflects this aim, incorporating a range of subjects that broadly mirrors what pupils might access in a mainstream setting, alongside appropriate therapeutic support. Pupils will

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Main inspection findings

work towards a suite of qualifications that gives them an appropriate stepping stone towards their onward destination, whatever that may be.  Learning in each subject will follow an appropriate and well-thought-out route, encompassing the knowledge and skills that pupils will need to gain in a logical sequence. Pupils’ starting points will be identified when they arrive, making use of information from pupils, their education, health and care (EHC) plans, their previous schools and their families. This will inform how teachers plan and adapt teaching to address gaps in learning and build pupils’ knowledge over time.  Staff already recruited to the school have relevant knowledge and experience of both the subjects they will teach and of working in specialist settings. This equips them well to plan and deliver the curriculum effectively. The number of teachers already recruited is more than enough for the relatively small number of pupils that the school

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Main inspection findings

intends to admit initially.  Other specialist staff, such as therapists, will work alongside subject teachers to identify and address pupils’ wider needs within the classroom, minimising interruptions to academic learning. Plans for assessing whether pupils are learning the curriculum as intended are well considered.  The school anticipates that, while most pupils are likely to have a secure grasp of basic literacy and numeracy, some may lack confidence and fluency. A suitable phonics programme has been identified to support those who are at the earliest stages of learning to read. Leaders have given careful thought to how pupils will be encouraged to read more widely and often, tapping into their likely interests. All pupils will be expected and supported to achieve qualifications in English and mathematics as part of their study programme.  The curriculum incorporates appropriate provision for pupils’ personal, social and

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Main inspection findings

health education. Content is well matched to pupils’ likely needs and meets the requirements of relevant statutory guidance, such as for relationships and sex education. It actively promotes fundamental British values and inclusivity, citizenship and broader cultural understanding.  Pupils will have access to a thoughtfully structured programme of careers education, information, advice and guidance relevant to their needs. Opportunities for pupils’ broader development are threaded throughout the curriculum.  The relevant independent school standards (the standards) in this part are likely to be met.

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Main inspection findings

Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 5 to 5(d)(iii)  Pupils’ spiritual, moral, social and cultural development is likely to have been affected by their previous absence from formal education and their social, emotional and mental health needs. The school is acutely aware of its role in preparing pupils for the future, through equipping them with the knowledge, skills and behaviours that will enable them to navigate the world successfully.  Developing effective relationships is at the heart of the school’s plans. Leaders intend using instances of challenging behaviour as opportunities to reflect on personal decision-making, the impact of actions on others and how everyone can learn and move forward together in the future. The school’s structures and routines, such as around behaviour management, look likely to support this.  Opportunities for pupils’ personal development are mapped out across the curriculum.

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Main inspection findings

The school has aspirations to take pupils sensitively beyond their comfort zones and give them experiences that help them truly understand what it means to be a citizen in 21 st century Britain. Individuality and difference will be celebrated through helping pupils to understand their own needs and those of their peers. This will nurture an ethos built on empathy and tolerance.  Pupils will be expected to contribute to their school community, such as through designing the new play area, school menu and forest school. Early plans identify how pupils will benefit from deliberate opportunities to engage with local residents, for example by taking part in enterprise projects. Similarly, the school has already reached out to the local authority, paving the way for access to organisations that can help to develop pupils’ understanding of public services such as health and the police.  Spiritual development is strongly focused on helping pupils to develop a sense of self

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Main inspection findings

and learn how to understand and celebrate who they are. Opportunities for meditation and yoga are integrated into extra-curricular sessions that all pupils will have chance to access, as a way of learning to manage their emotions. Other enrichment sessions will encourage pupils to learn practical skills such as cycling proficiency and orienteering.  The school’s plans for pupils’ cultural development are suitably ambitious. They intend taking pupils out on a range of trips and visits that widen their horizons beyond their own lived experiences, including residentials in Britain and abroad. Opportunities to recognise and celebrate a broad range of cultures are threaded through the school’s assembly programme.  This part of the standards is likely to be met if the school is permitted to open.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 7 to 7(b), 9 to 10  Safeguarding arrangements look likely to promote an open and positive culture that helps pupils to stay and feel safe. At the heart of this is the school’s deep and clear understanding of the potential risks to pupils, and particularly those linked to their special educational needs and/or disabilities. This thinking is reflected throughout the school’s policies and procedures.  Plans for training staff about safeguarding are well-considered and appropriate, with culture at the core. Leaders recognise the importance of establishing an environment where everyone feels confident and has the opportunity to speak out about potential concerns, no matter how small they may seem. Ongoing training will be drip-fed through briefings and meetings. This will help to promote the expectation that keeping pupils safe is everyone’s responsibility, as well as giving them confidence and

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Main inspection findings

knowledge about their safeguarding role.  The team of designated safeguarding leads have identified appropriate routines to enable concerns to be shared and acted on in a timely way. They intend making sensible use of support from beyond the school, such as the proprietor body and local authority networks, to check their understanding of referral thresholds and interpretation of reported concerns. Arrangements for reporting and recording concerns are fit for purpose.  The written safeguarding policy mirrors arrangements in other schools owned by the proprietor. It meets the requirements of statutory guidance and is readily available to staff, parents and carers via the school’s website. It captures the school’s plans accurately and coherently, providing a useful point of reference.  Arrangements to promote positive behaviour are fit for purpose. Staff will be expected to model the core principles of doing everything possible to keep everyone happy and

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Main inspection findings

safe. Training, as part of staff induction, will help to establish clear expectations and routines based around acceptable behaviours. Pupils will also be involved in establishing these principles once the school is open.  The school’s written behaviour is comprehensive, laying out relevant information about staff training, reporting and record keeping. It takes account of pupils’ likely needs, considering how they will be supported to make positive choices. Plans to address incidents, including bullying and discrimination, take an approach that encourages pupils to learn how to manage conflict and engage in society. Paragraphs 11 to 16  Health and safety arrangement are well considered, with pupils’ needs at the heart. Written policies are in place for health and safety, first aid and risk assessments. These policies lay out clear routines for managing site safety, including via appropriate monitoring by staff. Where external audits have identified action is needed, this has

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Main inspection findings

been carried out rapidly. As a result, the site is safe and secure.  The school meets the requirements of the Regulatory Reform (Fire Safety) Order 2005. Fire safety protocols, including risk assessments, equipment checks and drills, are in place and managed well. Records of these, and other health and safety checks, are suitably detailed. Personal emergency evacuation plans will be put in place once pupils are on roll and their needs are known.  The school’s approach to risk assessment is robust, reflecting practice established in other schools owned by the proprietor. A comprehensive package of risk assessments is already in place, covering relevant activities that pupils and staff are likely to undertake. This covers topics such as manual handling, cleaning, first aid, gardening, and supervised walking, including where this involves leaving the school site. Risk assessments are also in place for managing potentially risky behaviours including

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Main inspection findings

violence. These will be supplemented with individual risk assessments devised as part of pupils’ induction to the school.  The first-aid policy and arrangements align with relevant legislation and guidance. Plans are in place to ensure sufficient staff are trained to deliver first aid if required. Policies also outline appropriate arrangements for the administration of controlled medication where this is needed. Plans for record-keeping and monitoring of first aid and accidents are fit for purpose.  The admissions register captures all of the information that the school is required to hold about pupils on roll. Daily attendance will be recorded on an electronic management system, enabling timely monitoring and follow-up where needed. Staffing ratios are sufficient to enable close supervision of pupils throughout the day.  The school is likely to meet the relevant standards in this part, should it be granted

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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(5)(b), 21(5)(c) to 21(6)  The school knows what checks they are required to make on adults connected to the school, including employed staff, proprietor body employees and those responsible for governance. It has carried out all required checks on those adults who are already working in or linked to the school. The single central record provides an accurate account of these checks, giving leaders useful oversight and assurance that statutory duties are being met.  As new staff join the school, useful support from the proprietor body’s central team ensures that vetting checks are timely and rigorous. These checks meet the requirements laid out in legislation and statutory guidance, such as around medical fitness, the right to work in the UK and section 128 checks on people in management

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Main inspection findings

positions.  The school has already taken a robust approach to vetting all of the adults who live on the school site. Strict routines are in place to help minimise potential risks around visitors to the on-site residences.  While the school does not intend to use supply staff, expectations for vetting them are known and understood should this become necessary. The school intends using established agencies for sourcing any supply staff that are required. It will have clear protocols for how information will be shared and how any concerns will be addressed.  The proprietor has arrangements in place to monitor recruitment and vetting checks as a matter of routine. This will form part of external auditing commissioned by the school, to help give assurances that nothing has been missed.  The relevant standards contained in this part are likely to be met if the school is allowed 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 based on an extensive site previously occupied by another independent school. There are a number of buildings, a large all-weather sports pitch and an outdoor play area, surrounded by plentiful lawned and wooded areas. Access to the site as a whole, and to the main school building and lawn, is gated and secure.  Pupils will be based in the main school building, which is decorated to a high standard. Classrooms are spacious, clean and bright, with furnishing that is appropriate for their purpose. There are well-equipped specialist areas suitable for teaching art and design, science and computing. The facilities provided by this building are more than enough to accommodate the 75 pupils that the school has asked to be registered for.  Facilities for pupils’ care and welfare are fit for purpose. There are adequate toilets

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Main inspection findings

throughout, with suitable hot and cold hand-washing facilities. Shower facilities are available in the sports hall. A well-equipped medical room, with running water and a nearby toilet, provides a suitable space to care for pupils who become unwell or require first aid. Drinking water is available throughout the building.  The extensive grounds provide plenty of space for pupils to play and exercise outside. As well as the outdoor pitch, there is a large sports hall for pupils to use for physical education. At the time of the visit, this building was being redecorated, with plans to partition off the upstairs area not yet completed. Nevertheless, it is fit for purpose. Pupils will only access the play space and sports hall under direct staff supervision, since they sit beyond the perimeter gate that encloses the main school building and lawn. The lawn itself will provide an additional space for pupils to play, socialise and

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Main inspection findings

learn outside.  The large school site incorporates a number of other buildings. The former boarding house sits between the main school building and the outside play space. There is another school building, which is being refurbished and is not currently ready to be used by pupils. The design technology room is also out of commission. These areas of the school site will remain locked and out of bounds to pupils. At the far end of the site, there is an outdoor swimming pool which is not fit for purpose. This is well away from the rest of the school site, behind secure fencing to prevent pupils gaining access.  There are three residences on the school site, all of which are occupied by staff employed by the school or proprietor. These buildings are all well away from the gated area where pupils will be based. Access to two of these residences is via a separate gate directly off the road. None require access to the main part of the site, reducing

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Main inspection findings

the risk from vehicular traffic.  This part of the standards is likely to be met, should the school be granted permission to open.

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Main inspection findings

Part 6. Provision of information Paragraphs 32(1) to 32(1)(d), 32(1)(f) to 32(2)(b), 32(2)(b)(ii) to 32(4)(c)  The school’s intention to work transparently with parents are reflected in the quality of information on their website. The site is engaging and accessible, providing potential parents with access to a range of relevant and useful information. This includes all of the policies that the standards require the school to publish. Contact details for the school, headteacher and proprietor are also available via the website.  The school is alert to the other information it is required to make available to relevant parties. This includes an annual written report on pupils’ progress and attainment, reporting to local authorities about how funding has been spent and information about complaints and pupil performance from the previous year. It has suitable plans in place for how this information will be shared, using practices from other schools

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Main inspection findings

owned by the proprietor.  The school is likely to meet this part of the independent school standards if permitted to open.

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Main inspection findings

Part 7. Manner in which complaints are handled Paragraphs 33 to 33(k)  The school has made appropriate provision for addressing complaints, in line with the requirements of the standards and of government guidance. These arrangements are captured coherently in the two written complaints policies, which are published on the school’s website. These policies allow for complaints from parents and from other potential complainants.  The school aims to consider and resolve complaints quickly, while allowing for where more time is needed to deal with particularly complex cases. A clearly laid-out approach provides complainants with the opportunity to resolve their concern informally or, where necessary, move to a more formal approach. Where necessary, arrangements are in place for a complaint to be considered by a panel, which will include someone independent from the school. Parents’ rights to be supported by

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Main inspection findings

another person at a panel hearing is referenced explicitly.  The complaints policy links closely to other relevant policies such as relating to safeguarding and staff conduct. This provides a transparent route for escalating serious issues relating to staff in a timely way.  The proprietor has plans in place to review the policy and its implementation annually, enabling it to check how well the processes are working and whether there are emerging themes that identify training or development needs for individuals or the school as a whole.  The school is likely to meet this part of the standards if 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 school’s senior leaders have direct and relevant experience and knowledge that equips them well for their roles. They demonstrate this convincingly through the vision and values that are evident throughout the school’s policies and plans. Senior leaders are highly attuned to the likely needs of the pupils that the school intends to admit. As a result, pupils’ welfare and well-being is at the heart of their decision-making.  The proprietor, Cavendish Education Limited, has experience of running similar schools. The knowledge gained from this provides useful expertise to this school as it is being set up. For example, Cavendish staff are supporting leaders as they develop policies and processes, to ensure that they are suitable to meet the independent school standards. The school will also access network groups across Cavendish, which

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Main inspection findings

will enable the sharing of information and best practice, including safeguarding, curriculum and health and safety arrangements.  Governance arrangements are well considered. There will be a local governing body which, in the first year, will comprise of company directors with relevant expertise. This provides a direct line of feedback to the proprietor, enabling it to be well informed about the school’s strengths and priorities for development. Over time, there are plans to evolve this governing body into a peer headteacher group, as is the case for other schools owned by the proprietor. In the interim, Leith Hill’s headteacher will shadow this group to support his professional understanding of how governance works in the Cavendish group.  The proprietor has well-rehearsed routes for sharing and monitoring information about standards in the school. These will be adopted by this school. The established

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Main inspection findings

culture of using external experts to verify the school’s own evaluations has already been put into practice with regard to planned safeguarding arrangements. Leaders intend adopting this approach more widely across the school, to satisfy themselves that the independent school standards are being met consistently.  This part of the standards is likely to be met. Schedule 10 of the Equality Act 2010  Arrangements are in place for the school to meet the requirements of this act. The published equality and diversity policy describes a clear, enforceable, zero-tolerance stance on discrimination. It indicates that the school is suitably alert to a broad range of discrimination types, supporting its work to identify and address any issues that may emerge. The accompanying accessibility plan is robust, reflecting the likely needs of the pupils who join the school and how provision will be adapted to meet them.

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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

Annual fees (day pupils) £72,000 to £75,000

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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 7 to 16 7 to 16 Number of pupils on the school roll Not applicable 75 75

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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 75 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 75

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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 75

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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 75

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 9

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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 Not applicable

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Information about this proposed school

 Cavendish Education Ltd seeks to open this school as a specialist setting for pupils aged seven to 16 years. Pupils will all have an EHC plan for social, emotional and mental health needs, primarily linked to a diagnosis of autism. Places will be funded by the referring local authority.  The school will operate from a single site of which it has sole occupancy. It is owned by Cavendish Education Ltd, which operates 15 other independent schools. A local governing body, initially comprising of company directors, will provide a direct line of accountability to the proprietor.  The school will not have any particular religious character, denomination or ethos.

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Information about this inspection

 This was the school’s first pre-registration inspection. It was commissioned by the Department for Education, to determine whether the school would be likely to meet the independent school standards if it is given permission to open.  Inspectors met with the headteacher, school development lead and head of admissions and interventions throughout the day. They reviewed a broad range of documentary evidence provided by the school and available on the website. Inspectors toured the site with two members of the site team.  Inspectors reviewed safeguarding arrangements, including the school’s policy, procedures and plans for training and monitoring. They also scrutinised the school’s single central record of recruitment and vetting checks.  The lead inspector spoke separately on the telephone with the chair of the proprietor body and one of the company directors.

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Inspection team

Kathryn Moles, lead inspector His Majesty’s Inspector

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Inspection team

Nina Marabese 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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