Redwood Park School

School pre-registration inspection report

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Redwood Park School 20 Redland Drive, Milton Keynes MK5 8HD

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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 4.  The proposed curriculum policy sets out the aim to equip pupils with the knowledge, skills and behaviours needed for success beyond school. The proposed school intends to help pupils re-engage in academic learning and to support their well-being. The curriculum is likely to meet the needs of pupils with special educational needs and/or disabilities (SEND). The proposed school intends to adapt what is taught according to each pupils’ individual starting points and the requirements of their education, health and care (EHC) plans. The school’s approach is likely to encourage pupils to improve their learning, manage their SEND needs and behave well, over time.  Preparation for adulthood is incorporated well across the curriculum. There is a well- considered and thorough programme for personal, social and health (PSHE) education

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Main inspection findings

and careers education. It includes age-appropriate relationships and sex education (RSE). Leaders intend to consult with parents and carers about the RSE policy as part of pupils’ induction to the school. The school intends that the PSHE curriculum will be adapted and embedded into each pupils’ pathway. In this way, pupils’ additional needs will be taken into consideration, ensuring that learning is age- and stage appropriate. Curriculum plans also reflect the school’s strong commitment to diversity and inclusion, equality and fundamental British values.  The curriculum includes all the areas of learning as required by the independent school standards (the standards). The curriculum consists of four pathways. Each has a different blend of academic and practical learning alongside a focus on social and emotional development, mentoring and therapy. The curriculum for each pathway has been designed so that pupils will develop and secure more complex knowledge and

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Main inspection findings

skills over time.  The proprietor intends that pupils will start on a pathway that most closely matches their individual developmental stages, age and academic readiness. The proprietor intends for the school to use a well-established assessment framework, used in all Compass schools, to identify pupils’ starting points and gaps in learning. Staff will then use this information to identify which pathway pupils need to follow. Pupils may move between pathways over time as required.  Suitable curriculum plans for all year groups are in place for each pathway and associated subjects. These plans identify the key knowledge and skills that pupils will learn.  The ‘seedlings’ pathway is for pupils of primary age that need a nurture-based approach. This pathway prioritises communication and language and personal and social development. Pupils will also gain experience of a wider suite of subjects with a focus on reading, writing and mathematics.

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Main inspection findings

 The school has adopted a suitable phonics programme to support pupils in the earliest stages of learning to read. Leaders have given careful thought to how pupils will be encouraged to read more widely and often. The school’s library is well stocked. Pupils will be able to access a range of high-quality reading materials that increase in complexity. Furthermore, pupils will access daily programmes to help them to practise and secure important reading skills. Similarly, leaders have considered how to support pupils to secure early numeracy skills using a published programme.  The school intends that pupils in key stage 3 learn a range of subjects that is broadly in line with the national curriculum. For example, in addition to English and mathematics, pupils will also learn science, history, geography, religious education (RE), art, music, computing and physical education.  At key stage 4, pupils will work towards level 2 qualifications in a range of subjects,

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Main inspection findings

including GCSEs, functional skills and BTEC National Diploma qualifications.  Leaders intend that the sixth form will be an extension of key stage 4. The post-16 provision intends to focus on supporting pupils to develop independence, vocational learning and emotional resilience skills that will support them beyond the school.  The curriculum will be delivered through small group or one-to-one teaching. The curriculum is likely to be well resourced. For example, specially resourced classrooms, such as science laboratory, art and design technology rooms, will support the delivery of GCSE subjects.  The proposed school intends that all pupils follow a personalised career programme. This will be co-produced with the pupil and informed by independent careers guidance. The careers programme is well established in other Compass schools. It is designed to help pupils set goals for the future and choose which academic and

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Main inspection findings

vocational qualifications will suit their aspirations. Pupils will undertake relevant work experience. The proprietor’s approach is likely to support pupils’ ambitions and help to prepare them for adult life.  The proposed school is likely to meet the needs of pupils with SEND well. Staff already recruited to the school have relevant knowledge and experience of both the subjects they will teach and of working in specialist settings. A special educational needs coordinator and therapeutic pastoral leader will oversee the provision for pupils with SEND.  The proposed school intends for all staff to complete a programme of training, so that staff know how to be responsive to pupil’s individual needs. This will include training in the curriculum, teaching and assessment approaches, communication strategies, safeguarding and behaviour management.  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 Paragraph 5 to 5(d)(iii)  The proposed school intends that pupils’ spiritual, moral, social and cultural development will be woven through all aspects of day-to-day life. Leaders intend to promote pupils’ cultural understanding through RE lessons, assemblies, literature and visits to religious and cultural sites. Leaders have high aspirations and aim to foster tolerance as well as awe and wonder. They plan to encourage pupils to have opportunities to explore nature by taking part in some learning outdoors in local woods.  The school has given careful thought to pupils’ personal development. It understands the importance of developing pupils’ social skills and building their self-esteem, independence and resilience. Pupils will be expected to contribute to their school community. For example, they will be encouraged to take an active role on the school

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Main inspection findings

council and take on responsibilities around the school. Life skills are likely to be embedded through the PSHE curriculum. This will include learning about food technology, personal hygiene, first aid, grocery shopping and how to travel safely. The proposed careers programme is ambitious and appears comprehensive  The curriculum is designed to help pupils to increase their emotional awareness, strengthen relationships and manage their behaviour. Pupils will have regular mentoring. The school also plans to work with parents to address any challenges at home.  The promotion of fundamental British values will be an integrated part of each curriculum pathway. Pupils will learn about equality, protected characteristics and other faiths. Leaders plan for pupils to be given opportunities for informed discussion and opportunities to challenge biased and/or discriminatory views.  The proprietor has established policies and monitoring systems to help prevent

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Main inspection findings

radicalisation and the promotion of partisan views. Leaders intend for pupils to receive online safety training and to be taught about the dangers of radicalisation and extremism. Leaders intend to remain responsive to current affairs, using class discussions and assemblies to address any issues that arise.  The school is likely to meet the standards in this part.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 9, 10, 13 to 16(b)  The behaviour policy outlines appropriately high expectations for pupil conduct. It requires staff to be sensitive to pupils’ diverse needs, and to follow a de-escalation approach. The proposed school intends to only use restrictive physical intervention when it is absolutely necessary. Staff will be trained in the policy as part of their induction.  The rewards and sanctions system has been set up to suit the anticipated intake. The suspension and exclusion policy is well written and comprehensive. Robust reintegration protocols prioritise pupil and parent engagement, adaptations and ongoing monitoring.  The proposed approach to anti-bullying is likely to minimise instances and help pupils to understand how to communicate positively with each other.  Behaviour incidents, including bullying, will be recorded using the school electronic

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Main inspection findings

reporting system. School leaders have a well-developed understanding that pupils’ behaviour may indicate an unmet need or represent a previously unknown concern.  There are appropriate plans in place to ensure that staffing levels will provide enough supervision for pupils. The school intends that each class will be made up of a maximum of six pupils. Each class will be staffed by a teacher with qualified teacher status, a higher-level teaching assistant, teaching assistant and any additional adult support as identified on a pupil’s EHC plan. Staff will supervise pupils at break and lunchtimes.  The proprietor proposes to initially admit 36 pupils should the school be registered, increasing to 48 by the end of the first year of opening and up to 90 over time. This is to ensure that staff can help pupils settle into routines and expectations well, before more pupils join.  The proposed school has a well organised system for recording admissions and

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Main inspection findings

attendance. This is likely to be done in line with government guidance.  The first-aid policy is likely to support staff in administering first aid when needed. It sets out a thorough process for ensuring first aid and medicines are administered suitably. The school has trained staff in first aid to a suitable level, including in paediatric first aid and ligatures. The school intends that pupils will all have risk assessments that identify any medical needs. The school intends to keep in close contact with parents should pupils be required to take any medicine when on the school site. Recording practices are well thought through. First-aid boxes are located out across the school, with additional burns and eye-wash boxes in areas, such as the science laboratory.  The school’s approach to assessing risk is thorough. The policy covers risks associated with the site and with pupils. It recognises the additional vulnerabilities of pupils with

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Main inspection findings

SEND and directs staff to consider the specific needs of every child. It sets out how staff can conduct dynamic risk assessments and provides useful templates for staff to use, with examples of the types of risks to consider and how to reduce them. Leaders have set up a comprehensive process to identify pupils’ risks before they join. The consideration of risk is likely to contribute strongly to the school’s work to keep children safe.  These standards are likely to be met. Paragraphs 7 to 7(b), 11 and 12  The safeguarding policy is in line with statutory guidance. There are clear procedures for staff and leaders to follow. The policy is likely to help staff consider carefully the specific needs of pupils with SEND. Whistle-blowing procedures set out clearly the appropriate internal and external routes available for raising concerns.  The school intends that the headteacher will be the designated safeguarding lead

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Main inspection findings

(DSL). There will be several deputy DSLs. Leaders have appropriate safeguarding training, knowledge and experience. They display a strong understanding of how to use local thresholds to make referrals.  Staff induction will include training in safeguarding, the use of risk assessments and the ‘Prevent’ duty. There will be further training throughout the year. Staff will use daily morning and afternoon briefings to discuss safeguarding issues.  The proprietor has set up appropriate systems for recording concerns and to ensure that filtering and monitoring requirements are in line with guidance.  The proprietor has established several strategic layers of oversight and checking of safeguarding matters. In particular, the proprietor’s approach to assessing the risks to pupils is likely to help and protect pupils. This is likely to contribute towards a strong culture of safeguarding.  There is a well-written health and safety policy. It includes relevant information,

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Main inspection findings

including the requirements for security, fire, reporting concerns, roles and responsibilities, use of contractors, risks around the site and safety tests.  The proprietor intends for staff to have training in the health and safety policy at induction. However, some safety procedures are not being followed. For example, during the inspection some fire doors were propped open and some chemicals were not securely locked away.  The proprietor has established procedures for regular reporting about health and safety, and for a layer of strategic oversight of health and safety. However, these were not fully in place and working effectively at the time of the inspection. For example, there was a lack of clarity about whether work to remove the risk of legionella had been done, and whether there was E. coli still present on site.  There is a suitable fire alarm system in place and appropriate safety equipment

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Main inspection findings

located throughout the school. However, at the time of the inspection, signage about escape routes and muster points was not in place, some fire escape doors were broken. Repairs to exterior fire escape stairs were incomplete.  These standards are not likely to be met.

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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) to 19(2)(d)(ii), 19(3) to 21(3)(b), 21(5) to 21(5)(a)(ii), 21(5)(c) to 21(6)  Processes for recruiting staff follow the statutory guidance and are recorded on the proposed school’s single central record.  The school has completed the required pre-employment checks and has entered this information into the record in accordance with statutory guidance for the staff already employed and working on site. Work is currently underway to ensure checks are finalised for the remaining staff commencing work before the school opens.  The central services team and the school’s governing body plan to ensure that all pre- employment checks are carried out fully. The proprietor will monitor these arrangements.  The school does not intend to employ any agency or supply staff. However, the school is aware of the checks that it needs to carry out should this decision change.

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Main inspection findings

 It is likely that these standards will be met.

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Main inspection findings

Part 5. Premises of and accommodation at schools Paragraphs 23(1), 23(1)(c), 25  The accommodation has been purpose built and previously used as a school. It is a large site, with plenty of space for 90 pupils to learn and play.  The proprietor has refurbished the site, including undertaking some building work and remedial repair work. Where the work has been completed, this is to a high standard. However, some areas are not safe for pupils. For example, playground equipment is not fully installed, some fire exit doors do not meet fire safety requirements, some chemicals are not locked away and there are exposed cables and wiring in some parts of the site.  There are changing rooms for girls and boys to change and shower separately. However, some of the showers are not working.  The standards in these paragraphs are not likely to be met. Paragraphs 23(1)(a) to 23(1)(b), 24(1) to 24(1)(b), 24(2), 26 to 29(b)

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Main inspection findings

 There are numerous toilets and urinals for pupils to use across the school site, including accessible toilets. All have washing facilities. There are separate toilet facilities for boys and girls and some individual facilities.  There is a well-stocked medical room with lockable cabinets for the safe storage of medicines. The room has a bed, sink and is close to a toilet.  There are appropriate acoustics and lighting throughout. Many areas have a lot of natural light, which makes spaces bright and welcoming. There are also some calming spaces, made purposefully dark for those children who need this option.  Outside, there is lighting on the sides of the buildings and emergency lighting throughout so people can enter and exit safely.  There is an adequate supply of hot and cold water that is labelled and of an appropriate temperature. Drinking water is labelled as such and accessible to pupils.

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Main inspection findings

 There is a school hall and multi-use games area for pupils to use as part of physical education and lots of space for pupils to play outside.  It is likely that these standards will be met.

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Main inspection findings

Part 6. Provision of information Paragraph 32(1) to 32(1)(d), 32(1)(f) to 32(2)(b), 32(2)(b)(ii) to 32(4)(c)  The proposed school’s website includes all information required by the proprietor. It is an accessible platform for prospective pupils and their families. Statutory policies, such as safeguarding, behaviour and complaints, are clearly signposted and up to date. Contact details for the school, headteacher and proprietor body are also readily available.  Leaders are aware of additional statutory requirements for sharing information with relevant stakeholders. This includes annual reports on pupil progress and attainment, reporting to local authorities on the use of funding and publishing data on complaints and pupil performance. Suitable plans are in place to ensure this information is shared appropriately, drawing on established practices from other schools run by the proprietor.  It is likely that these standards will be met.

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Main inspection findings

Part 7. Manner in which complaints are handled Paragraph 33 to 33(k)  The proposed school’s complaints policy complies with statutory requirements and is published on its website. It sets out clearly the process to be followed if anyone wishes to make a complaint about the school. Timescales for the management and consideration of any complaint are clear. There is provision for complaints to be considered informally in the first instance, followed by a formal process and independent panel hearing.  The proposed school intends to keep a written record of all complaints. The proprietor has ensured there is a suitable format for recording and monitoring complaints.  It is likely that these standards will be met.

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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 runs several special schools, including for pupils with similar needs. This, should it be registered, will be the largest of their schools. The proprietor has, therefore, established a larger, experienced senior leadership team than in their other provisions. School staff are well qualified for their roles. That pupils’ well-being has a high priority comes across very clearly in the school’s policies, and in discussion with the proprietor, governors, leaders and staff. They are knowledgeable about pupils with SEND and how to adapt provision to suit specific needs.  Policies and procedures for the site, education and safety of pupils are well written and clear. The proprietor intends to train staff in the school’s expectations before pupils join the school. However, some health and safety requirements were not being

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Main inspection findings

followed at the time of the inspection. Leaders reflected during the inspection that they needed to provide additional training about requirements.  The proprietor employs a layer of professional governance to oversee its schools and to ensure that the standards are met. These governors are experienced in education, health and care. The proprietor has set out well-established procedures to check the quality of the provision and to report strengths and weaknesses to the proprietor board. These include numerous independent checks, including on safeguarding and well-being.  Despite there being clear procedures for checking that the standards are met once a school is open, there had not been thorough enough checking that the standards were met at the point of inspection. The proprietor reflected during the inspection on ways to remedy this for the future, as well as immediately arranging for the site to be

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Main inspection findings

made ready quickly.  The standards in this part are not likely to be met.

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Main inspection findings

Schedule 10 of the Equality Act 2010  There is a suitable accessibility plan that sets out appropriate steps to ensure that pupils who are disabled can access the site and the education provided. 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 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 Compass Community Schools Limited

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Proposed school details

Annual fees (day pupils) £71,000 to £125,000

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Proposed school details

Website www.compass-schools.org/schools/public/ redwood-park Email address charlotte.fernandes@compass.schools.com

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recommendation

Age range of pupils 0 7 to 19 7 to 19 Number of pupils on the school roll 0 90 90

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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 78

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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 90

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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 90

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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 90

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 20

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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

 The proposed school is located in a residential area in a quiet street. A main road runs along the back of the school. Pupils will enter through the main reception at the front of the school. There are two car parks.  The premises were previously used as a school and appears to have been purpose built. The accommodation is made up of four buildings containing several classrooms, a large assembly hall, dining space, therapy rooms and office spaces. Some buildings have multiple floors. There is lift access to some floors. The proposed school intends to ensure that any pupil with accessibility needs will not be scheduled for classes on a level without lift access.  The outside recreation area comprises of a hardstanding area with some green borders. There is a multi-use games area, play equipment, seating area, a large concrete auditorium and a patch of land with a greenhouse and some raised beds for

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Information about this proposed school

growing vegetables. External fencing surrounds the site, with locked entrance points.  The proprietor proposes that the school will cater for pupils with social, emotional and mental health needs. Many are likely to have additional SEND, in particular autism. The proprietor intends that all pupils will have an EHC plan. Pupils are likely to come from a wide range of local authorities.

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Information about this inspection

 The purpose of this inspection was to check whether the school is likely to meet the Education (Independent School Standards) Regulations 2014, if the DfE decides to register it. It was the school’s first pre-registration inspection.  Inspectors visited the proposed school site and met with the headteacher, other school leaders, the chair of the proprietor body, governors and some leaders from Compass Community Schools, including the regional director and education director.  Inspectors toured the school and scrutinised a range of documentation and records presented as evidence towards the school’s likelihood to meet the independent school standards. Inspectors also reviewed the proposed school’s website and looked at the single central record of recruitment checks.

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Inspection team

Catherine Old, lead inspector His Majesty’s Inspector

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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].

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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.  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; and 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

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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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