Pushforward Secondary School

School pre-registration inspection report

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Pushforward Secondary School Summer House, 24 Bury Road, Stowmarket, Suffolk IP14 1JF

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Main inspection findings

Part 1. Quality of education provided Paragraph 2(1) to 2(1)(b)(i)  The proposed school aims to re-engage pupils with learning. Typically, pupils will have experienced significant disruption to their education. The curriculum intends to give pupils the foundation they need to rebuild and move forward successfully.  Pupils will learn English, mathematics and science to functional skills level. They will experience a range of vocational options. This will enable them to specialise according to their interests and abilities. The intention is that this will equip them for college or the workplace. The proprietor has experience in their current alternative provisions in offering these courses. The proposed school has in place suitable resources and staffing for this purpose.  While this is the case, the proposed curriculum does not have the range and ambition of the national curriculum. The proprietor intends to support pupils to enter for GCSEs

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Main inspection findings

if appropriate. However, the proposed curriculum does not sufficiently prepare pupils for this.  The proprietor means to assess pupils’ knowledge when they join. After this, the school aims to design a bespoke curriculum for pupils and address any gaps in learning. The proposed curriculum identifies tasks pupils will undertake and skills they will learn through these. That said, it does not identify and sequence the specific knowledge pupils require to complete these tasks. The curriculum does not consider enough how staff will help pupils build on prior learning. For example, in mathematics, the curriculum does not cover how pupils will build up subject-specific vocabulary. This is likely to hamper their confidence with mathematical reasoning.  The reading curriculum aims to use texts that pupils will find interesting and motivating. Yet it does not coherently develop pupils’ reading knowledge and skills

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Main inspection findings

over time. For example, the texts identified would not prepare pupils well for English GCSE.  The proprietor intends to provide support for those in the early stages of reading. However, there is no clear and detailed plan for this. For example, currently the proposed curriculum does not offer age-appropriate phonics teaching.  The proprietor is reflective about these issues and means to address them. Paragraphs 2(2) to 2(2)(b), 2(2)(h), 2(2)(i), 3 to 4  The proprietor has experience of supporting pupils with special educational needs and/or disabilities (SEND). The leadership team has the knowledge required to identify needs accurately and support pupils effectively. The plans and processes for supporting SEND are well considered. These are likely to have a positive impact on pupils’ well-being and learning.  Mostly, teachers and staff will be from the proprietor’s current alternative provision.

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Main inspection findings

The proprietor has a coherent training plan in place for staff. This is likely to equip them with the knowledge to support a wide range of specific needs. The proprietor already liaises regularly with outside agencies to seek the best help for pupils with SEND. The proposed curriculum is well designed to develop and support pupils’ resilience and independence. Paragraphs 2(1)(b)(ii), 2(2)(d) to 2(2)(d)(ii), 2A(1), 2A(1)(b) to 2A(2)  There is a wide-ranging and appropriate personal, social, health and economic (PSHE) education curriculum. The proprietor has considered how to adapt this to the needs of pupils. For example, the PSHE programme aims to prepare pupils who may come from a rural context, for life in a rapidly changing modern Britain.  There is a suitable relationships and sex education policy and programme. The proposed school intends to ensure the delivery of this is matched to pupils’ age and

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Main inspection findings

previous experiences. Paragraph 2(2)(e) to 2(2)(e)(iii)  Pupils will learn about careers extensively through the school’s provision. They will be exposed to a range of workplace situations through the curriculum. The proprietor means to ensure pupils have regular access to external providers. Pupils will receive independent careers guidance.  The independent school standards (the standards) in this part are unlikely to be met. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5 to 5(d)(iii)  The proposed school has designed a coherent approach to developing pupils’ spiritual, moral, social and cultural (SMSC) knowledge. For instance, it has ensured its personal development programme includes important material about fundamental British values and the protected characteristics.  The proposed school aims to provide extensive extra-curricular experiences for the SMSC development of pupils. There will be a range of thoughtfully designed trips,

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Main inspection findings

such as comparing a west London street characterised by wealth with an adjacent street with notable levels of deprivation.  The proprietor has ensured that the standards in this part are likely to be met. Part 3. Welfare, health and safety of pupils Part 6. Provision of information Paragraphs 7 to 7(b), 32(1), 32(1)(c)  The proposed school has put in place safeguarding processes that are likely to be rigorous and secure. Leaders have the knowledge they need regarding key aspects of safeguarding, such as harmful sexual behaviours and child criminal exploitation. The proprietor already has working relationships with external agencies and local authorities. Staff training plans to be regular, wide ranging and suitable to the context of the school. From this, staff should have the knowledge they need to know how to spot and log concerns. The proposed school has put a case management system in place that will allow it to oversee issues and trends across the four sites.

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Main inspection findings

 There is a detailed and appropriate safeguarding policy on the proprietor’s website. Paragraphs 9 and 10  There are thorough and well-considered policies in place for behaviour and bullying. For example, these explain in detail how pupils social, emotional and mental health (SEMH) needs will be met, such as those who have experienced trauma. Paragraphs 11 to 16(b)  The health and safety procedures are robust. There will be regular monitoring of any risks in the proposed school’s sites and working arrangements. The systems are coherent across all sites.  The fire safety procedures are compliant with statutory requirements and carefully risk assessed. Suitable first-aid resources and training are in place. Risk assessment is to be used systematically for site and trip safety. The proposed school will regularly update any risk assessments for pupils. This is designed to link coherently to the support pupils receive.

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Main inspection findings

 The proposed school’s admissions and attendance registers are likely to be compliant with the standards.  The school’s intended staff-to-pupil ratios suggest that pupils are likely to be suitably supervised and supported throughout the school day.  The proprietor has ensured that the standards in this part are likely to be met. 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), and 21(5)(c) to 21(6)  The proposed school has a thorough system in place to make the needed pre- employment checks on staff members it will recruit. The vetting checks intended for new staff, including those who will be from the proprietor’s current alternative provision, comply with statutory guidelines. Processes for safer recruitment are robust.  The proprietor has ensured that the standards in this part are likely to be met.

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Main inspection findings

Part 5. Premises of and accommodation at schools Paragraphs 23(1) to 24(1)(b) and 24(2) to 29(1)(b)  The four sites are well resourced and fit for learning. For example, the main site is suitable for teaching groups of six pupils at a time, which is the proprietor’s intention. Learning spaces are bright and airy, and there are plentiful breakout spaces. Vocational sites have excellent facilities for the purpose they are to be used for. For instance, the hair and beauty salon, digital media suite and factory-style setting for car mechanics and engineering are all impressively similar to real workplaces.  All the sites have appropriate lighting, toilets, drinking water and medical rooms. At some of the sites, the outdoor areas are somewhat cramped and not very well resourced as social spaces. One of the sites has high-quality resources and spaces for physical education and fitness. There are showers if pupils need to change.

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Main inspection findings

 These sites will offer pupils a wide range of learning experiences. The resources have the potential to help pupils produce high-quality work.  The proprietor has ensured that the standards in this part are likely to be met. 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 proprietor has all the required information ready for parents and local authorities. The policies that should be are available and appropriate. Some of these needed some minor alterations during the inspection to be compliant with the standards.  Leaders understand their responsibilities to provide local authorities with information about pupils’ education, health and care (EHC) plans and funding. Parents and carers will receive annual reports with information about their child’s achievement and engagement.  The proprietor has ensured that the standards in this part are likely to 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 will have a clear complaints policy. This is compliant with the requirements for independent schools. For example, it has clear timelines for the steps at each stage of the complaints process.  The proprietor has ensured that the standards in this part are likely to be met. Part 8. Quality of leadership in and management of schools Paragraph 34(1) to 34(1)(b)  The proprietor has a well-articulated rationale for starting this school. Leaders’ vision is for it to be a haven and fresh start for pupils who have previously had difficult experiences of education. The proprietor rightly sees high local need for such provision. Leaders have a wide and relevant experience of helping children and young people with SEND through their alternative provisions.  There is not a robust process in place for ensuring objective oversight, support and

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Main inspection findings

challenge of the proposed school’s work. This is particularly relevant because in the short term the chair of the proprietor body will be the headteacher. Currently, there are no suitable processes for staff if they wish to raise concerns about the headteacher. The proprietor acknowledges this, and has plans to amend it.  The proprietor has well-considered plans to train staff in how to support pupils and implement the curriculum. It also has in place clear procedures for checking regularly on the quality of the delivery of the curriculum. However, the proprietor has not ensured there is a curriculum that is likely to build up pupils’ knowledge over time. Paragraphs 34(1)(c)  The proprietor has the knowledge it needs to ensure pupils’ welfare and safety are well supported. It has robust safeguarding processes in place. It explains convincingly its aims to create a positive culture.  The standards in this part are unlikely to be met.

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Main inspection findings

Schedule 10 of the Equality Act 2010  The proprietor has ensured there is a suitable accessibility plan. This means that the requirements of schedule 10 of the Equality Act 2010 are likely to be met.

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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 Pushforward Secondary School Ltd

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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 14 to 16 14 to 16 Number of pupils on the school roll Not applicable 12 12

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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 12

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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 12

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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 12

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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 12

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 10

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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 proprietor for the proposed school is Pushforward Secondary School Ltd. This is part of Pushforward Education Ltd. Three directors form the proprietor body. Pushforward Education has offered unregistered alternative provision for four years for children and young people with SEND of school age and above. It has over 20 settings across Suffolk and Cambridgeshire.  The proprietor seeks registration for the school with the Department for Education (DfE) as an independent special school to cater for pupils with a range of SEND, including autism, cognitive and learning needs, SEMH needs and speech and language needs. All pupils will have an EHC plan.  Local authorities will commission school placements.  The proposed school will operate from four sites. The main site will be at Summer House, 24 Bury Road, Stowmarket, Suffolk IP14 1JF. The proprietor intends also to offer vocational learning at three other sites. These are: Unit 2, Handord Business Park,

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Information about this proposed school

Handford Cut, Ipswich IP1 2BH; Unit 1, Langham Grange, Langham, Bury St Edmunds, Suffolk IP31 3EE and Unit 1, Albion Court, Studlands Park Avenue, Newmarket CB8 7XA.  The proposed school will not have a religious denomination.  The proprietor does not intend to use alternative provision.

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Information about this inspection

 The DfE commissioned this pre-registration inspection to determine whether the proposed school is likely to meet the standards if permitted to open. This is the proposed school’s first pre-registration inspection.  The inspector reviewed a wide range of documentation, including the school’s single central record of pre-employment checks.  The inspector toured the proposed school’s four premises.  The inspector met with the headteacher, who is also the chair of the proprietor body. He also met with the other two directors.  The proposed school is not yet operating.

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Inspection team

Charlie Fordham, lead inspector His Majesty’s Inspector

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if- – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and – 2(1)(b) the written policy, plans and schemes of work- – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan.

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently. 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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