Red Balloon Aylesbury

School pre-registration inspection report

p.1

Red Balloon Aylesbury 15 Walton Street, Aylesbury, Aylesbury, Buckinghamshire HP21 7QY

p.1

Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1) to 2(2)(b), 2(2)(d) to 2(2)(e)(iii), 2(2)(g) to 2A(1), 2A(1)(b) to 4.  The curriculum is likely to meet the needs of pupils with special educational needs and/or disabilities (SEND). The proposed school’s curriculum policy sets out a clear commitment to support pupils who have experienced significant disruption in their education. Leaders intend to prioritise pupils’ reintegration into learning, with a strong emphasis on well-being. The proposed school plans to provide each pupil with a bespoke curriculum pathway that is aligned to their education, health and care (EHC) plan as well as being informed by each pupil’s views and ambitions.  The proposed school intends to prioritise pupils’ personal well-being using Red Balloon Educational Trust’s (RBET) personal development programme. This includes a thorough programme for personal, social and health (PSHE) education and careers

p.1

Main inspection findings

education. Pupils will be expected to develop an understanding of fundamental British values, equalities and life in modern Britain through the whole curriculum.  Relationships and sex education (RSE) and health education is embedded within the wider well-being curriculum. Statutory RSE content will be delivered through weekly PSHE and mentoring sessions. Consultation with parents and carers will be facilitated through letters, website updates and clear guidance on withdrawal procedures.  Leaders are committed to ensuring that the curriculum meets the requirements of the independent school standards (the standards). The core focus of the curriculum will be to develop pupils’ literacy and numeracy skills. In addition to English and mathematics, pupils will also learn science, information technology, art and design, food technology, physical education (PE) and world studies, which will incorporate geography, history and religious education (RE).

p.1

Main inspection findings

 At key stage 3, pupils will learn the wider curriculum through cross-curricular projects based on their interests. At key stage 4, pupils will work towards level 2 qualifications in a range of subjects, including GCSEs, functional skills and BTEC National Diploma qualifications.  The proposed school intends to celebrate reading and literature. The school has a library, which includes high-quality books likely to capture different pupils’ interests and aspirations. These books include those that celebrate people with protected characteristics and will support pupils’ understanding of how different people live in and experience the world. Pupils with gaps in their phonics knowledge will be taught through a published catch-up programme. Similarly, pupils with gaps in their numeracy will be supported to fill them.  Curriculum plans and schemes of work are coherently sequenced to support the progressive development of knowledge and skills. Subject schemes include

p.1

Main inspection findings

appropriate adaptations for pupils depending on their starting points. The curriculum will be delivered in phased stages, drawing on established planning taken from other schools run by the proprietor. This will be adapted to meet the needs of each pupil. The curriculum will be delivered through small group or one-to-one teaching. The curriculum is likely to be well resourced. For example, the science laboratory is designed and resourced to enable pupils to take GCSE science.  Leaders intend for the sixth-form provision to extend the key stage 4 offer, providing additional time and tailored support for pupils who require it to in order to be ready for their next steps in education, training, or employment. Leaders intend that provision will contribute meaningfully to each pupils’ personal development. For example, where appropriate, pupils may also be supported to access external college placements should they be ready to do so.

p.2

Main inspection findings

 Leaders intend that assessment will be adapted to meet pupils’ social, emotional and mental health (SEMH) needs. The school will use a RBET framework to identify starting points and gaps in learning. Staff will then use this information to adapt the curriculum for each pupil.  Pupils will receive regular mentoring as part of their timetable. The aim of this is to foster relationships, promote independence and responsibility, and provide holistic support. The special educational needs coordinator (SENCo) will support teachers and provide targeted additional support based on pupils’ SEND. Those pupils who need it as a requirement of their EHC plan, will also receive specified therapies, such as occupational therapy.  The school intends that each class will be made up of a maximum of four pupils. Each class will be staffed by a teacher with qualified teacher status. Staff will receive regular training in well-being, safeguarding, behaviour, SEND, assessment, equalities

p.2

Main inspection findings

and curriculum adaptation. The school intends for some staff to lead some subjects, including English. These staff will support others in developing and adapting the curriculum to meet pupils’ needs.  Ongoing staff continuing professional development will be informed by learning walks, pupil feedback and identified training needs. Initial training will prioritise safeguarding and assessment.  The requirements in this part are likely to be met.

p.2

Main inspection findings

Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5 to 5(d)(iii)  Leaders intend that all parts of the curriculum will support pupils’ spiritual, moral, social and cultural development. The PSHE and well-being curriculum will be taught across subjects. Its content is likely to meet statutory requirements and help pupils to become increasingly confident and emotionally resilient.  Fundamental British values and respect for protected characteristics are intended to be promoted through PSHE, mentoring and RE lessons. The school intends to celebrate different religious festivals. Leaders plan to use ‘home’ sessions to help pupils understand world events and help them to process their emotional responses to situations and experiences. Democracy will be taught explicitly as part of PSHE.  Pupils are likely to learn about public institutions and cultural achievements through life skills, trips and through the curriculum. For example, in art, pupils will learn about

p.2

Main inspection findings

creative and cultural achievements of different artists and sculptors.  The behaviour policy, based on the ‘Red Balloon rules’, aims to encourage intrinsic motivation and personal responsibility. Pupils will be able to share their views, for example, through discussion, mentoring and adapted questionnaires. Staff will be trained to identify and report any discriminatory behaviour.  The school intends to use the local environment to broaden pupils’ experiences of the outdoor world. For example, the PE curriculum includes access to local sports centres.  The school intends that careers education will be embedded as part of PSHE and mentoring. They intend to use an independent consultant and ensure that pupils visit local colleges to help them choose their appropriate next steps. Preparation for life beyond school is likely to include food preparation and basic home and repair skills, with a focus on nurturing relationships and independence.

p.3

Main inspection findings

 Leaders understand the requirement to ensure that partisan political views are not promoted.  The requirements of this part are likely to be met.

p.3

Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 9 to 10, 14 to 15.  There are clear behaviour and anti-bullying policies, which reflect the school’s intended approach and vision. This is centred on what the school calls ‘unconditional personal regard’ alongside respect, reflection and restorative practice. Leaders intend that the approach will be tailored to individual pupils’ needs. Leaders plan to ensure consistency through staff training and regular monitoring.  Behaviour incidents, including bullying, will be recorded using the school’s electronic reporting system, which the proprietor will oversee.  The proposed school intends to use restrictive physical intervention only when it is absolutely necessary. Leaders plan to train staff in the use of a de-escalation approach.  The school has an appropriate exclusion policy. Leaders are committed to avoiding suspensions or permanent exclusions wherever possible, viewing them strictly as a

p.3

Main inspection findings

last resort.  There are appropriate plans in place to ensure that staffing levels will provide enough supervision for pupils. Leaders intend that there will be six teaching staff for 20 pupils, as well as therapists and other school staff on site to support during the day and including at break and lunchtimes.  The school intends to use an electronic system to record admissions and attendance. Records contain the required information about pupils’ personal details and circumstances. Leaders have a clear process in place to record attendance and to check on the whereabouts of any pupils who do not attend  It is likely that these standards will be met.

p.3

Main inspection findings

Paragraphs 7 to 7(b), 11 to 13, 16 to 16(b)  There is an up-to-date safeguarding policy, written by RBET, which references the most recent statutory guidance. Leaders have considered the context of pupils with SEND, including that pupils are likely to need additional teaching to understand how to keep themselves safe in the community and online. The policy is likely to help staff understand how to recognise indicators of abuse. Whistle-blowing procedures are clear.  The leaders who will be designated safeguarding lead (DSL) and deputy DSL have appropriate safeguarding training and experience of safeguarding in education settings. The DSL displays a strong understanding of safeguarding requirements, including the need to refer concerns to the appropriate external agency. The school intends to engage with the local authority and local school safeguarding networks so as to keep up to date about local risks.

p.4

Main inspection findings

 The proprietor intends that governors and an experienced leader from RBET will check the school’s safeguarding and provide support for leaders when considering pupils’ safeguarding.  The proprietor intends to train staff in safeguarding and the ‘Prevent’ duty at induction. In addition, staff are likely to use daily morning and afternoon briefings to discuss safeguarding approaches and issues. Leaders intend to check staff safeguarding knowledge regularly and then update it through additional training.  Safeguarding records are to be kept securely using an electronic system that all staff will be trained to use. The proprietor has checked that appropriate filtering and monitoring practices are in place for the proposed school.  Leaders demonstrate a strong commitment to having a positive and open culture of safeguarding. The day-to-day work of the school to safeguard pupils is likely to be effective.

p.4

Main inspection findings

 The proprietor has provided a health and safety policy, which has been adapted for the site. It includes fire procedures, accident procedures and risk assessments required for the site. The school intends that a suitably trained person will be on site to undertake required work. There is a property and compliance leader from the proprietor body that oversees health and safety. The proprietor intends to employ an additional health and safety consultant also. On-site staff intend to walk the school site daily to check it is safe.  The proprietor has set out a plan of the routine checks that are required, including those to ensure water safety. A legionella risk assessment has set out some non- urgent repairs needed and these are planned to be done within the year. Testing for the safety of electrical items had not been done at the time of the inspection and was booked in to happen at the end of August.

p.4

Main inspection findings

 The first-aid policy sets out clearly the requirements for staff. Leaders intend to train staff in the policy as part of induction. There are first-aid medical kits throughout the school. However, leaders have not ensured that there is someone on the staff with the sufficient level of emergency first-aid knowledge and have not booked any such training.  There is a new fire alarm system in place with call points throughout the school. There is suitable fire safety equipment throughout the school. However, risks identified in the school’s fire risk assessment had not been completed at the time of the inspection. These include some fire doors not operating properly and some flooring and furniture not meeting fire safety requirements.  There is a designated muster point for the safe evacuation of the building, and the school plans to practise evacuation procedures with pupils. However, the proprietor

p.5

Main inspection findings

had not considered the need for trained fire marshals. In addition, there was a lack of clarity about whether any pupils might need personal evacuation plans.  There is a lack of understanding about the requirements for risk assessments. During the inspection, there was confusion as to whether there was a risk assessment policy, what that should contain and who was responsible for those producing risk assessments.  The standards in these paragraphs are not likely to be met.

p.5

Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2)(a) to 18(2)(b), 18(2)(c)(i), 18(2)(c)(iii) to 18(2)(e), 19(2) to 19(2)(d)(3), 19(3) to 21(3)(b), 21(5) to 21(7)(b).  Leaders are trained in safer recruitment requirements. The proprietor has provided the school with a template for the single central record. The school is carrying out the majority of the required checks and populating this record when the checks are completed, and before staff start work, in line with statutory guidance.  Central RBET services will provide help with recruitment procedures, including a timeline of checks that need to happen. Leaders demonstrate an understanding of safer recruitment procedures, including the need to report concerns about adults to the local authority designated officer and, should it be necessary, the Disclosure and Barring Service.  These standards are likely to be met. Paragraphs 18(2), 18(2)(c), 18(2)(c)(ii), 18(3)

p.5

Main inspection findings

 The proprietor has not ensured that school staff understand the requirement to check medical fitness. Consequently, this check has not been recorded and it was unclear at the time of the inspection if the check had been done as part of the recruitment process.  These standards are not likely to be met. Part 5. Premises of and accommodation at schools Paragraphs 22 to 24(3), 26 to 29(1)(b)  The proposed school is located in a large, two-story building and an additional unit of three rooms. Inside spaces have been refurbished to be suitable as a school. The site is clean and likely to be well maintained. Internal and external lighting and the acoustics are appropriate for a school. There is heating and air conditioning to maintain a steady temperature.  There is enough space for 20 pupils to learn in small groups or individually. The site includes six dedicated classrooms, a community room and three therapy rooms.

p.5

Main inspection findings

Specialist classrooms for science, art and music are suitably equipped. Pupils also use the community room for food preparation, which features kitchen equipment and a spacious area for lunchtimes.  There is labelled drinking water throughout the school. There are suitable toilets and washing facilities. Hot and cold water supplies are maintained at suitable temperatures and labelled appropriately. The medical room is set up according to requirements.  Outside, there is an attractive and well-maintained garden area that is secure and well managed. It provides enough space for pupils to play. Leaders intend that PE will take place off-site at local sports centres.  Pupils are likely to arrive by car. They will be collected by staff and enter the school site through a door controlled by an electronic entrance system. The perimeter of the school is secured by high fencing and brick walls. Pupils will not have access to the

p.6

Main inspection findings

front of the house, which leads onto a main road.  It is likely that these standards will be met. Paragraph 25  The proprietor has not ensured that the site is ready to open as a school. Some repairs and checks to ensure fire safety and health and safety have not been completed. These include electrical checks on equipment and the fire doors, which do not meet fire safety requirements.  In addition, some furniture has been placed in potentially unsafe ways, for example a large chest was partially in the way of both a door and stairs, which would pose a risk to pupils using that space. Some upstairs windows have not yet been fitted with the required restrictors to prevent them opening widely.  The standard in this paragraph is not likely to be met.

p.6

Main inspection findings

Part 6. Provision of information Paragraphs 32(1) to 32(1)(d), 32(1)(f)–32(2)(b), 32(2)(b)(ii) to 32(4)(c)  The proprietor and leaders are familiar with information that the school is required to publish on its website and make available to parents and carers. This includes the requirement to publish inspection reports and to produce an annual written report for parents. In addition, the school intends to provide termly information to parents on pupils’ attainment and progress.  The proprietor is aware of the requirement to provide specified information to local authorities. Leaders have already begun communications with the local authority in preparation for opening this school. Leaders have some experience of working with the local authority about safeguarding, in previous educational settings.  The proprietor intends that policies will be available to parents through the school website. These policies are in place and available currently on the website. The

p.6

Main inspection findings

website contains the contact details of the school and the proprietor.  The requirements of this part are likely to be met.

p.7

Main inspection findings

Part 7. Manner in which complaints are handled Paragraph 33 to 33(k)  There is a written complaints policy in place. It is compliant with the requirements of this part. The policy sets out clear timescales for the management of a complaint. It provides for informal complaints to be escalated to formal complaints. The policy sets out that there should be a panel to hear complaints, one of which must not be associated with the management of the school. It provides clear criteria for the suitability of the independent person on the panel.  The school is likely to meet the requirements of this part.

p.7

Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraph 34(1) to 36(1)(c)  The proprietor has not ensured that the school is ready to open. Leaders do not demonstrate that they understand the requirements of the standards well enough so that they would be met consistently well over time.  The proprietor employs a team of ‘central services’ to oversee the schools in the group. The roles and responsibilities of some aspects of this oversight are undergoing some change. As a result, school staff are unclear about who is responsible for what aspect and who to ask for help.  The proprietor has established a local governing body to directly oversee the school’s effectiveness and to check that the independent school standards are met. These people have a range of expertise, including financial and educational experience. Despite this, it was not clear if governors have experience of the independent school

p.7

Main inspection findings

standards, or how they will carry out their role of challenge and support.  The chair of the proprietor body, headteacher and SENCo demonstrate a passionate commitment to providing education and care for pupils with SEND. They have high expectations for pupils’ academic achievement. They are determined to help pupils manage their SEMH needs effectively and be well prepared for life in modern Britain. Well-being will be promoted through the general ethos of the school. This is likely to be a positive aspect of the proposed school’s work, should it open.  It is unlikely that the standard will be met. 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.

p.7

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.

p.9

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.

p.10

Proposed school details

Type of school Other independent special school

p.10

Proposed school details

School status Independent special school

p.10

Proposed school details

Proprietor Red Balloon Educational Trust

p.10

Proposed school details

Website www.redballoonlearner.org/locations/ rbet-aylesbury Email address jane.cole@rbet.ac

p.10

recommendation

Age range of pupils 0 13 to 18 13 to 18 Number of pupils on the school roll 0 20 20

p.11

School’s current position School’s proposal

Gender of pupils Not applicable Mixed Number of full-time pupils of compulsory school age Not applicable 18

p.11

School’s current position School’s proposal

Number of part-time pupils Not applicable 0

p.11

School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities Not applicable 20

p.11

School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan Not applicable 20

p.11

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 0 20

p.11

School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 5

p.12

School’s current position School’s proposal

Number of part-time teaching staff Not applicable 5

p.12

School’s current position School’s proposal

Number of staff in the welfare provision Not applicable 2

p.12

Information about this proposed school

 The proposed school is located close to a main road in Aylesbury. Its entrance will be at the back of the school, accessible from the school’s car park, which is on William Harding Close. Entrance to the school site is through a gated, private entrance. The accommodation consists of a large Georgian house and a separate, purpose-built block consisting of an art room, occupational therapy room and the school reception office. In the main building, rooms have been converted to be classrooms with some office space and staff spaces. There is a large kitchen and dining space looking out to a garden and play space.  The proprietor proposes that the school will cater for pupils with social, emotional and mental health needs. Many pupils are likely to have been out of education for an extended period of time, ranging from many months to several years. The proprietor intends that all pupils will have an EHC plan.

p.12

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, the SENCo who is also the designated safeguarding lead, the school’s site and compliance officer and administration officer. They also met with the financial officer from the proprietor’s leadership group and the chair of the proprietor body. The lead inspector held a telephone conversation with the data protection officer. A headteacher from another school within the group attended meetings alongside the headteacher of this proposed school.  Inspectors scrutinised a range of documentation and records presented as evidence towards the school’s likelihood to meet the independent school standards. Inspectors

p.13

Information about this inspection

also reviewed the proposed school’s website and looked at the single central record of recruitment checks.  The inspection team were unable to meet with the chair of governors during the inspection due to a poor phone signal.

p.13

Inspection team

Catherine Old, lead inspector His Majesty’s Inspector

p.13

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].  13 The standard in this paragraph is met if the proprietor ensures that first aid is administered in a timely and competent manner by the drawing up and effective implementation of a written first aid policy.  16 The standard in this paragraph is met if the proprietor ensures that- – 16(a) the welfare of pupils at the school is safeguarded and promoted by the drawing

p.14

Part 3. Welfare, health and safety of pupils

up and effective implementation of a written risk assessment policy; and – 16(b) appropriate action is taken to reduce risks that are identified.

p.14

Part 4. Suitability of staff, supply staff, and proprietors

 18(2) The standard in this paragraph is met if- – 18(2)(c) the proprietor carries out appropriate checks to confirm in respect of each such person- – 18(2)(c)(ii) the person’s medical fitness; And in the light of the information from the checks referred to in paragraphs (c) to (f) the proprietor considers that the person is suitable for the position to which the person is appointed.  18(3) The checks referred to in sub-paragraphs (2)(c) and (except where sub- paragraph (4) applies) (2)(e) must be completed before a person’s appointment.

p.14

Part 5. Premises of and accommodation at schools

 25 The standard in this paragraph is met if the proprietor ensures that the school premises and the accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured.

p.14

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 .

p.14

Part 8. Quality of leadership in and management of schools

Parent View You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

p.16

Part 8. Quality of leadership in and management of schools

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.gov.uk/ofsted .

p.16

Part 8. Quality of leadership in and management of schools

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.16

Part 8. Quality of leadership in and management of schools

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.16

Part 8. Quality of leadership in and management of schools

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.16

Part 8. Quality of leadership in and management of schools

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.16