Growing Places Community School

School pre-registration inspection report

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Growing Places Community School Anders Hall, Milton Road, Waterlooville, Hampshire PO7 6AW

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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), 2A(1)(b), 2A(1)(d) to 2A(2), 3 to 4.  The written curriculum policy is available on request. It provides a broad oversight of the intended curriculum and insight into the way it will be delivered. However, the policy does not take account of the ages, aptitudes and needs of the pupils at the proposed school, particularly for the secondary phase. Additionally, it does not consider the learning needs of pupils with special educational needs and/or disabilities (SEND) or those with an education, health and care (EHC) plan.  The school’s curriculum has been inspired by the Reggio Emilia approach to learning. Through this education, the school wants pupils to learn to be resourceful, resilient and reflective. In the long term, it wants pupils to understand how they, as an individual, can make a positive and meaningful contribution to society.

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Main inspection findings

 Schemes of work indicate that pupils are likely to experience a broad range of subjects. These include linguistic, mathematical and human and social education. However, the school has not ensured that pupils will experience creative education, including in key stages 3 and 4. Additionally it has not developed appropriate schemes of work and plans for subjects, such as English, physical education (PE), history, geography, technology, art and design and music.  The school will use the national curriculum and the early years framework to check and add necessary depth and rigour to its ‘enquiry-based learning’ approach. However, it has not set out plans for how pupils will acquire listening and literacy skills, including in key stages 3 and 4.  Through the school’s ‘Palette of Provision’ approach, it intends that pupils will take ownership for their own ‘learning journeys’ and develop a lifelong love of learning.

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Main inspection findings

However, the school has not considered how teaching will meet these aims. For example, it has not identified appropriate approaches to ensure that teachers demonstrate good subject knowledge, plan lessons or apply the school’s intended teaching strategies effectively.  The planned curriculum does not give appropriate provision for personal, social, health and economic education. It is limited to providing general themes, especially in key stages 3 and 4.  The school has not developed a suitable relationships and sex education policy and programme. Leaders were not aware of the requirement to consult with parents and carers or the aspects that parents can request for their child to be excused.  The school has not ensured pupils of secondary-school age will receive appropriate and bespoke careers education and guidance. It has not developed a suitable careers policy or suitable plans to ensure that pupils receiving secondary education have the

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Main inspection findings

support and opportunities to fulfil their potential.  The school has set up a general summative assessment system. However, this system refers to outdated guidance. In addition, the assessment procedures do not set out carefully how teachers will assess pupils’ learning. This also means that the school have not identified how teachers will use any assessment information to help pupils to acquire new knowledge and make progress according to their abilities and their individual needs or interests.  The proprietor has a clear vision of the values that underpin the school’s culture. It will ensure that discrimination of any kind is not tolerated and that fundamental British values are promoted.  The school have not developed appropriate schemes of work for the PE curriculum. As such, it has not considered a timetable or plan of which lessons will take place in the school’s additional premises, which is also used for animal care, including housing

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Main inspection findings

donkeys and goats.  The independent school standards (the standards) in this part are not likely to be met if the proposed school is granted permission to open.

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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 has given some thought to how it will promote pupils’ social, moral, spiritual and cultural (SMSC) development, including in the early years. It has developed a suitable policy for SMSC. However, the school has not set out in sufficient detail the important knowledge and attributes it wants pupils to learn and embed, particularly in key stages 3 and 4. In addition, the school has not set out clearly the wider experiences and opportunities it will provide to support pupils’ personal development  The school intend for pupils to learn about fundamental British values, such as democracy, individual liberty and mutual respect, through the curriculum and other activities. For example, the school proposes to connect with a variety of community and religious groups to develop pupils’ understanding and appreciations of different

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Main inspection findings

religions and festivals. There is a strong intention to promote equality and consideration of those with protected characteristics. However, this is only identified as general topic overviews currently.  The school has not identified how it will promote pupils’ understanding of the public institutions and services in England.  The standards in this part are not likely to be met if the proposed school is granted permission to open.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 7 to 7(b), 9 to 16(b), 34(1)(c)  The proposed school has not ensured that the welfare and safety standards are likely to be met should the school be granted permission to open. For example, its safeguarding policy is not compliant with the government’s latest guidance. The named designated safeguarding leader does not hold required training to fulfil the role effectively. The proprietor and the headteacher are not trained in safer recruitment. Additionally, the school has not completed all required checks to ensure that staff and leaders are qualified to work with children. The gaps in the single central record for the school are noted below in part 4.  The school intends to use an online system for tracking safeguarding concerns and referrals. However, it has not identified suitable arrangements for safeguarding training and staff induction.  The school’s behaviour and anti-bullying policies are fit for purpose. The school will

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Main inspection findings

use a suitable system to record any incidents of serious misbehaviour, and any sanctions imposed as a result.  The school has developed a suitable health and safety policy. However, it has not ensured effective implementation of this policy. For example, the outdoor soft tarmac area is significantly worn, uneven and torn in places, presenting a serious risk of trips, falls and injury to pupils during outdoor play. Windows open widely and are not fitted with restrictors. The school has not sufficiently considered the safety risks this presents to pupils, particularly in relation to potential falls or unsupervised access.  In addition, the school has not drawn up a suitable written risk assessment policy. This means that it has not carried out some key risk assessments to reduce the risks faced by pupils when on site. For instance, the school has not carried out appropriate risk assessments for a member of staff living in a mobile home on the farm.

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Main inspection findings

 Appropriate fire risk assessments and checks have not been completed, and the school has not ensured compliance with the Regulatory Reform (Fire Safety) Order 2005. Signs for evacuation routes and fire assembly points are not yet fully in place in all areas for both sites. Fire extinguishers located at the main site have not been appropriately serviced in accordance with safety regulations, which also compromises fire safety arrangements. During the pre-registration inspection, the school confirmed a booking for an external specialist to carry out a comprehensive fire safety check of the premises.  The school does not have a suitable first-aid policy. However, the processes and proposed templates for documenting accidents and injuries and for managing pupil medication are likely to be suitable.  The proprietor intends to recruit sufficient staff to provide adequate supervision of pupils.  The school plans to establish suitable procedures to ensure that admissions and

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Main inspection findings

attendance registers will be maintained in accordance with paragraph 15.  The standards in this part are not likely to be met if the proposed school is granted permission to open.

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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(1) to 19(2)(d)(ii), 19(3), 21(1) to 21(3)(b), 21(5) to 21(5)(a)(ii), 21(5)(c), 20(6) to 20(6)(c)  The proposed school has not established a single central record (SCR). The proprietor does not demonstrate up-to-date knowledge of how to maintain the SCR. For example, important checks such as making sure that managers are not subject to a section 128 direction have not been completed.  The proprietor does not intend to use supply agency staff.  The standards in this part are not likely to be met if the school is granted permission 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’s main site is located in a building in a recreational park in a residential area. The proprietor has a long-term lease agreement with the local council for this site. The second premises is located on a 3-acre farm, which is owned by the proprietor. Both sites have their own secure entrance.  The school’s main facilities consist of four classrooms, an ‘atelier area’ and a food technology room, which is also used as a staff kitchen. Most classrooms are not fitted with suitable furniture, equipment and resources for the intended age range for pupils. The second premises is a farm which houses suitable learning spaces, animal paddocks and a yurt. However, the yurt’s canopy leaks and is not currently a suitable learning environment.  The school’s pre-registration application to the Department for Education (DfE) is for

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Main inspection findings

up to 60 pupils aged 4 to 16. However, the facilities, and size of rooms is only suitable for up to 40 pupils aged 4 to 11.  The school has not ensured that all satisfactory premises checks on the safety of the two sites are complete. For example, it has not made sure that there is suitable external lighting around the farm site to ensure safe passage in the dark. Knives, hazardous liquids or substances and cleaning materials, such as brooms and mops, are not stored securely or appropriately on both premises. Consequently, the health, safety and welfare of pupils and staff cannot be assured.  The school’s setting will provide plenty of space for pupils to relax and play, particularly at the farm. However, the school has not carried out suitable risk assessments for both sites. For example, it has not taken steps to ensure that the position of a food van, which is parked at the entrance area at the farm site, will not

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Main inspection findings

pose a risk to staff, visitors or pupils. The acoustics in one of the classrooms in the main site are not suitable. The school has also not considered the potential risks due to the farm site being located close to a National Health Service facility.  At the second site, the perimeter fencing directly adjoins a publicly accessible road. The school has not adequately identified or addressed the associated risks to pupils’ welfare and safety.  The school has not identified or set up a suitably equipped medical room in either site. Leaders were not aware of this requirement of the standards until it was brought to their attention by the inspectors.  There are separate toilet facilities for pupils and staff. These can be locked from the inside to provide privacy. However, a washing machine has been fitted in one of the toilets and close to urinals. The school were not aware of the health and safety, safeguarding and welfare risks until it was raised by the inspectors.

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Main inspection findings

 The water temperature of handwashing facilities for a tap on the main site is not controlled and, therefore, is too hot and poses a risk of scalding. The farm site only provides cold water handwashing facilities.  Pupils will have access to drinking water throughout the day. However, sources of drinking water are not clearly labelled.  The standards in this part are not likely to be met if the proposed school is granted permission to open.

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Main inspection findings

Part 6. Provision of information Paragraphs 32(1) to 32(1)(g), 32(1)(j) to 32(2)(b)(i), 32(2)(dc) to 32(3)(d), 32(3)(f) to 32(4)(c)  The proposed school does not have a website. It has ensured that relevant information on the school’s work and documents, such as information related to admissions and behaviour, are available on request. However, several key policies are not in place or do not reflect current guidance.  The school does not fully understand its duties to provide the local authority with the required information on pupils with SEND and/or and EHC plan.  The school has not devised a suitable written format to ensure that parents and carers receive information on their children’s progress and attainment on an annual basis.  The standards in this part are not likely to be met if the proposed school is granted permission to open.

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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 and procedures are fit for purpose. They set out clear timescales for the management of any complaint and who will consider them. The complaints policy allows for complaints to be resolved informally wherever possible. When necessary, procedures for escalating complaints to more formal processes are clearly laid out.  The standards in this part are likely to be met if the proposed school is granted permission to open.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraph 34(1) to 34(1)(c)  The proprietor and leaders share a strong vision of what they want the proposed school to be. They have extensive expertise and experience of setting up nursery provisions, which are registered with Ofsted. Despite this, leaders were not fully ready for this pre-registration inspection. Their collective understanding of the requirements of the standards is not as strong as it should be. Consequently, a significant number of the standards are unlikely to be met at this time.  The proprietor has set up a board of trustees. However, trustees are not familiar with the standards and their role or responsibility to ensure that these are met securely.  The proprietor intends to employ independent consultants to advise the school on the quality of education the school will provide and for other aspects, such as safeguarding.

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Main inspection findings

 The standards in this part are not likely to be met if the proposed school is granted permission to open.

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Main inspection findings

Schedule 10 of the Equality Act 2010  The proposed school has not ensured that it has a suitable accessibility plan in place that meets the requirements of schedule 10 of the Equality Act 2010. This means that the school have not given enough consideration to ensuring equality of access for all pupils.  The school is not likely to meet paragraph 3 of schedule 10 of the Equality Act 2010.

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Main inspection findings

Statutory requirements of the Early Years Foundation Stage  The proposed school is likely to comply with all the welfare requirements of the early years foundation stage (EYFS). For example, children in Reception will work in a class of up to six children with one adult. The school intends to ensure that a suitable number of staff receive paediatric first-aid training.  The school intends to implement the learning and development requirements of the Early Years Foundation Stage (EYFS) framework in full. Planning documentation outlines a clear approach to delivering the seven areas of learning through a balanced and engaging curriculum.

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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

Email address manager@growingplaces.org.uk

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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 Four to 16 Not applicable Number of pupils on the school roll Not applicable 60 Not applicable

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recommendation

Reason for inspector’s recommendations  The school’s curriculum does not consider key stage 3 and 4 pupils’ academic, technical and vocational needs and wider/additional behaviour and pastoral requirements. Additionally, the general facilities and premises are not appropriate for secondary age pupils.

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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 36

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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 0

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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 0

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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 0

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 5

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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 6

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Information about this proposed school

 The proposed school is located at Anders Hall, Milton Road, Waterlooville, Hampshire, PO7 6AW. The school will also use a farm provision which is located at Mayles Lane, Knowle, Fareham, PO17 5PN.  The school intends to cater for boys and girls from 4 to 16 years of age. It is not explicitly intending to cater for pupils with SEND. However, the school will admit some pupils with SEND, including a small number with EHC plans.  The school does not intend to charge fees. It intends to generate income through fundraising and donations.  The proprietor manages five childcare settings, which provide nursery and out-of- school provision for children aged up to, and including, 11 years of age. These settings are all registered with Ofsted and are located within the boroughs of Havant and Fareham.  The school is inspired by the Reggio Emilia approach and will have an enquiry-based learning approach.  The school will not have a religious denomination.

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Information about this proposed school

 The school does not intend to use alternative provisions.

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Information about this inspection

 This was the proposed school’s first pre-registration inspection. The purpose of this inspection was to check whether the school is likely to meet the Education (Independent School Standards) Regulations 2014. Schools must comply with the independent school standards to be registered.  Prior to the site visit, the lead inspector reviewed a range of documents provided to the DfE as part of the school’s application for registration.  Inspectors reviewed a wide range of documentation, including safeguarding checks, policies and curriculum and assessment information on site.  Inspectors toured both school sites with the proprietor, the headteacher and the facilities manager. The lead inspector also met with a trustee.

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Inspection team

Shazia Akram, 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; and  2(2) For the purposes of paragraph (2)(1)(a), the matters are- – 2(2)(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education; – 2(2)(b) that pupils acquire speaking, listening, literacy and numeracy skills; – 2(2)(d) personal, social, health and economic education which-

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Part 1. Quality of education provided

– 2(2)(d)(i) reflects the school’s aim and ethos; and – 2(2)(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that- – 2(2)(e)(i) is presented in an impartial manner; – 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and – 2(2)(e)(iii) helps to encourage them to fulfil their potential; – 2(2)(f) where the school has pupils below compulsory school age, a programme of activities which is appropriate to their educational needs in relation to personal, social, emotional and physical development and communication and language skills; – 2(2)(g) where the school has pupils above compulsory school age, a programme of activities which is appropriate to their needs; – 2(2)(h) that all pupils have the opportunity to learn and make progress; and  2A(1) The standard in this paragraph is met if the proprietor- – 2A(1)(a) ensures that every registered pupil who is provided with primary education at

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Part 1. Quality of education provided

the school is provided with relationships education, – 2A(1)(b) ensures that every registered pupil who is provided with secondary education at the school is provided with relationships and sex education, except in so far as the pupil is excused as mentioned in sub-paragraph (2), – 2A(1)(e) makes and keeps up to date a separate written statement of its policy with regard to the provision of education as required by each of paragraphs (a) and (b), – 2A(1)(f) consults parents of registered pupils at the school before making or revising a statement under sub-paragraph (e), and – 2A(1)(g) publishes a copy of the statement on a website and provides a copy of the statement free of charge to anyone who asks for one.  2A(2) Arrangements made by the proprietor for the purposes of sub-paragraph (1)(b) must ensure that where a pupil’s parent requests that the pupil is wholly or partly excused from sex education provided as part of relationships and sex education, the

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Part 1. Quality of education provided

pupil is so excused until the request is withdrawn, unless or to the extent that the head teacher considers that the pupil should not be so excused.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; – 3(b) fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves; – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; – 3(e) demonstrates good knowledge and understanding of the subject matter being

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Part 1. Quality of education provided

taught; – 3(f) utilises effectively classroom resources of a good quality, quantity and range;

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Part 2. Spiritual, moral, social and cultural development of pupils

 5 The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor- – 5(a) actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs; – 5(b)(iv) enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England; – 5(b)(vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act; and

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

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Part 5. Premises of and accommodation at schools

– 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.  24(1) The standard in this paragraph is met if the proprietor ensures that suitable accommodation is provided in order to cater for the medical and therapy needs of pupils, including- – 24(1)(a) accommodation for the medical examination and treatment of pupils; – 24(1)(b) accommodation for the short term care of sick and injured pupils, which includes a washing facility and is near to a toilet facility; and  24(2) The accommodation provided under sub-paragraphs (1)(a) and (b) may be used for other purposes (apart from teaching) provided it is always readily available to be used for the purposes set out in sub-paragraphs (1)(a) and (b).  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

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Part 5. Premises of and accommodation at schools

standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured.  26 The standard in this paragraph is met if the proprietor ensures that the acoustic conditions and sound insulation of each room or other space are suitable, having regard to the nature of the activities which normally take place therein. – 28(1)(c) cold water supplies that are suitable for drinking are clearly marked as such; and – 28(1)(d) the temperature of hot water at the point of use does not pose a scalding risk to users.  29(1) The standard in this paragraph is met if the proprietor ensures that suitable outdoor space is provided in order to enable- – 29(1)(a) physical education to be provided to pupils in accordance with the school curriculum; and

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Part 6. Provision of information

 32(1) The standard about the provision of information by the school is met if the proprietor ensures that- – 32(1)(c) particulars of the arrangements for meeting the standard contained in paragraph 7 are published on the school’s internet website or, where no such website exists, are provided to parents on request; – 32(1)(h) where a pupil wholly or partly funded by a local authority (except where funding is solely for free of charge early years provision in accordance with the duty contained in section 7 of the Childcare Act 2006[16]) is registered at the school, an annual account of income received and expenditure incurred by the school in respect of that pupil is provided to the local authority and, on request, to the Secretary of State; – 32(1)(i) where a pupil with an EHC plan wholly or partly funded by a local authority or other body through public funds is registered at the school, such information as may

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Part 6. Provision of information

reasonably be required for the purpose of the annual review of the EHC plan is provided to the responsible local authority; and – 32(3)(c) particulars of the policy referred to in paragraph 2; – 32(3)(d) particulars of arrangements for meeting the standards contained in paragraphs 9, 10, 11 and 13; – 32(3)(f) details of the complaints procedure referred to in paragraph 33, and the number of complaints registered under the formal procedure during the preceding school year; and

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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 – 34(1)(c) actively promote the well-being of pupils.

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Schedule 10 of the Equality Act 2010

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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Schedule 10 of the Equality Act 2010

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.

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Schedule 10 of the Equality Act 2010

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 .

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Schedule 10 of the Equality Act 2010

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.

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Schedule 10 of the Equality Act 2010

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Schedule 10 of the Equality Act 2010

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Schedule 10 of the Equality Act 2010

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