OA - North View

School pre-registration inspection report

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OA - North View Former Little Pirates, North View Avenue, Tilbury RM18 7RT

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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 4  There is an appropriate curriculum policy in place. The curriculum has been created to meet the specific special educational needs and/or disabilities (SEND) of the proposed cohort. It is broad and balanced, as required by the independent school standards (the standards). The curriculum is appropriately adapted in breadth to provide additional enrichment and life skills activities that support pupils’ engagement and readiness for the next stage.  These activities include a range of outdoor learning opportunities through which pupils can access tasks designed to build confidence and resilience. These will include skiing, trampolining, swimming, and team-building activities. The activities are carefully mapped out with consideration of the subsequent life and communication skills pupils will develop while completing them.

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Main inspection findings

 There is a suitable focus on developing pupils’ English and mathematical knowledge and skills. Special emphasis is placed on developing pupils’ ability to read fluently and accurately. A validated phonics programme, specifically adapted to meet the needs of the proposed cohort, is securely in place to support those at the early stages of learning to read.  The proprietor intends to provide education to pupils with SEND. All pupils will either have an education, health and care (EHC) plan or will be in the process of obtaining one. The proposed school has ensured that appropriate levels of therapeutic support will be in place to meet the social, emotional and mental health (SEMH) needs of pupils. This will include support from a counsellor, occupational therapist and speech and language therapist, in addition to the in-house pastoral support team.  Pupils who will attend are likely to have missed a significant amount of school time.

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Main inspection findings

The proposed school has designed an assessment schedule to rapidly identify gaps in pupils’ knowledge. They intend to adapt the well-sequenced curriculum to address these gaps in learning rapidly.  The proposed school has a well-designed careers provision in place. Careers teaching will be integrated into the personal, social, health, and economic (PSHE) education curriculum. The oldest pupils, in Year 9, will have the opportunity to engage in work experience programmes, where they can learn about and try various roles. These will include roles within animal care, hair and beauty, music technology, and gym fitness. The proposed school plans to engage in career carousels and fairs and intends to invite community members to speak to pupils about their careers.  The proprietor is aware of the complexity of SEND likely to be present among pupils attending the school. They have ensured that an appropriate package of training and

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Main inspection findings

support is in place, so all staff have the understanding and skills needed to support pupils effectively.  The proposed school has an extensive and well-planned PSHE curriculum in place. This includes appropriate, age-related learning about relationships and sex education (RSE). The school has ensured that there is an RSE policy, which will be published on the proposed website.  This part of the standards is likely to be met by the proposed school.

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Main inspection findings

Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 5 to 5(d)(iii)  The proposed school has a clear, joined-up approach to spiritual, moral, social and cultural (SMSC) and personal development, which runs through both the proposed curriculum and wider enrichment activities. SMSC is carefully planned and built into all subject areas, not just PSHE. The proposed school aim is for pupils to be able to make links between their learning and the wider world.  Spiritual development will be supported through religious education lessons that explore a range of religions and beliefs. Moral and social development is intended to be encouraged through discussions about real-life issues and ethical topics. The proposed school has plans for pupils to take part in debates and community projects, helping them develop a sense of right and wrong and social responsibility.  The proposed school has a strong focus on cultural awareness, especially as most

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Main inspection findings

pupils are likely to have limited life experiences. Trips to theatres, museums and places of worship, as well as learning about different cultures in art and humanities, will aim to broaden pupils’ understanding of the world.  A wide range of enrichment activities are planned to support pupils’ independence and life skills. These include travel training, shopping trips, outdoor learning, and workplace experiences, all designed to prepare pupils for adulthood. The proposed school also has plans to offer extra-curricular clubs outside of school hours. The specific content of these clubs is intended to be based upon the specific talents and interests of pupils as captured by pupil voice.  The proposed school places emphasis on the importance of pupil voice. Pupils’ voice will be valued and supported through school council, regular class discussions and surveys, helping students feel heard and involved in school life.

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Main inspection findings

 Fundamental British values will be promoted in the proposed school. Values such as democracy, the rule of law and learning about British institutions are planned to be taught through lessons, debates and real-life input from visitors, like police officers or local councillors.  PSHE will be delivered daily and covers key areas like mental health, relationships, citizenship, and current events. For example, pupils learn about the effects of social media on well-being and how to stay safe online. Through PSHE lessons or group and individual interventions, pupils will be encouraged to recognise their views and opinions and share them appropriately. The proposed school also intends for pupils to develop the social interaction skills to be able to listen respectfully to the views of others.  This part of the standards is likely to be met by the proposed school.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 7 to 7(b)  The proposed school will have a well-trained team of designated safeguarding leads (DSLs) who understand the risks pupils may face. The team will be large enough to support all pupils effectively. An online system will be used for reporting safeguarding concerns, ensuring that all worries are sent straight to the DSLs for quick review and action.  The proposed school will hold weekly safeguarding meetings, where the DSL team reviews whole-school safeguarding themes and discusses individual pupils’ needs. This information will be passed on to the proprietor body safeguarding lead and included in reports to the executive headteacher and proprietor body, creating a clear and secure chain of oversight and quality assurance.  The safeguarding team and proprietor body know the specific risks pupils might face in the local area. They also recognise the contextual safeguarding risks posed to

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Main inspection findings

pupils because of their SEND. They have mapped out teaching to mitigate these risks through PSHE. In addition to planned PSHE lessons, responsive sessions will also be implemented rapidly to address issues as they come up.  Staff will receive termly safeguarding training, including annual refresher courses and updates on current guidance, like ‘Keeping children safe in education 2025’ (KCSIE). Leaders will keep detailed, timely records of concerns and actions taken, and they understand when to report serious issues to the local authority designated officer and how to monitor low level concerns effectively. Paragraphs 9 to 16(b)  The proprietor has ensured that the school will comply with the Regulatory Reform (Fire Safety) Order 2005. Fire risk assessments have been completed and minor issues resolved. The proposed school has started to implement half termly fire drills with detailed follow-up actions and will ensure the creation of personal emergency

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Main inspection findings

evacuation plans for pupils who need them.  The school has a robust schedule of daily, weekly, monthly, and termly health and safety checks. These cover checks on fire doors, emergency lighting, water temperature, fire alarms, and equipment. Both school staff and external contractors carry out these checks, with clear records already being kept.  The school’s layout provides enough room for the proposed number of pupils, including quiet areas for therapeutic or de-escalation support. Staffing ratios of at least one adult to five pupils are planned, which is appropriate to meet the needs of the proposed cohort. Staff are trained in behaviour management, de-escalation techniques, and to meet the specific SEND of the proposed cohort.  Admission and attendance registers will be maintained in accordance with paragraph 15 of the standards. Pupils will be expected to attend regularly. The proposed school

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Main inspection findings

has a system in place for tackling poor attendance, with a focus on building relationships with pupils and families.  A suitable first-aid policy is in place. There is clarity about the various responsibilities staff and proposed school leaders will have in the first-aid provision. The policy includes detail about the level of first-aid training all staff will receive.  The risk assessment policy content is well considered. The risk assessment policy is integrated into the school’s health and safety manual, detailing how to create and monitor them. A few risk assessments were reviewed, including proposed pupil safety plans, and these align with the requirements of the risk assessment policy.  The proposed behaviour and anti-bullying policies are suitable and will be made available on the website. The school’s behaviour policy reflects a therapeutic approach tailored to pupils’ needs, setting clear expectations for behaviour and consequences

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Main inspection findings

for poor conduct. It also emphasises supporting pupils to make positive choices, considering their SEND. Leaders have a clear vision for tackling bullying, and all behaviour incidents. All incidents will be recorded electronically using a management information system, which was reviewed during inspection.  This part of the standards is likely to be met by the proposed school.

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Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2) to 18(2)(d), 18(3), 19(2) to 19(2)(a)(i)(cc), 19(2)(a)(ii) to 19(2)(d)(ii), 19(3), 20(6) to 20(6)(c), 21(1) to 21(3)(b), 21(5) to 21(6)  There is a single electronic central record that is regularly monitored by the proposed school leaders and the proprietor. It is fully compliant and demonstrates that appropriate checks have been made on staff, including those within the proprietor body.  Supply staff will be utilised where needed. The proposed school is aware of the additional checks and actions required for supply and agency staff.  Although no checks have yet been needed on staff or proprietor body members who have lived or worked outside of the UK, the proposed school and proprietor understand the necessary actions to take in such cases.  Safer recruitment training has been completed by some members of the proprietor

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Main inspection findings

body and the head of school for this proposed provision. This ensures they carry out the correct checks on adults and staff within the school.  The proprietor intends to employ staff already employed by the associated academy trust. These staff have already been appointed, and all required checks have been completed.  This part of the standards is likely to be met by the proposed school.

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Main inspection findings

Part 5. Premises of and accommodation at schools Paragraphs 23(1) to 24(1)(b), 24(2) to 29(1)(b)  The proposed school will be based in a building that has been purposefully organised and sectioned with the needs of the proposed cohort in mind. The arrangements for pupils to enter and leave the school are safe and well considered. All doors are magnetically locked and only accessible either in the event of a fire alarm or through fobs, which will only be carried by staff. The front gate is securely locked throughout the school day. There will be pupil safety plans, which will identify and mitigate any absconding risks.  The site is designed to accommodate 30 pupils comfortably, offering adequate and well-proportioned indoor and outdoor spaces. Physical education (PE) facilities are not on site but are accessed through nearby local provisions, ensuring pupils have appropriate opportunities for physical activity.

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Main inspection findings

 The environment is carefully tailored to pupil needs, with acoustics and lighting thoughtfully managed. Anti-solar flare films are applied to windows to maintain natural light levels while minimising sensory overload.  Lighting throughout the site, both indoors and outdoors, is appropriate and supports pupil safety and comfort. Emergency lighting is plentiful and equipped with an automated daily self-check system, ensuring reliability in case of power failure or emergencies.  Although the site is small and lacks showers, the school has proactively addressed this through curriculum planning. PE lessons take place at external facilities nearby, which include changing rooms and showers, and pupils can also access showers at the local associated trust school on the same site, within a short three-minute walk.  Toilet facilities are sufficient in number and thoughtfully designed to ensure safety and

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Main inspection findings

privacy. All toilets are single-user and lockable, with both hot and cold running water available.  The first-aid room is strategically placed near a toilet for ease of access and is fully equipped to handle pupil health requirements. This proximity of the first-aid room to pupil classrooms, facilitates efficient care and supports a safe environment for medical needs.  The school employs an online medical tracking system to document medication administration, accidents and incidents involving pupils and staff. This system provides comprehensive, secure records and enables effective oversight by leadership and the lead first aider as part of health and safety management.  Drinking water is readily available through multiple sources. Bottled water is supplied in each classroom and additional taps provide cold water in the food room and classrooms. All hot water outlets are designed to minimise scald risk, ensuring the

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Main inspection findings

safety of all pupils.  This part of the standards is likely to be met by the proposed school. Part 6. Provision of information Paragraphs 32(1) to 32(1)(c), 32(1)(f) to 32(1)(i), 32(2) to 32(2)(b), 32(2)(b)(ii) to 32(3)(f)  While the school does not currently have an operational website, one is planned for launch upon the school’s opening. In the interim, all required documentation, and key policies are made available in person to visitors, including prospective parents and the local authority.  Leaders are aware of the statutory requirements for publishing specific information once the website goes live. This includes academic outcomes, the number of complaints received, and any applicable inspection reports, which will be shared when available.  An up-to-date safeguarding policy is in place and accessible, outlining a clear and effective approach to safeguarding pupils. This reflects the proprietor and the

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Main inspection findings

proposed school’s understanding of statutory safeguarding responsibilities.  The school maintains and shares comprehensive contact details for both the school itself and the proprietor, including specific information about the chair of the proprietor body.  Although the school does not yet have its own site, an information page on the associated trust’s website provides essential public-facing details about the new provision, helping stakeholders stay informed during the pre-opening phase.  The school has made complaints procedures and relevant information readily available to parents, ensuring that clear channels for raising concerns are in place.  A clear and appropriate behaviour policy is already in place and available for prospective parents. This policy establishes expectations for pupil conduct and outlines the school’s approach to promoting positive behaviour and managing incidents effectively.

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Main inspection findings

 Provision-specific policies, such as the SEND policy, are in place and available. These policies clearly explain how pupils with SEND and those who speak English as an additional language will be supported.  This part of the standards is likely to be met by the proposed school.

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Main inspection findings

Part 7. Manner in which complaints are handled Paragraphs 33 to 33(k)  The proposed school has a comprehensive and well-structured complaints policy in place.  The policy outlines each stage of the complaints process with defined timescales, including how to raise informal concerns. It details the right to support during panel meetings, and how complainants will be informed of outcomes.  Complaints will be addressed by individuals independent of the school, with central proprietor body oversight ensuring impartiality, procedural consistency and accountability.  Proposed school leaders have a thorough understanding of the complaints process, including how complaints will be recorded, tracked and how outcomes will be documented and made available upon request in line with statutory requirements.  This part of the standards is likely to be met by the proposed school.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraphs 34(1) to 34(2)  The proprietor body is made up of individuals with a range of relevant experience and knowledge. This ensures they have the skills and understanding needed to provide effective support and challenge to the proposed school as part of their governance oversight.  Robust structures are already in place for the proprietor body to maintain clear oversight of the quality of provision. This includes oversight of safeguarding, monitoring how well the school meets the standards and ensuring compliance with Schedule 10 of the Equality Act 2010.  There is a clear and morally driven rationale for opening this provision. The proprietor has worked closely with Thurrock local authority to address the needs of a group of highly vulnerable pupils in the area. They have a secure understanding of these pupils’ needs and will utilise the same therapeutic and support infrastructure established

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Main inspection findings

within the associated academy trust, which includes several SEND provisions for pupils with SEMH.  The proprietor has ensured that both themselves and the leaders within the proposed school possess suitable knowledge and understanding of the standards.  The proposed school understands the complex needs of the pupils who will attend. They have developed a curriculum and layers of support designed to meet these needs and actively promote pupil well-being. The school also understands its responsibilities to ensure safeguarding is effective and prioritised throughout.  This part of the standards is likely to be met by the proposed school.

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Main inspection findings

Schedule 10 of the Equality Act 2010  The proprietor and proposed school understand their responsibilities regarding equality. There is a suitable equalities policy in place which is likely to meet the requirement of the Equality Act 2010.

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Compliance with regulatory requirements

The school is likely to meet the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.

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Proposed school details

This inspection was carried out under section 99 of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the school’s likely compliance with the independent school standards that are required for registration as an independent school.

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Proposed school details

Type of school Other independent special school

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Proposed school details

School status Independent special school

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Proposed school details

Proprietor Olive Academies Independent Schools

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Proposed school details

Email address info@oliveacademies.org.uk

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Proposed school details

Date of previous standard inspection Not previously inspected

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Age range of pupils Not applicable 9 to 14 9 to 14 Number of pupils on the school roll Not applicable 30 30

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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 30

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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 30

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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 30

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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 30

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 3

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School’s current position School’s proposal

Number of staff in the welfare provision Not applicable 4

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Information about this proposed school

 The proprietor, Olive Academies Independent Schools (OAIS), is associated with Olive Academies (OA) multi-academy trust. While separate organisations with a separate board of trustees, OAIS and OA will share central support infrastructure systems.  There are currently pupils being educated on the site of the proposed school. These pupils are single registered at the OA-Thurrock school, which is part of OA. OA- Thurrock school shares the location with OA – North View, which is part of OAIS. Over time, the proprietor anticipates that pupils currently attending the OA-Thurrock will become registered at the proposed school.  OA – North View is located at the following address: Former Little Pirates, North View Avenue, Tilbury RM18 7RT.  Pupils who will attend the proposed school will have complex SEMH needs. They are likely to have missed significant periods of time at school prior to arriving here. All

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Information about this proposed school

pupils will either have an EHC plan or will be in the process of obtaining one. All places will be funded by Thurrock local authority.  The proprietor does not intend to use alternative provision.

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Information about this inspection

 This inspection was commissioned by the Department for Education in response to the proprietor’s application to open an independent school. This was the school’s first pre- registration inspection.  The purpose of this inspection was to check whether the proposed school is likely to meet the Education (Independent School Standards) Regulations 2014. Schools must comply with the independent school standards to be registered.  The inspector met with the head of school, the executive headteacher, director of engagement and the chief executive officer. Inspectors also spoke with the chair of the proprietor body. The inspector reviewed documents provided by the school. They toured the school’s premises and checked the single central record of pre-appointment checks.

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Inspection team

Nina Marabese, lead inspector His Majesty’s Inspector guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Inspection team

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Inspection team

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Inspection team

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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Inspection team

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Inspection team

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Inspection team

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