Redwood Park School

School pre-registration inspection report

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

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1) to 2(2)(b), 2(2)(d) to 2(2)(e)(iii), 2(2)(g) to 4  The curriculum policy sets out four clear pathways to equip pupils with the knowledge and skills they need for success both in and beyond the school. The policy is supported by suitable plans for all year groups, subjects and pathways. These plans identify the key knowledge and skills that pupils will learn. The flexible curriculum is designed to meet a wide range of needs for pupils with special educational needs and/or disabilities (SEND).  The proprietor intends to assess pupils’ specific needs quickly in order to place pupils on a pathway that most closely matches their individual developmental stages, age and academic readiness. There is a systematic process planned to check pupils’ progress through the curriculum using a well-established assessment framework common to all Compass schools. The school’s approach is likely to encourage pupils to

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Main inspection findings

improve their learning, manage their SEND and behave well over time.  Preparation for adulthood is incorporated well into the curriculum. The school’s programme for personal, social and health education, including relationships and sex education, is appropriate and well considered. It includes learning about topics such as self-care, relationships and online safety, reflecting the school’s strong commitment to diversity and inclusion, equality and fundamental British values. The school intends to consult with parents to ensure the curriculum is matched to each pupil’s specific developmental and learning needs. The curriculum will be embedded into each pupil’s learning pathway, ensuring it is age- and stage-appropriate.  The curriculum is ambitious. It includes all the areas of learning required by the independent school standards (the standards). Initially, the school places an appropriate focus on communication and language and personal and social

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Main inspection findings

development. Lessons are likely to build knowledge and skills cumulatively, introducing them to academic and vocational pathways over time. The school’s focus on practical skills and social development underpins highly personalised, carefully adapted provision.  Pupils in the earliest stages of learning will follow a nurture-based approach, prioritising communication and language and personal and social development. These pupils will also gain experience in a wider suite of subjects with a focus on reading, writing and mathematics.  The proposed school’s phonics and mathematics programmes are likely to support pupils at the earliest stages of learning to read and develop numeracy skills. Staff have been trained to teach these programmes and to provide additional help for any pupils who need it. The proposed school intends to promote a love of reading. Increasingly challenging texts, highly engaging displays and reading areas are likely to

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Main inspection findings

promote a strong culture of reading throughout the school.  At key stage 3, pupils will learn a wide range of subjects reflecting the national curriculum. Alongside subjects such as history, geography, art and music, pupils will access learning about their community and what it means to belong.  At key stage 4, pupils will work towards a range of qualifications, including GCSEs, functional skills and BTEC National Diplomas. Off-site activities, including farming, are likely to give pupils the opportunity to extend their learning experiences.  Leaders intend that the sixth form will be an extension of key stage 4. The post-16 provision intends to focus on pupils developing independence, vocational learning and emotional resilience skills that will support them beyond the school.  Careers education is embedded throughout the curriculum. The proposed school intends to develop a network of prospective employers to provide opportunities for

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Main inspection findings

meaningful work experience. The programme is likely to include visiting speakers and setting up and using a school café, and will include independent careers advice. The provision is likely to help pupils set goals for the future and choose which academic and vocational qualifications will suit their aspirations.  The curriculum is likely to be delivered appropriately, with small groups and individual support matched to each pupil’s needs. The curriculum is well resourced. For example, specially resourced classrooms such as art and design technology rooms will support the delivery of GCSE subjects.  The proposed school has the infrastructure to meet the needs of pupils with SEND precisely. Staff have knowledge and specialisms that equip them with the resources they need to solve problems and remove barriers to achievement for all pupils. The therapeutic focus serves a clear purpose to further pupils’ academic goals. A special

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Main inspection findings

educational needs coordinator and therapeutic pastoral leader will oversee the provision for pupils with SEND. Where necessary, the school intends to work closely and effectively with external agencies and specialists such as education psychologists, speech and language therapists and occupational therapists.  The proposed school has extensively trained all staff in its policies and procedures, in preparation for opening. Staff complete an appropriate training programme, with clear induction and regular support from leaders. This includes the curriculum, teaching and assessment approaches, communication strategies, safeguarding, health and safety and behaviour management.  The standards in this part are likely to be met. Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 5 to 5(d)(iii)  The proposed school intends for spiritual, moral, social and cultural development to be

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Main inspection findings

embedded within all of school life. Extra-curricular activities, visits and trips are likely to enrich pupils’ experiences as well as create opportunities to learn life skills such as first aid and travelling safely.  Leaders are aspirational for all pupils. They intend to build strong foundations for pupils’ social skills, independence and sense of belonging through a highly personalised programme of personal development. Provision includes building pupils’ self-esteem through active engagement in the school community. For example, pupils will take on responsibilities such as school councillors and growing fruit and vegetables to harvest and share.  The school intends to help pupils develop emotional awareness and understanding of each other and to manage their behaviour. Pupils will have regular mentoring. The school plans to work with parents to address any challenges at home.  Understanding British values, diversity and equality is incorporated into the

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Main inspection findings

curriculum. In addition, there are likely to be further planned events throughout the school year. Democracy, for example, is promoted through a national network of student ambassadors. Pupils are likely to have the opportunity to share their views and take action to resolve issues that are important to them. Pupils will have the opportunity to debate challenging issues and views in positive, respectful ways.  The school has robust policies that protect pupils from radicalisation and the promotion of partisan views. The programme of online safety and specific lessons on the dangers of extremism are woven throughout the curriculum and intended to support pupils in developing the understanding that they need to help keep themselves safe.  The school is likely to meet the standards in this part.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 7 to 7(b)  At the previous pre-registration inspection, this standard was judged as not likely to be met. Since then, the proprietor has established significant improvements to the school’s approach to health and safety and ensured that the school’s premises are ready and safe for use as a school. Consequently, this standard is now likely to be met.  The safeguarding policy is in line with the most recent statutory guidance and is available on the school’s website. The policy is likely to help staff carefully consider the specific needs of pupils with SEND. Whistle-blowing procedures set out clearly the appropriate internal and external routes available for raising concerns.  The school intends that the headteacher will be the designated safeguarding lead (DSL). There will be several deputy DSLs. A regional DSL oversees their work and supports leaders with decision-making where needed. An additional layer of strategic

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Main inspection findings

oversight is provided by the quality and safeguarding central team, which has suitably qualified professionals with social work experience.  Staff induction will include regular training on safeguarding, using risk assessments, the ‘Prevent’ duty and pupils’ local contexts. New staff will be trained on safeguarding and the specifics of pupils’ needs before they join the school.  The proprietor has set up appropriate systems for recording concerns and ensuring that filtering and monitoring requirements are in line with guidance.  The proprietor has established several strategic layers of oversight and checks for safeguarding matters. In particular, the proprietor’s approach to assessing risks to pupils is likely to help and protect pupils. This is likely to contribute towards a strong culture of safeguarding. Paragraph 11  There is a well-written health and safety policy. It includes relevant information,

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Main inspection findings

including the requirements for security, fire, reporting concerns, roles and responsibilities, use of contractors, risks around the site and safety tests.  At the previous pre-registration inspection, this standard was judged as not likely to be met. Since then, the proprietor has established significant improvements to the school’s approach to health and safety.  There is now additional capacity at the executive leadership level through the establishment of a new post of director of estates for the Compass Group. This role has overall responsibility for checking that health and safety approaches are followed.  Additional training has been provided for school staff on how to ensure the site is kept safe at all times, including when pupils are not on site.  School leaders are now knowledgeable about the requirements for health and safety. Leaders now follow a thorough check, report and review process to oversee the policy

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Main inspection findings

is adhered to consistently. Importantly, records are in better order and understood more securely, so leaders know what checks have been done, what needs to be done, and can be assured that the site is safe. Paragraph 12  There is a suitable fire alarm system in place and appropriate safety equipment located throughout the school.  At the previous pre-registration inspection, this standard was judged as not likely to be met. Since then, signage about escape routes and muster points have been put in place. Fire escape doors are now in working order. The exterior fire escape stairs have been rebuilt, so they are now safe. There is an appropriate fire risk assessment in place, which has now been actioned. Paragraphs 9, 10, 13 to 16(b)  The behaviour policy sets out the school’s high expectations for pupil conduct. There are appropriate rewards and sanctions suitable for pupils with SEND. Suspension is

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Main inspection findings

likely to be rare; however, robust protocols are set out to support pupils’ re- engagement in education. The proposed approach to anti-bullying is likely to minimise instances and help pupils understand how to communicate positively with each other. Staff are likely to be sensitive to pupils’ needs, including considering whether behaviour indicates an unmet need. They are likely to make adaptations well to help pupils maintain positive behaviour. Staff will be trained to help pupils de-escalate and reset their emotions. The proposed school only intends to use restrictive physical intervention when absolutely necessary.  Behaviour incidents, including bullying, will be recorded using the school’s electronic reporting system. School leaders have a well-developed understanding that pupils’ behaviour may indicate an unmet need or represent a previously unknown concern.  There are appropriate plans in place to ensure that staffing levels will provide enough

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Main inspection findings

supervision for pupils. The school intends that each class will be made up of a maximum of six pupils. Each class will be staffed by a teacher with qualified teacher status, a higher-level teaching assistant, a teaching assistant and any additional adult support as identified on a pupil’s education, health and care (EHC) plan. Staff will supervise pupils at breaktimes and lunchtimes.  The proprietor proposes to admit 36 pupils aged between seven and 19 initially, should the school be registered, increasing to 48 by the end of the first year of opening and up to 90 over time. This is to ensure that staff can help pupils settle into routines and expectations well, before more pupils join. Leaders have thought carefully about the peer groups pupils will learn in, so they settle quickly and are likely to have friends when they join.  The proposed school has a well-organised system for recording admissions and

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Main inspection findings

attendance. This is likely to be done in line with government guidance.  There is an appropriate first-aid policy that sets out thorough procedures for administering first aid. Staff are suitably trained, including in paediatric first aid and ligatures. The school intends that pupils will all have risk assessments that identify any medical needs. The school intends to keep in close contact with parents should pupils be required to take any medicine when on the school site. Recording practices are likely to be thorough. First-aid boxes are located throughout the school, with additional burns and eye-wash boxes in areas such as the science laboratory and kitchens.  The school’s approach to assessing risk is extremely thorough and likely to contribute strongly to the school’s work to keep children safe. The policy covers risks associated with the site and with pupils and promotes the use of dynamic risk assessments to

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Main inspection findings

support pupils’ well-being and safety. It recognises the additional vulnerabilities of pupils with SEND and directs staff to consider the specific needs of every child. Leaders have set up a thorough process to identify pupils’ risks before they join.  The provider has ensured that all of the standards in this part are likely to be met.

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Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2) to 18(2)(e), 18(3) to 19(2)(d)(ii), 19(3) to 21(3)(b), 21(5) to 21(5)(a)(ii), 21(5)(c) to 21(6)  The school has clear processes for recruiting suitable staff. Processes follow statutory guidance and are recorded on the school’s single central record appropriately.  The school has completed the required pre-employment and identity checks for staff and has entered this information into the record in accordance with statutory guidance.  The central services team and the school’s governing body have completed pre- employment checks fully. The proprietor monitors these arrangements regularly.  The school does not intend to employ any agency or supply staff. However, the school is aware of the checks that it needs to carry out should this decision change.  It is likely that these standards will be met.

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Main inspection findings

Part 5. Premises of and accommodation at schools Paragraphs 23(1), 23(1)(c), 25  The accommodation has been purpose-built, and previously used as a school. It is a large site, with plenty of space for 90 pupils to learn and play.  At the previous pre-registration inspection, these requirements were judged as not likely to be met. Since then, significant improvements have been made to the site, so it is now suitably ready to be used as a school. This includes remedial repair work to classrooms, fire exits, showers and internal and external doors. Outside, the climbing frames are fully installed and safety checked, and the site has been landscaped and tidied, so it is safe. Inside, the site has been tidied so that there are no longer chemicals left out or exposed cables. In addition, new processes have been established for the regular upkeep of the grounds and site, including new Control of Substances Hazardous to Health procedures, to ensure that the standards are likely to

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Main inspection findings

be met consistently over time.  These requirements are now likely to be met. Paragraphs 23(1)(a) to 23(1)(b), 24(1) to 24(1)(b), 24(2), 26 to 29(b)  There are numerous toilets and washing facilities for pupils to use. These are situated throughout the school so that they are accessible in every block. This includes multiple separate toilet facilities for boys and girls and some individual facilities.  There is a well-stocked medical room, with lockable cabinets for the safe storage of medicines. The room has a bed and sink and is close to a toilet.  There are appropriate acoustics and lighting throughout. Many areas have a lot of natural light which makes spaces bright and welcoming. There are also some calming spaces, made purposefully dark for those children who need this option.  Outside, there is lighting on the sides of the buildings and emergency lighting throughout so people can enter and exit safely.

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Main inspection findings

 There is an adequate supply of hot and cold water, which is labelled and of an appropriate temperature. Drinking water is labelled and accessible to pupils. In addition, all pupils will be provided with water bottles in each class.  There is a school hall and multi-use games area for pupils to use as part of physical education and lots of space for pupils to play outside.  It is likely that these standards will be met. Part 6. Provision of information Paragraphs 32(1) to 32(1)(d), 32(1)(f) to 32(2)(b), 32(2)(b)(ii) to 32(4)(c)  The proposed school’s website includes all information required, including the school’s policies and information about the ethos, curriculum and the school’s ambition for pupils. Contact details for the school, headteacher and proprietor body are also readily available.  Leaders are aware of additional statutory requirements for sharing information with relevant stakeholders. This includes annual reports on pupils’ progress and

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Main inspection findings

attainment, reporting to local authorities on the use of funding and publishing data on complaints and pupil performance. Liaison with local authorities about pupils’ needs is already underway. Suitable plans are in place to ensure this information is shared appropriately, drawing on established practices from other schools run by the proprietor.  It is likely that these standards will be met.

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Main inspection findings

Part 7. Manner in which complaints are handled Paragraphs 33 to 33(k)  The proposed school’s complaints policy complies with statutory requirements and is published on its website. Leaders intend to work with parents openly to support them through the process should they need to make a complaint. They intend to keep a written record of all complaints and to inform the relevant local authority about the existence and progress of any complaints it receives.  It is likely that these standards will be met.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraphs 34(1) to 34(1)(c)  At the previous pre-registration inspection, this standard was judged as not likely to be met because the proprietor had not ensured that the site was ready to be opened as a school, and some health and safety procedures were not fully in place. Since then, the proprietor has ensured that the site is now ready to be opened, provided additional training for staff, and put in place a number of strategic changes to ensure that the standards are likely to be met over time.  The proprietor has established a positive culture that welcomes challenge, takes advice and responds robustly at all levels. School leaders have been given additional help and training so that they now understand the breadth of requirements for meeting the standards in detail.  The proprietor has also established an additional layer of strategic leadership to

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Main inspection findings

oversee all the special schools in the Compass group. There are clear expectations on what and how leaders should check that the standards are being met. This includes new roles to oversee estates, curriculum and assessment, pastoral care and school development.  There is a layer of professional governance which includes independent members who provide additional checks on the school’s day-to-day work. These governors are experienced in education, health and care. The proprietor has set out well-established procedures to check the quality of the provision and to report strengths and weaknesses to the proprietor board. These include numerous independent checks, including on safeguarding and well-being. This includes liaising with the local authority and other external bodies to ensure that safeguarding and well-being are prioritised.  The proprietor runs several special schools, including those for pupils with similar

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Main inspection findings

needs. The proprietor has established an experienced senior leadership team. School staff are well qualified for their roles, including teaching and therapeutic staff. That pupils’ well-being has a high priority comes across very clearly in the school’s policies and in discussion with the proprietor, governors, leaders and staff. They are knowledgeable about pupils with SEND and how to adapt provision to suit specific needs.  Policies and procedures for the site, education, and pupils’ safety are well written and clear. The proprietor intends to train staff in the school’s expectations before pupils join the school. These expectations have been broadened to include specific training on how to ensure health and safety requirements are met consistently over time.  The proposed school intends to regularly check pupil, parent and staff views through surveys and interactions with stakeholders. Leaders are likely to check regularly that

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Main inspection findings

pupils’ well-being is at the forefront of staff practice.  It is likely that this standard will be met.

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Main inspection findings

Schedule 10 of the Equality Act 2010  There is a suitable accessibility plan that sets out appropriate steps to ensure that disabled pupils can access the site and the education provided. The school is likely to meet paragraph 3 of schedule 10 of the Equality Act 2010.

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Compliance with regulatory requirements

The school is 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

Proprietor Compass Community Schools Limited

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Proposed school details

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

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Proposed school details

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

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Proposed school details

Date of previous inspection 28 August 2025

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recommendation

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

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School’s current position School’s proposal

Gender of pupils Not applicable Mixed Number of full-time pupils of compulsory school age Not applicable 78 Number of part-time pupils Not applicable 0

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities Not applicable 90

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan Not applicable 90

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School’s current position School’s proposal

Of which, number of pupils paid for by a local authority with an education, health and care plan Not applicable 90

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 20

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School’s current position School’s proposal

Number of part-time teaching staff Not applicable 0

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School’s current position School’s proposal

Number of staff in the welfare provision Not applicable Not applicable

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Information about this proposed school

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

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Information about this proposed school

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

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Information about this inspection

 The purpose of this inspection was to check whether the school is likely to meet the Education (Independent School Standards) Regulations 2014 if the Department for Education decides to register it. It was the school’s second pre-registration inspection. Its first pre-registration inspection was on 28 August 2025.  Inspectors visited the proposed school site and met with the headteacher, other school leaders, the chair of the proprietor body, governors and some leaders from Compass Community Schools, including the regional director and education director.  Inspectors toured the school and scrutinised a range of documentation and records presented as evidence of the school’s likelihood to meet the standards. Inspectors also reviewed the proposed school’s website and looked at the single central record of recruitment checks.

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Inspection team

Catherine Old, lead inspector His Majesty’s Inspector

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Inspection team

Carl McCarthy 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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