Roaches School

Inspection of Roaches School Tunstall Road, Knypersley, Stoke-on-Trent, Staffordshire ST8 7AB

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Inspection dates: 23 to 25 September 2025

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

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Overall effectiveness Inadequate

Does the school meet the independent school standards?

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What is it like to attend this school?

The school’s safeguarding arrangements are not effective. This places pupils, particularly older pupils, at risk of harm. The school is not clear about the actions taken to keep pupils safe. It does not identify trends in safeguarding incidents to inform its work.

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What is it like to attend this school?

Older pupils experience incidents of poor behaviour, which are becoming more frequent. The school is unaware of the extent of this unacceptable behaviour or incidents of bullying. Staff use restraint frequently because they do not have the expertise or support to deal with challenging behaviour.

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What is it like to attend this school?

Pupils join the school after having had a challenging experience of education, often with many gaps in their knowledge. All are pupils with special educational needs and/or disabilities (SEND). Pupils in the secondary phase do not receive the quality of education they deserve. Teachers’ expectations are too low. They do not help pupils gain the knowledge that they need. In the primary phase, pupils learn better as their needs are understood, expectations are higher and learning helps pupils build on their previous knowledge.

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What is it like to attend this school?

Older pupils do not study a coherent programme for personal, social, health and economic (PSHE) education. They do not learn how to keep themselves safe or about other cultures. Although some pupils benefit from wider opportunities, for example in music, pupils have limited opportunities to develop their interests and talents.

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better?

The school does not provide secondary-age pupils with an acceptable quality of education. Older pupils do not learn and achieve as well as they should. In the secondary phase, the school does not have subject curriculums that identify the knowledge that pupils should learn. Teachers do not spot or address gaps in pupils’ knowledge. Too often, teachers set tasks that do not build effectively on what pupils have learned previously. These weaknesses are exacerbated by changes in staffing. Pupils in the primary phase have a much more positive learning experience. They benefit from studying a well-planned curriculum that is taught effectively.

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better?

The school does not provide effective support for secondary-age pupils who struggle with reading. This means they cannot learn the wider curriculum. The school’s work to support early reading in the primary phase is effective. Younger pupils learn to read with fluency and understanding.

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better?

In the secondary phase, information about pupils’ needs is not communicated effectively to staff. As a result, pupils’ needs are not consistently met because teachers do not make appropriate adaptations to learning tasks. Pupils do not achieve well. The school has not ensured that staff with an overview of SEND have had the training necessary to fulfil their role. In the primary phase, the school 23 to 25 September 2025 ensures that pupils with SEND have their needs identified clearly. Teachers use the information provided to them to adapt the learning and support pupils in accessing the curriculum well. This includes approaches to managing their emotions. Therefore, these younger pupils achieve well.

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better?

Standards of behaviour have deteriorated in the secondary phase, with poor conduct too common a feature of school life. This includes pupils’ use of discriminatory language. Staff’s expectations of behaviour are too low. They do not have the expertise needed to manage challenging behaviour effectively. Staff use restraint frequently. The school does not use information about physical restraint to reflect on these incidents systematically and either update or undertake risk assessments. The school does not analyse information about behaviour incidents to identify patterns and reflect on its practice. The school is also not working effectively to minimise the risks associated with pupils absconding.

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better?

While pupils attend well in the primary phase, attendance in the secondary phase is low. The school has no strategic approach to support pupils to improve their attendance. The school does not have a systemic overview of attendance. Some absence is incorrectly recorded. The admissions register is out of date. The school does not follow statutory guidance on the use of part-time timetables as it uses these inappropriately to manage some pupils’ behaviour.

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better?

The school does not systematically teach secondary-age pupils the statutory relationships education content set by the Department for Education. This leaves them ill-prepared for life outside of school. The school has still not implemented a planned and sequenced programme for pupils’ careers education, advice and guidance. There are some opportunities for pupils to learn about other traditions and faiths, but these are sporadic and lack overall planning. This means that pupils are not prepared appropriately for life in modern Britain.

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better?

The proprietor has not ensured that leaders have had the training required to fulfil their roles effectively. This includes leaders with responsibility for safeguarding and for pupils with SEND. The proprietor and governing body have not evaluated the quality of provision appropriately. They have not acted rapidly to address the decline in the quality of provision or identified where the school is not meeting the independent school standards (the standards).

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better?

The school has not acted on a lapsed fire risk assessment for one of the sites in the secondary phase. It is not clear that the required actions have been taken for the fire risk assessment for the other secondary site. There is no record of fire drills having taken place. Staff are unclear about these requirements or how they should be undertaken. There are no records of the regular health and safety checks for the secondary phase, including water checks. The records for all the required external health and safety reviews, including electrical and water checks for the secondary sites, were not present. The local authority safeguarding reviews identified specific concerns around site security, which had not all been addressed at the time of the inspection. 23 to 25 September 2025 The school does not have the necessary records for the administration of first aid and lacks appropriate accommodation for sick pupils in the secondary phase.

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better?

Although staff appreciate the engagement by leaders, they have not had appropriate training to fulfil their roles in this setting.

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better?

Due to systemic weaknesses in provision for pupils with SEND and the lack of a coherent PSHE curriculum, the school does not meet the requirements of schedule 10 of the Equality Act 2010. This is because it is systematically not making the adaptations in its provision for pupils’ needs. Also, it does not teach pupils about protected characteristics and promote equality.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Leaders’ record-keeping of safeguarding concerns about pupils does not give them an overview of patterns. This means leaders cannot act on the trends in the school to ensure effective practice around safeguarding. In addition, the school’s records of any subsequent actions taken are incomplete. This means it is unclear if a concern has been acted on and the pupil is safe.

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Safeguarding

The school is unaware of pupils known to children’s social care. It does not provide effective oversight of their needs.

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Safeguarding

The school does not reflect on the many incidents of restraint. This is in contravention of its behaviour policy. It also does not have an overview of more serious behaviour incidents. This means the school is not learning how to better manage cases of poor behaviour, including those that involve restraint. Consequently, it is not reducing incidents when pupils or staff are hurt. The school does not have a secure understanding of when instances of restraint leading to injury need to be referred to external agencies.

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Safeguarding

Similarly, the school does not reflect on instances when pupils abscond. This means it does not learn to better manage such incidents. The school does not keep staff informed through updated risk assessments and so minimise the associated risks to pupils.

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Safeguarding

Although there is a filtering service in place for the school’s information technology network, it is not monitored. This means the school does not know if pupils attempt to access inappropriate or harmful materials. Therefore, it is not in a position to support them in such cases.

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Safeguarding

The school has not put in place a coherent programme for pupils’ PSHE education. This means they are not taught to keep themselves safe and live healthy lives.

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Safeguarding

The school has failed to act on the recommendations of three local authority safeguarding reviews, the most recent being in June 2025. These were undertaken 23 to 25 September 2025 due to concerns about the culture of safeguarding at the school. These recommendations covered improvements to the site, record-keeping and safeguarding training.

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(Information for the school and proprietor)

 The school’s approach to safeguarding is ineffective. This places pupils at increased risk of harm. The proprietor must act with urgency to ensure that leaders have the capacity and experience to fulfil their roles with respect to safeguarding, and that the school’s arrangements for safeguarding are secure and meet all statutory requirements.  The school’s approach to managing pupils’ behaviour is weak and does not respond to their needs. Serious incidents of poor behaviour are too common and frequently escalate. The school must ensure that a consistent approach to managing pupils’ behaviour is established and that staff are trained appropriately to deliver this.  The frequent incidents of restraint are not reviewed in line with the school’s behaviour policy. This means that the school does not learn from its use of restraint, which places staff and pupils at risk of injury. The school must ensure

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(Information for the school and proprietor)

that all incidents of restraint are reviewed, risk assessments are updated and that staff have appropriate training on agreed approaches.  The school does not have a strategic approach to improve pupils’ attendance. It does not use part-time timetables appropriately. This means pupils miss valuable learning time and opportunities for personal development. The school should ensure that it adopts a strategic approach to improve attendance, has an accurate understanding of attendance overall and ensures that the inappropriate use of part-time timetables ceases.  The school’s processes for identifying pupils with SEND and meeting their needs are ineffective. This means that teachers are unclear about how to meet pupils’ needs so that they can learn and achieve well. The school should ensure it accurately identifies pupils’ needs and ensure that staff have the expertise and knowledge required to meet pupils’ needs effectively.

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(Information for the school and proprietor)

 The design of the curriculum in the secondary phase is ineffective. The school has not identified the key knowledge that pupils need to learn, how this builds on what pupils already know from the primary phase and the order in which this knowledge should be taught. The school should ensure the curriculum in the secondary phase identifies the important subject knowledge that pupils need to learn and sequence this in a way that builds on pupils’ previous learning.  The school’s approach to assessment is ineffective and does not identify the gaps in pupils’ knowledge. This means that the gaps in pupils’ understanding persist, and teachers do not adapt their teaching to address these gaps. The school should ensure that teachers use assessment effectively to identify gaps in pupils’ knowledge and adapt their teaching accordingly. 23 to 25 September 2025  The school does not have a coherent programme for pupils’ personal

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(Information for the school and proprietor)

development, including their entitlement to PSHE and careers education, advice and guidance. This means that pupils are ill-prepared for the next stage in their education, employment or training and for life beyond school. The school should devise and implement a coherently planned programme for pupils’ personal development.  The proprietor and those responsible for governance have not addressed the decline in the quality of provision or ensured that the school meets the standards consistently. This means there are multiple failings across the provision, including the school’s duty under the Equality Act 2010. The proprietor should ensure that they, those responsible for governance and school leaders have the knowledge, expertise and oversight required to ensure that the school meets the standards and fulfils its statutory duties, including in relation to safeguarding and the Equality Act 2010.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 23 to 25 September 2025

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School details

Type of school Other independent special school

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School details

School category Independent special school

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School details

Chair of governing body Diane Wood and Matt Wilson (Co-chairs)

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School details

Headteacher Diane Wood (Acting Headteacher)

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School details

Email address roachesschool@caretodayparallelparents.n et Date of previous inspection 11 to 13 October 2022 23 to 25 September 2025

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Information about this school

 The school is situated over three sites. Key stages 1 and 2 pupils are placed in the lower school (the primary phase), which is a rural school situated approximately 14 miles away from the upper school. Key stages 3 and 4 pupils are taught in the upper school (the secondary phase), which is located in an urban environment in Stoke-on-Trent. The upper school has a vocational base, Catskills, which is situated approximately one mile away from the main upper school base.  At the time of the inspection, there was an acting headteacher in post who had started a week earlier.  Most pupils have an education, health and care plan. The school caters for pupils with social, emotional and mental health needs. Pupils are referred to the school by several local authorities.  The school is one of a group of schools managed by the Care Today Company, which is owned by a sole proprietor.  The school opened in 1995 and is currently registered for 58 pupils aged five to

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Information about this school

16 years of age.  The school uses one unregistered alternative provision.  The school does not have a religious character.  The inspectors only inspected the education provision at this school.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision.

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Information about this inspection

The school has failed to meet the independent school standards. These are the requirements of the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  This was the school’s seventh independent school standard inspection.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; considered the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  During the inspection, inspectors completed deep dives in the following subjects: English, including early reading, mathematics, PSHE and humanities. In these 23 to 25 September 2025 subjects, they visited lessons, looked at pupils’ work and talked with pupils and staff about how these subjects were taught.  Inspectors observed informal times to evaluate safeguarding and pupils’ behaviour.  An inspector contacted by telephone the unregistered alternative provision that

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Information about this inspection

the school uses.  During the inspection, the inspectors had meetings with the acting headteacher, senior leaders, lead teachers and teaching staff. They also talked informally with parents, carers, pupils and other members of staff to gather general information about school life.  An inspector also spoke with the proprietor who is also a member of the governing body. Inspectors also reviewed governing body minutes and internal and external evaluations of the school’s provision.  Inspectors considered the responses to Ofsted Parent View, including the free- text comments and other communication received from parents. They also considered the responses to Ofsted’s online survey for staff. An inspector met informally with a selection of parents and carers to gather their views about the quality of provision for their child and communication between the school and home.

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Inspection team

Andrew Madden, lead inspector His Majesty’s Inspector

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Inspection team

Barry Yeardsley His Majesty’s Inspector 23 to 25 September 2025

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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;  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)(d)(ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act[9]; – 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)(h) that all pupils have the opportunity to learn and make progress; and – 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.  2A(1) The standard in this paragraph is met if the proprietor- – 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

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Part 1. Quality of education provided

in so far as the pupil is excused as mentioned in sub-paragraph (2), – 2A(1)(d) in making arrangements for the purposes of paragraphs (a), (b) or (c), has regard to any guidance under section 80A of the Education Act 2002 that applies in relation to the provision of education by maintained schools, – 2A(1)(f) consults parents of registered pupils at the school before making or revising a statement under sub-paragraph (e)  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 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

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Part 1. Quality of education provided

at the school- 23 to 25 September 2025 – 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 taught; – 3(f) utilises effectively classroom resources of a good quality, quantity and range; – 3(g) demonstrates that a framework is in place to assess pupils’ work regularly

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Part 1. Quality of education provided

and thoroughly and use information from that assessment to plan teaching so that pupils can progress; – 3(h) utilises effective strategies for managing behaviour and encouraging pupils to act responsibly;  4 The standard in this paragraph is met where the proprietor ensures that a framework for pupil performance to be evaluated, by reference to the school’s own aims as provided to parents or national norms, or to both, is in place.

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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) ensures that principles are actively promoted which- – 5(b)(i) enable pupils to develop their self-knowledge, self-esteem and self- confidence; – 5(b)(ii) enable pupils to distinguish right from wrong and to respect the civil and criminal law of England; – 5(b)(iii) encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely; – 5(b)(iv) enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England;

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

– 5(b)(v) further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own and other cultures; – 5(b)(vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act; and 23 to 25 September 2025 – 5(b)(vii) encourage respect for democracy and support for participation in the democratic process, including respect for the basis on which the law is made and applied in England; – 5(c) precludes the promotion of partisan political views in the teaching of any subject in the school; and – 5(d) takes such steps as are reasonably practicable to ensure that where political issues are brought to the attention of pupils- – 5(d)(i) while they are in attendance at the school, – 5(d)(ii) while they are taking part in extra-curricular activities which are provided or organised by or on behalf of the school, or

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

– 5(d)(iii) in the promotion at the school, including through the distribution of promotional material, of extra-curricular activities taking place at the school or elsewhere,

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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.  9 The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that- – 9(b) the policy is implemented effectively; and – 9(c) a record is kept of the sanctions imposed upon pupils for serious misbehaviour.  10 The standard in this paragraph is met if the proprietor ensures that bullying at the school is prevented in so far as reasonably practicable, by the drawing up and implementation of an effective anti-bullying strategy.  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.

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Part 3. Welfare, health and safety of pupils

 12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005[12].  13 The standard in this paragraph is met if the proprietor ensures that first aid is administered in a timely and competent manner by the drawing up and effective implementation of a written first aid policy.  14 The standard in this paragraph is met if the proprietor ensures that pupils are properly supervised through the appropriate deployment of school staff.  15 The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the Education (Pupil Registration) (England) Regulations 2006[13].  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

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Part 3. Welfare, health and safety of pupils

– 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 to 25 September 2025  23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that- – 23(1)(a) suitable toilet and washing facilities are provided for the sole use of pupils;  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

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Part 5. Premises of and accommodation at schools

premises and the accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured.  28(1) The standard in this paragraph is met if the proprietor ensures that- – 28(1)(c) cold water supplies that are suitable for drinking are clearly marked as such;

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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)(a) the information specified in sub-paragraph (2) is provided to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector[14], the Secretary of State or an independent inspectorate[15]; – 32(1)(b) the information specified in sub-paragraph (3) is made available to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector, the Secretary of State or an independent inspectorate; – 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)(d) following an inspection under section 108 or 109 of the 2008 Act, a copy of the report of the inspection (if it has been sent to the proprietor) is

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Part 6. Provision of information

published and maintained on the school’s internet website, and provided to the parents of each registered pupil, by any date specified by the body who conducted the inspection; – 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(2) The information specified in this sub-paragraph is- 23 to 25 September 2025 – 32(2)(a) the school’s address and telephone number and the name of the head teacher;  32(3) The information specified in this sub-paragraph is- – 32(3)(e) particulars of the school’s academic performance during the preceding

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Part 6. Provision of information

school year, including the results of any public examinations; – 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 7. Manner in which complaints are handled

 33 The standard about the manner in which complaints are handled is met if the proprietor ensures that a complaints procedure is drawn up and effectively implemented which deals with the handling of complaints from parents of pupils and which- – 33(i) provides for the panel to make findings and recommendations and stipulates that a copy of those findings and recommendations is- – 33(i)(ii) available for inspection on the school premises by the proprietor and the head teacher; – 33(j) provides for a written record to be kept of all complaints that are made in accordance with sub-paragraph (e) and- – 33(j)(i) whether they are resolved following a formal procedure, or proceed to a panel hearing; and – 33(j)(ii) action taken by the school as a result of those complaints (regardless of whether they are upheld); and – 33(k) provides that correspondence, statements and records relating to individual complaints are to be kept confidential except where the Secretary of State or a

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Part 7. Manner in which complaints are handled

body conducting an inspection under section 109 of the 2008 Act requests access to them.

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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

 To meet the requirement of the Equality Act 2010, the school must have due regard in its provision for the needs of pupils with SEND, and the active steps it will take to meet these needs consistently. 23 to 25 September 2025 to 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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Schedule 10 of the Equality Act 2010

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