New Forest Alternative Provision

School pre-registration inspection report

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New Forest Alternative Provision SO40 2LF

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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 2(A)(1)(a), 2A(1)(b)? 2A(1)(d) to 2A(2)  The proposed school’s primary aim will be to provide short-term education programmes for pupils who have been disengaged with education previously. There will be a firm focus on preparing pupils to re-join full-time mainstream education, where this is appropriate. To this end, one of the school’s key aims will be to identify and address gaps in pupils’ knowledge, so that pupils are well prepared for the next steps in their education.  Leaders have given careful consideration to curriculum design. A suite of suitable curriculum policies, schemes of work and curriculums are in place. The content of the curriculum is sequenced appropriately and consistent with the national curriculum. The school will prioritise English, reading, mathematics and social and personal

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Main inspection findings

development. The curriculum will be supplemented with specialist therapies, such as occupational therapy, mental health support and speech and language therapy.  Pupils are likely to have missed learning key reading skills prior to joining the proposed school due to extended periods of time outside formal education. The school has identified a suitable phonics programme. Teachers already recruited are experienced in teaching the phonics programme. Pupils will have regular opportunities to read. The school has an appropriate range of good-quality books, which will be supplemented over time.  Physical education will be delivered on site, at the proprietor body’s outdoor learning centre, and at local leisure facilities.  The proposed school will use a range of assessments to evaluate pupils’ contexts and starting points, including visits to pupils’ ‘home schools’, where applicable, and discussions with parents and carers. The school intends to work in partnership with

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Main inspection findings

local authorities and pupils’ home schools, to ensure that curriculum programmes are tailored to support individual pupils’ needs.  The school has a well-sequenced programme to support pupils’ personal, social and health education. The programme will include age-appropriate relationships and sex education (RSE). The proprietor has identified a suitable process for consulting with parents about the content of the RSE curriculum and will provide them with regular updates about what their child will be learning. Paragraphs 3 to 3(j), 4  The proposed school has devised a robust process for checking pupils’ academic progress over time, as well as their personal and social development. Ongoing assessments will be used to inform target setting for individual pupils and curriculum planning. A qualified special educational needs coordinator will maintain oversight of pupils’ progress.  The proprietor has already appointed several members of staff with expertise in

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Main inspection findings

teaching pupils with special educational needs and/or disabilities, including the headteacher, qualified teachers and a pastoral lead. The intention is to make further staff appointments as the school grows.  The school will provide an ongoing programme of staff training relevant to pupils’ needs and contexts. Training will include guidance about the use of behaviour management strategies to ensure a consistent approach.  It is likely that the independent school standards (‘the standards’) in this part will be met if the proposed school opens.

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Main inspection findings

Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 5 to 5(d)(iii)  The personal, social, health and education curriculum includes an appropriate range of themes and topics, such as healthy living, mental health and safety education. The curriculum will be reviewed regularly, adapted according to pupils’ contexts and needs and taught sequentially over time.  Leaders for the proposed school consider outdoor education to be a key element of supporting pupils’ personal development and will be used to deliver learning across a range of subjects. Outdoor education will include activities, such as rock climbing, kayaking and paddle boarding.  Older pupils will be able to study vocational award programmes in subjects that will support preparation for future adulthood, such as first aid, food hygiene and life- saving techniques. Pupils will also have the opportunity to participate in the Duke of

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Main inspection findings

Edinburgh Award scheme.  The school intends to implement a behaviour policy, which is already used successfully by an existing school in another of the proprietor’s providers. Pupils will be supported to recognise the difference between acceptable and unacceptable behaviour. They will be encouraged to consider their own emotions and to be aware of the impact of their actions on others. The policy includes procedures to be followed where a concern about bullying arises.  School life will be underpinned by the proposed school’s values of tolerance, honesty, initiative, nurture and knowledge. Pupils will have regular opportunities to consider topical issues and current affairs. They will learn about different cultures and backgrounds. Awareness of the Equality Act 2010 and teaching of the protected characteristics will be embedded in the curriculum.  It is likely that the standards in this part will be met if the proposed school opens.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 7 to 7(b)  The proposed safeguarding policy sets out suitable safeguarding arrangements, complies with statutory guidance and is published on the proposed school’s website. It details carefully considered procedures for staff training, including a strong focus on safeguarding during the induction process for newly appointed staff. Building strong, trusting relationships between staff and pupils will be a key focus in ensuring pupils’ safety.  The designated safeguarding lead and his deputy have already completed suitable training to enable them to carry out their roles. They are knowledgeable about safeguarding matters and have experience of overseeing and managing safeguarding in special education settings. Leaders are clear about procedures for contacting the local authority designated officer and have experience of doing so in the past.  All staff will complete safeguarding training when appointed. Leaders intend to

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Main inspection findings

supplement formal safeguarding training with regular staff briefings. Staff already employed in other schools in the proprietor group, who will transfer to this school, have completed relevant safeguarding training, including in local contextual issues, such as county lines and domestic abuse.  The proposed school will use a centralised electronic system to record any concerns about pupils’ safety. The safeguarding leads will meet regularly to monitor and review cases. Paragraphs 9 to 9(c), 10  The proposed school has appropriate behaviour and anti-bullying policies that are published on its website. The school’s values will be used to support the development of positive learning habits, such as working with others.  The school’s behaviour management approach prioritises the importance of building strong relationships between pupils and staff. Staff will be trained to identify the root causes of poor behaviour. Pupils will have personalised behaviour plans, which will be

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Main inspection findings

shared with parents and reviewed regularly.  Positive handling will be used only as a last resort. Any incidents will be documented using an electronic centralised recording system and reported to parents. All staff will be trained in its use. Paragraphs 11, 12, 13 and 16  The proprietor has ensured the completion of suitable premises and safety checks, such as gas installation reports and water checks. Planned risk assessments are suitable.  Arrangements are in place to ensure that the proposed school conforms to the Regulatory Reform (Fire Safety) Order 2005. An independent fire survey has been carried out and relevant actions taken. The building is suitably equipped with firefighting equipment, fire safety signage and emergency equipment.  Suitable policies and procedures have been formulated to ensure that first-aid arrangements are followed. Staff already appointed have completed paediatric first-aid

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Main inspection findings

training. Paragraph 14  The proprietor has given careful thought to supervision arrangements throughout the school day. Clear procedures have been identified to ensure smooth and safe transitions at the start and end of the school day. Paragraph 15  Appropriate arrangements are in place to record and monitor pupils’ admissions and attendance.  It is likely that the standards in this part will be met if the proposed school opens.

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Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2) to 18(2)(e), 18(3), 19(2) to 19(2)(d)(ii), 19(3), 20(6) to 20(6)(c), 21(1) to 21(3), 21(5) to 21(7)(b)  The proprietor is knowledgeable about the requirements for recruitment of staff. The school’s suitable safer recruitment policy will be followed during staff appointment procedures.  The proprietor has established an appropriate single central record. The correct recruitment and suitability checks have been completed for staff already appointed.  The proposed school may use agency staff. The proprietor understands the assurances that relevant agencies would need to provide to confirm that appropriate vetting has taken place.  It is likely that the standards in this part will be met if the proposed school opens.

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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 occupy a period building located in a rural area. The main building was previously used as office space for the proprietor. It has been refurbished to a high standard. Associated buildings on the same site are suitable for intended school use.  The school buildings are bright and airy, with plenty of natural light. They are well equipped with appropriate furniture. The proprietor has given suitable thought to the likely needs of the pupils who will attend the school. All areas are comfortable and well resourced.  Pupils will eat together in a classroom in order to support pupils’ social development, or outside at picnic tables if weather permits. The premises include suitable toilet and washing facilities. Water supplied for handwashing is a suitable temperature. Pupils will have access to drinking water, which is clearly labelled as such.

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Main inspection findings

 The school has plentiful outdoor space for pupils to use for games, outdoor education and breaktimes. The site is securely fenced and equipped to enable pupils to play, socialise and relax safely.  The school shares the site with an animal farm, which is owned and operated by the same proprietor. All areas are clearly demarcated with suitable fencing. The proprietor has given appropriate attention to ensuring pupils’ safety on site, including a suite of risk assessments.  The school has a well-equipped medical room, which includes a sink with a drinking water supply, a medical bed and a lockable medical cupboard. There is a toilet nearby.  It is likely that the standards in this part will be met if the proposed school opens.

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Main inspection findings

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(3)(g)  The proposed school’s website is already available. Information published on the website complies with the Department for Education (DfE) requirements, including safeguarding information and the school’s complaints policy.  The school will provide parents with regular updates and written reports about pupils’ academic achievement and well-being. This includes information to support the annual review process for pupils with an education, health and care (EHC) plan.  It is likely that the standards in this part will be met if the proposed school opens.

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Main inspection findings

Part 7. Manner in which complaints are handled Paragraphs 33 to 33(k)  The school’s complaints policy meets the requirements. It sets out clear timescales for the management of any complaints. Leaders are clear about the policy and about how it will be implemented.  It is likely that the standards in this part will be met if the proposed school opens.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraphs 34(1) to 34(1)(c)  The proprietor demonstrates a clear and appropriate rationale for establishing the proposed school. The proprietor intends to redeploy staff already employed in other schools in the proprietorial group, as well as appointing new staff over time as the school grows.  The headteacher has extensive experience of working in special needs education. Leaders demonstrate a clear understanding of the requirements relating to the independent school standards.  Processes and procedures are in place to ensure the proprietor maintains close oversight of the school’s work, including the quality of education and the welfare, health and safety of pupils and staff.  It is likely that the standards in this part will be met if the proposed school opens.

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Main inspection findings

Schedule 10 of the Equality Act 2010  The school has a suitable accessibility plan in place. The proprietor intends to update the plan at appropriate intervals to take account the school’s pupils and staff. 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

Website www.newforestcare.com/new-forest- alternative-provision Email address oburson@nfceducation.co.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 7 to 12 7 to 12 Number of pupils on the school roll Not applicable 20 20

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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 20

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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 20

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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 20

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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 20

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 5

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School’s current position School’s proposal

Number of part-time teaching staff Not applicable 1

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Information about this proposed school

 New Forest Alternative Provision is part of New Forest Care, a group which also runs several children’s homes. The group provides residential, educational and therapeutic provision across its providers.  The school intends to cater wholly for pupils with special educational needs and/or disabilities. All pupils will have an EHC plan with school places funded by a local authority.  Leaders intend to specialise in providing education for pupils with moderate and specific learning difficulties, including autism. Pupils may also have a range of associated conditions, including speech, language and communication needs and social, emotional and mental health needs.  The school operates across two sites shared by New Forest Care Education: a double- storey building formerly used as a therapy base for New Forest Care Ltd at Bartley Farm, and a dedicated section of the NFCE Outdoor Learning Centre. Both sites are

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Information about this proposed school

shared with another school registered with Ofsted under New Forest Care Education. The school is situated in a rural area on the outskirts of a village near Southampton. The proprietor intends to utilise outdoor education facilities provided by Bartley Farm, SO51 6AB, and NFCE Outdoor Learning Centre, SO51 6AB.

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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 DfE decides to register it. This was the school’s first pre-registration inspection.  The inspectors discussed and reviewed all relevant proposals and plans for the new school with the proprietor, the headteacher and other members of staff.  The inspectors scrutinised a wide range of policies, documents and records presented by the proprietor as evidence of the school’s likelihood to meet the independent school standards. They also checked the single central record.  Inspectors toured Bartley Farm and NFCE Outdoor Learning Centre during this inspection to check the suitability of these facilities for the proposed school to use if it opens.

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Inspection team

Julie Sackett, lead inspector His Majesty’s Inspector

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Inspection team

Kate Fripp 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

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Inspection team

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Inspection team

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Inspection team

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