Templecroft School

School pre-registration inspection report

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Templecroft School Templars Way, Bedford, Bedfordshire MK44 1PY

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1) to 2(2)(b)  The curriculum policy is clear and comprehensive, as are the schemes of work that leaders have put in place. These account for subjects which pupils would typically learn in a mainstream school, providing a broad and balanced offer. However, there is a significant mismatch between what leaders have written and what leaders know the school can realistically deliver. Some subjects, such as science, cooking and art, include content that relies on facilities and equipment the school does not have. Leaders do not intend for staff to teach these elements. As a result, some of the qualifications which leaders intend pupils to achieve are unlikely to be attainable, because pupils will not be taught the content required to meet the assessment demands. Leaders also identify certain texts or topics as potentially overwhelming for pupils, yet these same examples appear in the curriculum documents. Taken together,

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Main inspection findings

the curriculum is not coherent, deliverable or designed with the school’s pupils or environment in mind.  Leaders have a clearer approach to pupils’ transition into and out of the school than at the school’s first pre-registration inspection. This is important because the school aims to support pupils for a short period before they move on to another school or college. Leaders consider each pupil’s education, health and care (EHC) plan carefully so they can identify the equipment and resources needed to help pupils work towards their short ‑ and long ‑ term targets. Leaders and staff bring experience from working in special schools and pupil referral units. The clinical team adds further expertise. This gives some assurance that pupils with an EHC plan will receive appropriate support. However, pupils will still face the same weaknesses in the curriculum, which in its current form is unlikely to help them to achieve as well as they could.

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Main inspection findings

Paragraphs 2(2)(d) to 2(2)(i)  The curriculum is not yet fully developed, so pupils’ learning and progress are likely to vary. Even so, some parts of the curriculum are planned in a way that fits the school’s purpose and the needs of its pupils.  Personal, social and health education is supported by a detailed scheme of work. It reflects the school’s aims and ethos, helping pupils build relationships and understand themselves and their place in the world. The curriculum includes appropriate coverage of the protected characteristics. For example, pupils will learn what discrimination is, why it happens and how it affects people. This is designed to build empathy and understanding, preparing pupils for life in modern Britain.  The careers programme is broad, impartial and progressive. It introduces pupils to a range of pathways and labour ‑ market information from Year 7 onwards. Leaders are arranging encounters with employers and securing support from an independent

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Main inspection findings

careers adviser. If these plans are carried out as intended, they will help pupils to make informed decisions about their future and to prepare for their next steps in education or training.  Leaders have sensible plans for extra-curricular activities. These will start on the school premises, such as tending to the plants in the garden. Once pupils feel safe and are ready, they will branch out into the local community to join the gym or swim in a local pool, for example. Paragraphs 2A(1), 2A(1)(b), 2A(1)(d) to 2A(2)  The school has established a detailed scheme of work for relationships and sex education (RSE) that follows statutory guidance. However, the RSE policy on the school website has not been updated to show how leaders plan to teach the content. The clinical and education teams plan to work together to decide whether any content should be adapted or removed so that pupils are not overwhelmed or set back in their

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Main inspection findings

recovery from past trauma.  Leaders do not yet have a secure understanding of which parts of RSE are statutory and which are non ‑ statutory. This means they will struggle to manage this process properly or to handle requests from parents and carers to withdraw their children from sex education. As a result, there is a risk that pupils may be withdrawn from lessons that they have a right to receive. Paragraphs 3 to 4  There are weaknesses in the thinking behind the curriculum design. However, the staff appointed since the school’s first pre ‑ registration inspection have a clear understanding of how to teach in a way that meets the needs of the pupils they expect to admit. They recognise that pupils are likely to have had a disrupted education and may find challenge difficult. Because of this, the daily timetable will describe where pupils will be, rather than what they will learn. This is intended to

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Main inspection findings

prevent pupils from opting out of lessons in advance. It is one of several thoughtful insights into how pupils may think and feel and what resources are best to help them to engage and to learn. If these approaches are implemented well, they should help staff to build relationships with pupils and establish routines. In turn, these should support pupils to develop effective learning behaviours such as being punctual, staying on task and completing work, fostering self-motivation and responsibility.  Leaders also recognise that staff may lack confidence in their subject knowledge. To address this, the proprietor is planning to fund online tutors to support teaching. Newly appointed staff see a dual benefit in this approach. Pupils will receive specialist input, alongside a member of staff they trust, while that staff member can listen, learn and build their own confidence and competence in the subject matter.

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Main inspection findings

 In addition to any tests or qualifications pupils complete, there is an online platform which the school will use to capture what pupils learn and can do, linking this to outcomes on a pupil’s EHC plan or other such plans.  The proprietor has not ensured that the standards in this part are likely to be met. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5 to 5(d)(iii)  Although there are weaknesses in the curriculum, the school has planned a strong relationship ‑ centred approach. This will be supported by clinical expertise, to help pupils rebuild trust, develop self ‑ awareness and grow in confidence. This should provide a secure foundation for promoting pupils’ self ‑ knowledge, self ‑ esteem and self ‑ confidence.  The PSHE programme offers structured teaching on British values, the protected characteristics, healthy relationships and respect for others. This will support pupils to

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Main inspection findings

understand individual liberty, mutual respect and tolerance of those with different faiths and beliefs. The school aims to help pupils to distinguish right from wrong and to understand the importance of respecting the law. Clear expectations around personal responsibility, including firm boundaries on smoking, vaping and safe use of technology, are planned to reinforce this.  Through enrichment activities, therapeutic support and shared routines, pupils will be encouraged to take responsibility for their behaviour and contribute positively to the school and wider community. Planned learning about public institutions and services in England will further strengthen pupils’ understanding of civic life and how they can play an active role within it.  The proprietor has ensured that the school is likely to meet all the standards in this part. Part 3. Welfare, health and safety of pupils Paragraphs 7 to 7(b)

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Main inspection findings

 The school’s safeguarding and child protection policy is well aligned with statutory guidance. It gives staff clear instructions, including immediate verbal reporting of concerns to the designated safeguarding lead, same ‑ day recording, and clear expectations for handling disclosures. It also explains the designated safeguarding lead’s responsibilities, such as when deciding whether to search a pupil’s device. The school has clear procedures for identifying and responding to children missing education. The school’s policies and procedures provide practical, step ‑ by ‑ step guidance that should support consistent and effective safeguarding practice across the school. Paragraphs 9 to 10  The school has a written behaviour policy. However, it does not explain how leaders will ensure staff use consistent approaches. Several sections refer to strategies and professional judgement without describing what these look like in practice, how staff

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Main inspection findings

will be trained or implementation of the policy monitored. The policy is clearer about recording behaviour, with all incidents logged and any use of restraint reported to the headteacher so that leaders can review patterns over time.  The school also has an anti ‑ bullying policy, but it does not outline a structured set of responses to bullying. Although the policy implores respectful values and recognising pupils’ individual needs, the school has not shown how it will prevent bullying as far as reasonably practicable. Paragraphs 11 to 14 and 16 to 16(b)  The school’s policies and procedures vary in how clear and relevant they are. At times, leaders adopt model policies without checking that these set out their expectations or explain how they will be put into practice in this school. For example, the health and safety policy leaves out important information linked to subjects in the curriculum and

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Main inspection findings

statutory requirements, such as the Control of Substances Hazardous to Health Regulations. The first-aid policy also fails to explain key terms clearly, which could lead to misunderstandings and affect the school’s duty to follow the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations. In contrast, the risk assessment policy is clear and easy to follow. It helps staff identify hazards and risks and put suitable control measures in place to protect pupils, staff and property. Leaders also have suitable plans for supervising pupils as they travel between home and school. Individual risk assessments will be completed before pupils start at the school and reviewed regularly to keep them accurate and useful.  The policy and risk assessment linked to the Regulatory Reform (Fire Safety) Order 2005 are clear and comprehensive. The proprietor has used a trained specialist to assess the premises and recommend any necessary remedial work to keep pupils,

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Main inspection findings

staff and leaders safe. Although a few actions are still being completed, the premises have been formally signed off by the local fire service. Paragraph 15  The admissions register is incomplete. It omits required details, including the unique pupil number and the required fields for recording when a pupil leaves the school and where they go. The proposed attendance register also does not meet the statutory requirements. It is not an electronic system capable of producing automatic audit trails or sharing statutory data. It also lacks the full national set of attendance codes, meaning it cannot accurately record key situations such as part ‑ time timetables or dual registration.  The proprietor has not ensured that the standards in this part are likely to be met. 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)(b)(iii),

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Main inspection findings

20(6)(c), 21(1) to 21(3)(b), 21(5) to 21(6)  The school has strong safer ‑ recruitment processes. All required pre ‑ appointment checks are completed. There are clear systems to make sure that no barred or prohibited person can be employed. Leaders recognise the need to be rigorous in their approach to overseas checks for those who have lived or worked abroad, given the heightened vulnerabilities of the planned pupil cohort.  Though the school does not plan to regularly use supply staff, the arrangements for doing so are secure. The school has appropriate policies, will check staff identity on arrival, and request written confirmation that agencies have completed all required checks.  Staff from the children’s home are included on the single central record, which further ensures that any adult supporting pupils in school is suitable.  The proprietor has ensured that the school is likely to meet all the standards in this

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Main inspection findings

part. Part 5. Premises of and accommodation at schools Paragraphs 23(1) to 24(2)  At its first pre ‑ registration inspection, the school did not have a toilet reserved for pupils, and there was no medical room with a wash basin. Since then, the school has carried out the necessary works. There is now a lockable bathroom for pupils, which includes a toilet, a wash basin and a shower cubicle. The medical room has appropriate signage, contains a wash basin, and is well stocked with compliant first- aid equipment. It is also located next to the pupil bathroom. As a result, the standards that were unmet at the first pre ‑ registration inspection are now met. Paragraphs 25 to 28(2)(b)  The school building has been freshly decorated and refurbished. It includes a big, bright classroom that can comfortably accommodate 6 pupils. The room has practical furniture for storing resources. The toilet has a reliable supply of cold water, and the

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Main inspection findings

washing facilities provide both hot and cold water. Pupils will be able to access drinking water in the school’s kitchenette, where it is clearly signed. The hot water in both the kitchenette and bathroom is set at a safe temperature and does not pose a risk of scalding.  Windows bring in plenty of natural light, and the indoor electronic lights work well. Leaders also understand the need to test the external lighting, especially during the darker months, so that staff and pupils can move safely to and from the building. Paragraphs 29(1) to 29(1)(b)  The school building sits within the garden of a large house. The garden itself is wide, open and beautifully kept. There is plenty of space to relax, with a soft lawn that is perfect for stretching out or doing planned yoga in the sunshine. At the back, a flat, grassy area offers a spot to play or for a small game of football. The grounds are more than big enough for the number of pupils the school plans to admit. They also

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Main inspection findings

provide suitable space for teaching parts of the proposed physical education curriculum.  The proprietor has ensured that the school is likely to meet all the standards in this part. Part 6. Provision of information Paragraphs 32(1) to 32(1)(d), 32(1)(f) to 32(2)(b) and 32(2)(b)(ii) to 32(4)(c)  Leaders provide all required information about the curriculum, behaviour, safeguarding and inspection reports on the school’s website. In response to the first pre-registration inspection, leaders updated the curriculum policy to include reference to provision for pupils who speak English as an additional language. Therefore, this previously unmet standard is now met. Information is available in paper form on request. During the inspection, leaders updated the website to signpost to the proprietor’s company head office, allowing for direct contact with the proprietor or the headteacher.  Leaders have secure arrangements for annual reporting to parents and local

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Main inspection findings

authorities. They use clear processes to share information about pupils’ progress and to meet statutory duties for pupils with special educational needs and/or disabilities, including annual reviews and financial reporting.  The proprietor has ensured that the school is likely to meet all the standards in this part. Part 7. Manner in which complaints are handled Paragraphs 33 to 33(k)  The school has a written complaints policy that it makes publicly available. The policy sets out clear timescales and procedures for informal resolution, formal written complaints and escalation. It includes a panel stage with at least 3 members, including one member who is independent of the school. The policy allows parents to attend the panel and to be accompanied. It requires leaders to keep written records of all formal complaints. The policy explains how leaders will share findings and recommendations. It also confirms that leaders will keep records confidential, except

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Main inspection findings

where the law requires disclosure.  The proprietor has ensured that the school is likely to meet all the standards in this part. Part 8. Quality of leadership in and management of schools Paragraphs 34(1) to 34(1)(c)  The proprietor initially planned to establish a governing body to provide oversight and challenge, but difficulties recruiting volunteers led instead to the creation of an advisory body made up of leaders within the company. While leaders share information through this group, current processes do not identify or address non- compliance with the standards with sufficient rigour. Gaps remain in leaders’ educational expertise and in the effectiveness of checks on compliance with the standards.  Leaders have acted on findings from the first pre-registration inspection. They have strengthened plans to support pupils to move on to an appropriate school or college at the end of their 18-month placements. Leaders have developed the clinical aspects

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Main inspection findings

of this work in more detail. Further work to finalise the curriculum, alongside improving some policies and procedures, is still required.  The proprietor has appointed colleagues with expertise in mental health and healthcare who form the clinical team. The systems in place are likely to help pupils overcome some of the challenges that have previously hampered their safety and wellbeing, for example by providing in-house support as well as engaging external services, such as LEGO therapy and music therapy.  The proprietor has not ensured that the standards in this part are likely to be met. Schedule 10 of the Equality Act 2010

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Main inspection findings

 There is an accessibility plan that demonstrates a clear commitment to anticipating and removing barriers to access for disabled pupils. For example, leaders plan to upgrade outdoor pathways for anyone who uses a wheelchair and to train staff to use any communication approaches listed on a pupil’s EHC plan.

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Compliance with regulatory requirements

The school is unlikely to meet the requirements of the schedule to The Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements, as set out in the annex of this report.

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Proposed school details

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

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Proposed school details

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

Annual fees (day pupils) £55,000 to £65,000

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Proposed school details

Website www.templecroftschool.resicarealliance.co.uk

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Proposed school details

Email address cbrown@resicarealliance.co.uk

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recommendation

Age range of pupils Not applicable 11 to 16 Not applicable Number of pupils on the school roll Not applicable 6 Not applicable

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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 6

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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 6

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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 6

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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 6

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 1

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School’s current position School’s proposal

Number of part-time teaching staff Not applicable 0

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Information about this proposed school

 The proprietor is a director of Resicare Alliance Limited, which operates three strands: children’s homes, clinical services and education. Within the education strand, there are three independent special schools, including this one.  The proprietor seeks registration for the school with the Department for Education (DfE) as an independent special school. The proprietor plans for the school to cater for pupils with a range of needs, including cognition and learning needs; speech, language and communication needs; autism; and social, emotional and mental health needs. These pupils are likely to have EHC plans but it will not be a requirement for admission.  The proprietor plans for local authorities to commission school placements for up to 6 pupils who will live in a children’s home. The proprietor intends for pupils to attend the school for around 12 to 18 months. After this period, the aim is for them to move on to

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Information about this proposed school

another setting, typically a mainstream school or a special school, depending on their needs.  The proposed school will not have a religious denomination.  The proprietor intends to use alternative provision.

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Information about this inspection

 The DfE commissioned this pre-registration inspection. Its purpose was to judge whether the school is likely to meet the independent school standards before opening as a registered school. This was the school’s second pre ‑ registration inspection.  The school’s previous pre-registration inspection took place on 13 August 2025.  This inspection was conducted with two days’ notice.  The inspector met with the proprietor, the head of clinical services and clinical lead, the head of education, who is currently the named headteacher, and the head of provision for Templecroft School who had been in post for less than a month at the time of the inspection.  The inspector reviewed documents and policies linked to the independent school standards. The inspector also had a tour of the school premises with the head of education.

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Inspection team

Daniel Short, lead inspector His Majesty’s Inspector

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if– – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and – 2(1)(b) the written policy, plans and schemes of work– – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; and  2(2) For the purposes of paragraph (2)(1)(a), the matters are– – 2(2)(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education; – 2(2)(b) that pupils acquire speaking, listening, literacy and numeracy skills; – 2(2)(h) that all pupils have the opportunity to learn and make progress; and

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Part 1. Quality of education provided

 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 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)(e) makes and keeps up to date a separate written statement of its policy with regard to the provision of education as required by each of paragraphs (a) and (b),  2A(2) Arrangements made by the proprietor for the purposes of sub-paragraph (1)(b) must ensure that where a pupil’s parent requests that the pupil is wholly or partly excused from sex education provided as part of relationships and sex education, the

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Part 1. Quality of education provided

pupil is so excused until the request is withdrawn, unless or to the extent that the head teacher considers that the pupil should not be so excused.

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Part 3. Welfare, health and safety of pupils

 9 The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that– – 9(a) a written behaviour policy is drawn up that, amongst other matters, sets out the sanctions to be adopted in the event of pupil misbehaviour; – 9(b) the policy is implemented effectively; and  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.  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

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Part 3. Welfare, health and safety of pupils

implementation of a written first aid policy.  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].

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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. 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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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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