Helm Academy Pudsey

School pre-registration inspection report

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Helm Academy Pudsey 25 Sunfield Place, Pudsey LS28 6DR

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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), 2(2)(i)  The proprietor has produced a curriculum policy which shows that pupils will study a broad curriculum. However, there are some aspects of the curriculum policy that are yet to be implemented. For example, the proprietor intends to use a music service based in Southern England as well as a beach school, but these potential links have yet to be explored and established.  The proprietor has not fully considered how pupils at the early stages of learning to read will be supported to become competent, fluent readers. The proprietor has identified some phonics programmes but is unclear about which of these would be used. Furthermore, there is a lack of clarity around how these pupils who still require phonics teaching would be supported to access the wider curriculum.  The curriculum makes links with social, moral, spiritual and cultural (SMSC)

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Main inspection findings

development, fundamental British values and the personal development curriculum. This will support pupils to be prepared for the next stage of their education and life in modern Britain.  The proposed school will support all pupils to make informed choices about potential careers through independent careers advice. From Year 9, this will include support for parents to identify pathways into further education.  Paragraphs 2A(1), 2A(1)(b), 2A(1)(d) to 2A(1)(g), 2A(2)  The proposed school has considered the statutory guidance when deciding what pupils will learn in the relationships and sex education and health education curriculum. Leaders have thought about how they will consult parents and carers about the content of the curriculum and their right to withdraw pupils from non- statutory elements.  The proposed school has considered contextual risks and how it will teach pupils about these through the curriculum for personal, social and health education.

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Main inspection findings

Paragraphs 3 to 3(j)  The proposed curriculum is designed to meet the needs of pupils with special educational needs and/or disabilities (SEND). While leaders demonstrate an understanding of the potential aptitudes of pupils joining the school, they have not considered sufficiently the gaps in knowledge that many pupils are likely to have on arrival, or how the curriculums in different subjects will address these.  In most subjects, consideration has been given to the progression of knowledge and skills. In some subjects though, it is unclear how activities align with intended learning outcomes. This means that in these subjects, it will be difficult for pupils to build their learning sequentially over time.  The proprietor intends to recruit suitably qualified staff to the school. However, weaknesses in the current curriculum design will impede the planning and delivery of effective lessons.  At present, classrooms do not have the required resources to support pupils to learn

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Main inspection findings

effectively.  The proprietor has developed an induction process for new staff. This includes training staff on the implementation of the behaviour policy. Leaders intend to monitor the consistency of application of the behaviour policy regularly. Paragraph 4  The proposed school has devised an approach to assessment. This includes assessing pupils on arrival as well as on an ongoing basis.  The proprietor is clear about how the proposed school will be held to account for pupils’ achievement. This includes using the expertise of external consultants to support the school.  The independent school standards (the standards) in this part are unlikely to be met if the DfE decides to register the provider as an independent school. Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 5 to 5(d)(iii)  The proposed school has referred to opportunities to promote pupils’ SMSC development throughout the curriculum, particularly in the curriculum for personal,

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Main inspection findings

social and health education.  The proposed school intends to provide opportunities for pupils to study a range of faiths. It will offer visits to places of worship and sites of cultural interest.  The proprietor has thought about how fundamental British values will be promoted. The curriculum promotes tolerance and understanding of others.  The proposed school’s nurturing approach will support pupils to form positive relationships and develop their social skills. The proprietor has considered, for example, how classes will be organised to ensure the environment promotes social development.  The standards in this part are likely to be met if the DfE decides to register the provider as an independent school. Part 3. Welfare, health and safety of pupils Paragraphs 7 to 7(b)  Leaders have developed procedures to report and record any concerns about pupils’ welfare, including purchasing an online system for recording. However, the proposed

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Main inspection findings

school’s safeguarding policy does not accurately reflect leaders’ intended approach to reporting and recording safeguarding concerns. Consequently, this may impact on staff’s ability to report and record concerns in a timely manner.  The proposed curriculum will teach pupils how to lead safe, healthy lives. Leaders are aware of contextual safeguarding risks and have incorporated teaching about these into the curriculum.  At present, some aspects of the premises present a risk to pupils. For example, there is a kitchen on the lower ground floor of the building that does not have a lock on the door. In their current state, the premises do not ensure the safety of pupils.  An induction process is in place for new staff, which includes completing safeguarding training.  Several members of staff are trained designated safeguarding leads. Paragraphs 9 to 9(c), 10  The proposed school has a suitable, written behaviour policy. The policy takes account

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Main inspection findings

of pupils with SEND. There is a separate policy about when suspensions and exclusions might be used as well as an anti-bullying policy. Training on these policies will form part of the staff induction process.  The school intends to keep written records of all behaviour incidents. These records will be analysed to identify patterns and trends in behaviour. Appropriate support will then be put in place for those pupils who need it. Paragraphs 11, 12, 13, 14, 15  The school has produced a health and safety policy. This sets out how the school will comply with relevant health and safety laws. However, this policy is not yet being implemented effectively as some aspects of the premises present a health and safety risk to pupils.  The school does not comply with the Regulatory Reform (Fire Safety) Order 2005. The proprietor commissions an external company to carry out the fire risk assessment. While recommendations from this are acted on, they have not yet all been completed.

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Main inspection findings

For example, there is a fire exit that is not signed accordingly and the narrow passageway leading to this is cluttered.  Several staff are trained in first aid. The proprietor has implemented a system for the recording of accidents and injuries. There is a suitable first-aid policy in place. Leaders have identified staff who will be responsible for the maintenance of first-aid kits.  The proposed staffing structure will ensure that pupils are adequately supervised at all times.  Effective systems are in place for admissions and monitoring attendance. Statutory information will be held about each pupil. Attendance registers will be taken twice each day. The school will use the Department for Education’s (DfE) register codes. Paragraphs 16 to 16(b)  The school has a risk assessment policy. This takes account of relevant legislation and guidance. It sets out the risk assessment process, including the use of a risk matrix.

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Main inspection findings

 There are some individual risk assessments that sit beneath the overarching policy. Example risk assessments demonstrate leaders’ ability to identify and manage risk.  The standards in this part are unlikely to be met if the DfE decides to register the provider as an independent school. Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2) to 18(2)(e), 18(3), 19(1) to 19(2)(d)(ii), 19(3), 20(6) to 20(6)(c), 21(1), 21(2), 21(3) to 21(3)(b), 21(5) to 21(6)  The proprietor understands the importance of making checks on potential staff, volunteers, those responsible for governance and contractors. The proprietor knows that these checks must be completed before staff are appointed. However, the proprietor has not checked whether any of the staff or leaders already employed are prohibited from teaching.  The school has an electronic single central record. At present, this contains details of

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Main inspection findings

the proprietor body and the staff who have already been appointed. It shows that all appropriate checks have been made on them except for the prohibition from teaching check.  Some leaders have completed training on safer recruitment. Someone with this training partakes in the shortlisting of applicants and sits on the interview panel.  The proposed school is not intending to use any supply staff. However, the proprietor is aware of the checks that need to be made should this be necessary.  The single central record includes a section where overseas checks can be recorded. Where those staff already appointed have worked overseas, the appropriate documentation and references are in place.  The proposed school has a system for checking the compliance of the single central record periodically.  The standards in this part are unlikely to be met if the DfE decides to register the provider as an independent school.

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Main inspection findings

Part 5. Premises of and accommodation at schools Paragraphs 23(1) to 23(1)(c), 24(1) to 24(1)(b), 24(2), 28(1) to 28(1)(d), and 28(2) to 28(2)(b)  The premises have suitable toilet and washing facilities that are adequate for the proposed number of pupils. There is a toilet with disabled access should this be needed. While the proposed school has a shower, there are no changing facilities for pupils.  Leaders have created a medical room for short-term use by pupils. The room is easily accessible and close to toilets and washing facilities. The room has a medical bed and first-aid kit.  All sinks with drinking water are labelled appropriately. Paragraphs 25, 26, and 27 to 27(b)  The premises have been refurbished to an appropriate standard. However, some work is still required to ensure that the premises ensure the health, safety and welfare of pupils. For example, a steep staircase leads to the second floor of the building. While

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Main inspection findings

there is a locked door at the top of this, there is a ledge above the staircase that pupils could potentially climb on to. This would put them at risk as they would be at significant height above the stairs.  Although small, classrooms are generally light and bright and have appropriate acoustics. While they are fitted with electronic boards, they are not yet furnished.  There is adequate external lighting to ensure that people can safely access the premises. Paragraphs 29(1) to 29(b)  The premises have sufficient outdoor space to allow for the teaching of physical education (PE) or for pupils to play outside at breaktimes. The proposed playground is surrounded by secure perimeter fencing. However, it does not have a gate. In one area, it has metal railings with sharp spikes on the top. These present a risk to pupils. At the time of the inspection, several cars were parked in the proposed playground.

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Main inspection findings

The proprietor is yet to purchase equipment to support the teaching of PE.  The standards in this part are unlikely to be met if the DfE decides to register the provider as an independent school. Part 6. Provision of information Paragraphs 32(1) to 32(1)(d), 32(1)(f) to 32(1)(i), 32(2) to 32(2)(b), 32(2)(b)(ii), 32(2)(c), 32(2)(d), and 32(3) to 32(3)(g)  The proposed school has a website. Most of the policies mandated in the standards are available on the website. These include the proposed school’s safeguarding policy, behaviour policy, health and safety policy and admissions policy.  Contact information for the proposed school and the proprietor is available on the website.  The school has created a template for reporting to parents. This reports on pupils’ academic attainment as well as their personal development.  Leaders are aware of the requirement to publish inspection reports and examination

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Main inspection findings

results on the school website once they are available.  Leaders are aware of their obligation to demonstrate how they use the funding they receive for pupils with an education, health and care plan to the relevant local authority. They have developed a template for doing so.  The standards in this part are likely to be met if the DfE decides to register the provider as an independent school. Part 7. Manner in which complaints are handled Paragraphs 33 to 33(k)  The school has produced a complaints policy which clearly sets out how complaints will be handled, including timescales for investigation. This includes the option of a panel hearing for parents.  Leaders are aware of the requirement to record and store complaints.  The standards in this part are likely to be met if the DfE decides to register the provider as an independent school. Part 8. Quality of leadership in and management of schools Paragraphs 34(1) to 34(1)(c)

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Main inspection findings

 Leaders do not demonstrate a sufficiently secure understanding of the independent school standards.  The proprietor is not proposing to have a local governing body. Instead, they are intending to commission the services of external agencies to provide assurance of the school’s compliance with the standards.  In view of the unmet standards that relate to the premises and health and safety, leaders have not demonstrated that they have full consideration for pupils’ welfare and wellbeing.  The standards in this part are unlikely to be met if the DfE decides to register the provider as an independent school. Schedule 10 of the Equality Act 2010  The proposed school has a written accessibility policy. The accessibility policy reflects fully how the proposed school will fulfil its statutory responsibilities under the Equality Act 2010. It takes account of relevant legislation and guidance and sets out the steps

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Main inspection findings

that have been taken to ensure compliance with the Equality Act 2010.

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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

School status Independent special school

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Proposed school details

Date of previous standard inspection Not previously inspected

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n

Age range of pupils 11 to 16 Not applicable Number of pupils on the school roll 40 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 40

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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 40

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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 40

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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 40

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 6

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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 0

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Information about this proposed school

 The proposed school is located within a former medical practice located at 25 Sunfield Place, Pudsey, Leeds LS28 6DR.  The proposed school will be an independent special school for pupils with social, emotional and mental health needs and autism. All pupils will have an education, health and care plan.  It is proposed that the school will provide full-time education for pupils aged between 11 and 16 years.  All places will be commissioned by local authorities.

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Information about this inspection

 This inspection was commissioned by the DfE to determine whether the school is likely to meet the standards should the DfE decide to register the proposed school.  This was the school’s first pre-registration inspection.  The inspectors held discussions with the proprietor, the director of education, and the headteacher.  An inspector made a tour of the school site to check the suitability and safety of the premises.  The inspectors scrutinised and evaluated a wide range of documents provided by the school. This included safeguarding documents, the school’s single central record, statutory policies and the proposed school curriculum.

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Inspection team

Philippa Kermotschuk, lead inspector His Majesty’s Inspector

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Inspection team

Matthew Harrington 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)(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  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 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

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Part 1. Quality of education provided

subjects taught; – 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.

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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.  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.  12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005[12].

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Part 4. Suitability of staff, supply staff, and proprietors

 18(2) The standard in this paragraph is met if- – 18(2)(b) no such person carries out work, or intends to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act, or any disqualification, prohibition or restriction which takes effect as if contained in either such direction;  19(2) The standard in this paragraph is met if- – 19(2)(a) a person offered for supply by an employment business to the school only begins to work at the school if the proprietor has received- – 19(2)(a)(i) written notification from the employment business in relation to that person- – 19(2)(a)(i)(aa) that the checks referred to in paragraph 21(3)(a)(i) to (iv), (vii) and (b) have been made to the extent relevant to that person; – 19(2)(d) the proprietor, in the contract or other arrangements which the proprietor

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Part 4. Suitability of staff, supply staff, and proprietors

makes with any employment business, requires the employment business to provide- – 19(2)(d)(i) the notification referred to in paragraph (a)(i);  20(6) The standard in this paragraph is met in relation to an individual ("MB"), not being the Chair of the school, who is a member of a body of persons corporate or unincorporate named as the proprietor of the school in the register or in an application to enter the school in the register, if- – 20(6)(a) MB- – 20(6)(a)(ii) does not carry out work, or intend to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or restriction which takes effect as if contained in either such direction;  21(1) The standard in this paragraph is met if the proprietor keeps a register which shows such of the information referred to in sub-paragraphs (3) to (7) as is applicable

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Part 4. Suitability of staff, supply staff, and proprietors

to the school in question.  21(3) The information referred to in this sub-paragraph is- – 21(3)(b) in relation to each member of staff ("S"), whether a check was made to establish whether S is subject to a prohibition order or an interim prohibition order, including the date on which such check was completed.

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Part 5. Premises of and accommodation at schools

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that- – 23(1)(c) suitable changing accommodation and showers are provided for pupils aged 11 years or over at the start of the school year who receive physical education.  25 The standard in this paragraph is met if the proprietor ensures that the school 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.  29(1) The standard in this paragraph is met if the proprietor ensures that suitable outdoor space is provided in order to enable- – 29(1)(a) physical education to be provided to pupils in accordance with the school curriculum; and – 29(1)(b) pupils to play outside.

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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 wellbeing of pupils. 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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