The Young Women's Hub

The Young Women’s Hub Brownhill Road, Catford, Lewisham SE6 1AU

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inspection report:

Overall outcome The school is likely to meet the relevant independent school standards if the material changes relating to the school provision are implemented

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inspection report:

This inspection was commissioned by the Department for Education (DfE), which is the registration authority for independent schools. The school has applied to the DfE to make a material change to its registration. The school proposes to change the age range of pupils and change the maximum number of pupils attending.

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inspection report:

The purpose of the inspection is to advise the Secretary of State for Education about the school’s likely compliance with the independent school standards that are relevant to the material change that the school has applied to make.

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Part 8. Quality of leadership in and management of schools

When we carry out material change inspections of independent schools, we report on the school’s likely compliance with part 8 of the independent school standards first. Under part 8, the proprietor is required to ensure that the school meets all of the independent school standards consistently. The standard in part 8 is intended to ensure that the quality of leadership and management at the school is sufficient for that purpose.

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Part 8. Quality of leadership in and management of schools

The proprietor has a secure understanding of their role. They fulfil their responsibilities to ensure that the standards are likely to be met.

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Part 8. Quality of leadership in and management of schools

This school is committed to providing a nurturing and high-quality educational experience for pupils with special educational needs and/or disabilities (SEND) who currently attend and those who will attend the school if the material change is to be approved. The school has carefully considered the proposed changes to increase the number of pupils and to extend the age range. Leaders’ plans are designed to broaden the range of post-16 provision available for pupils with SEND in the local area. They have designed sound plans, including a suitable post-16 curriculum to meet students’ aptitudes, ages and needs.

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Part 8. Quality of leadership in and management of schools

Leaders have carefully assessed risks in light of the proposed changes to the number and age range of pupils at the school. They have made well-considered plans to mitigate against any risks, such as how they will ensure the supervision of additional pupils and their access to the school’s facilities.

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Part 8. Quality of leadership in and management of schools

The proprietor robustly oversees the school’s work. The school’s board of trustees takes an active role in assuring the quality of the school’s work. There are suitable systems in place for monitoring the proposed changes.

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Curriculum

The school has made a request to increase the age range of its pupils so that pupils up to the age of 19 can attend. It has carefully considered the programmes of study that potential post-16 students will follow, offering a range of qualifications to suit their needs. The school has designed an ambitious curriculum which is likely to support pupils to make progress, including towards qualifications.

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Curriculum

The proposed curriculum takes into account the potential aptitudes and needs of pupils, all of whom will have education, health and care (EHC) plans. The curriculum pathways are designed to focus on addressing gaps in pupils’ ability to communicate, read, write and calculate, and supporting them to achieve qualifications that suit their interests. Leaders have designed the curriculum to be flexible to suit pupils’ special educational needs and/or disabilities (SEND).

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Curriculum

The curriculum promotes an understanding of mutual respect and tolerance for those with different faiths and beliefs, including visits to different places of worship. It supports pupils’ understanding of fundamental British values.

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Curriculum

Leaders have ensured that there is a coherently planned curriculum for personal, social, health and economic (PSHE) education. Within this, there is a particular emphasis on ensuring that pupils develop the skills they need to become increasingly independent and to make decisions that keep them safe, including online.

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Curriculum

The school provides suitable careers advice and guidance for pupils, including work experience aligned to their interests. Leaders have well-developed plans for proposed extended careers education, guidance and experiences for additional students who will join in post-16, if the material change is approved.

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Curriculum

The PSHE curriculum encourages respect for other people and pays due regard to the characteristics that make people unique that are protected by law, for example race. The school adapts the curriculum to reflect the emotional needs and maturity of pupils and has considered further adaptations to meet the needs of post-16 students in light of the proposed material change.

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Curriculum

The school has an age-appropriate relationships and sex education (RSE) and health education curriculum. The RSE and health education policy is available on the school’s website. Leaders have considered the enhanced content they propose to teach to older students in light of the proposed material change. They have planned for some highly individualised approaches to meet the needs of older students.

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Teaching

During lesson visits, discussions with pupils and review of their work during the inspection, pupils were seen to be following the school’s intended curriculum. Staff teach the curriculum systematically. They present information clearly to pupils and focus on helping them to remember and apply what they have learned. Pupils develop secure knowledge of the curriculum. Their knowledge of reading, writing and mathematics is well catered for, such as their understanding of sentence grammar for writing. Staff have a well-developed understanding of pupils’ needs. They provide support which meets pupils’ SEND needs effectively.

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Assessment

The school uses a range of approaches to assess the academic progress and personal development of pupils. Staff use the information they gather about pupils’ progress across the curriculum to adapt plans and approaches so that any gaps in pupils’ knowledge are addressed. This ensures that the needs of the pupils are catered for well.

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pupils

The curriculum clearly defines opportunities for pupils’ spiritual, moral, social and cultural development. There is a strong emphasis on developing pupils’ social and decision-making skills. For example, pupils regularly discuss local, national and global news stories during lunchtimes. Staff guide these discussions, encouraging pupils to reflect on others’ decisions and consider how they might respond in similar situations. It is intended that students in post-16 provision will learn about difference and characteristics such as sex and disability, which are protected in law, as set out in the Equality Act 2010. The school intends to build on the current curriculum, providing progression for older students. The school also proposes to ensure that pupils continue to understand fundamental British values so that they are well equipped for life in modern Britain. For example, pupils currently learn about the

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pupils

protected characteristics and how these apply within the workplace to support workers’ rights.

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pupils

Pupils benefit from a range of experiences in and out of school. They visit galleries, museums and historic places of interest. These well-planned wider activities help to develop pupils’ wider knowledge of art, history and culture. They also benefit from learning about how to travel using different routes and modes of transport.

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Safeguarding

Leaders instil a strong safeguarding culture within the school. The school’s safeguarding policy is up to date and reflects the latest guidance provided by the Secretary of State. The policy is implemented consistently well. Leaders have established clear procedures and monitor the use of these procedures closely. They are well trained and informed. Staff receive comprehensive training and understand their safeguarding responsibilities well. Pupils’ safety and wellbeing is prioritised by all staff.

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Safeguarding

Leaders recognise the school’s particular context and the local safeguarding risks to pupils. They have considered carefully how to teach students in the post-16 provision to keep themselves safe. The proposed curriculum includes learning related to making the transition to adulthood and the risks and responsibilities that come with increased independence.

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Safeguarding

The school’s safeguarding policy is available on its website and is provided to parents and carers on request.

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Health and safety, fire and first aid

The school has ensured that there is a suitable health and safety policy in place to support staff and pupils’ welfare. The policy is implemented consistently and effectively. Pupils are properly supervised through the appropriate deployment of school staff. The school has plans to increase staffing as the number of pupils increases, subject to the approval of the material change. The school ensures that suitable health and safety checks are undertaken, including audits. Recommended actions identified through these are addressed in a timely manner.

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Health and safety, fire and first aid

The school complies with relevant fire safety requirements. Fire risk assessments are undertaken. The school carries out appropriate checks of fire safety equipment, such as alarms, emergency lighting and firefighting equipment. The school ensures that all staff and pupils know how to exit the building safely if needed.

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Risk assessment

Leaders ensure that appropriate risk assessments are in place for the school’s provision. This includes off-site educational visits and use of the school’s facilities. The school uses individual risk assessments to identify any particular vulnerabilities and associated risks for pupils. Appropriate mitigating actions are identified to minimise potential risks. The school intends to create suitable risk assessments for post-16 students, should the material change be approved.

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The recruitment checks made on staff, supply staff and the proprietor

The school undertakes the required pre-employment checks on adults before they start working at the school. The school does not make use of supply staff. However, leaders understand the checks that are required should they need to engage the services of supply staff in the future.

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The single central record of these recruitment checks

The single central record is up to date. The proprietor checks the single central record often. Leaders have completed suitable training in safer recruitment procedures.

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and showers

The proprietor has ensured that pupils have suitable access to toilets and washing facilities. Showering facilities are available. The water temperature is appropriate and does not pose a scalding risk. Drinking water is clearly labelled and separately provided. Facilities will adequately cater to an increased number of pupils, if the material change is to be implemented.

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Medical room and accommodation for pupils’ therapy needs

There is a medical room which is easily accessed and suitably equipped. It contains a bed, a lockable medical cabinet and suitable washing facilities. First-aid equipment is stored safely, well maintained and is readily accessible.

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Ensuring the health, safety and welfare of pupils

Leaders ensure that the premises are well maintained and that facilities are safe for pupils. They have completed appropriate risk assessments to support the safe use of these facilities. These are kept under regular review. The premises has a suitable kitchen and dining area. Leaders have prepared plans for new students to use the facilities in a separate sitting to ensure that all pupils continue to have ample room to eat and socialise.

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Ensuring the health, safety and welfare of pupils

The school intends to provide education within its current accommodation at the same site. It is proposed that pupils who attend the school at present will continue to use classrooms as they do now. New post-16 students will be provided for in a classroom that is not in regular use at this time, situated upstairs within the school building. The classroom accommodation is suitable and safe. It is spacious, pleasant and well ventilated. The space is suitably equipped and appropriate for teaching and learning. It will comfortably accommodate additional students if the material change is implemented.

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Lighting and acoustic conditions

The accommodation throughout the school, including the proposed post-16 classroom, is adequately spacious, bright and comfortable. The acoustic conditions are suitable.

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Outdoor space

The school’s garden provides adequate space for pupils to play outside and undertake physical activities. Suitable external lighting is in place.

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The school’s accessibility plan

The school’s accessibility plan is suitable and readily accessible.

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About this inspection

Inspectors carried out this inspection under section 162(4) of the Education Act 2002, at the request of the registration authority for independent schools. Inspectors checked the school’s likely compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, who is also the proprietor, a member of the governing body, the deputy headteacher, staff, pupils and representatives of the local authority during the inspection.

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About this inspection

Inspectors also considered the school’s safeguarding arrangements, including the single central record of pre-employment checks and whether the school’s safeguarding policy is available to parents and carers. These requirements of the independent school standards are met.

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Lead inspector

Rebecca Iles-Smith His Majesty’s Inspector

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About this school

Proprietor Philippa Wall Headteacher Philippa Wall Type of school Other Independent Special School Capacity 15 Number of full-time pupils of compulsory school age on roll Number of part-time pupils of compulsory school age on roll Age range of pupils 11 to 16 Gender of pupils Girls Annual fees for day pupils £150 to £160 per day Email address pwall@ywh.org.uk providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people

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About this school

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About this school

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About this school

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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