Pushforward Secondary School

Pushforward Secondary School Summer House, 24 Bury Road, Stowmarket, Suffolk, IP14 1JF

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inspection report:

Overall outcome The school is likely to meet all the independent school standards when it opens

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inspection report:

The purpose of this inspection was to advise the Secretary of State for Education about the proposed school’s likely compliance with the independent school standards (the standards) and associated requirements that are required for registration as an independent school.

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Part 8. Quality of leadership in and management of schools

When we carry out pre-registration inspections of proposed independent schools, we report on the provider’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 ensured that multiple layers of accountability are in place to provide effective challenge and support to all levels of leadership within the proposed school and the wider group. A large governing body is in place, with all governors holding specific areas of responsibility to ensure that all aspects of the school are monitored and any issues addressed.

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Part 8. Quality of leadership in and management of schools

The governing and proprietor bodies will meet regularly to discuss all aspects of the provision. This will include secure oversight of statutory duties, with safeguarding as a fixed item on the agenda for every meeting.

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Part 8. Quality of leadership in and management of schools

The proprietor has a thorough understanding of the standards and has implemented a recruitment and induction process to ensure that all school leaders receive extensive training on the standards, supporting ongoing compliance. The proprietor body is knowledgeable about the needs of the pupils expected to attend this school. They have prioritised pupils’ wellbeing through the provision they intend to offer. This includes a well-adapted curriculum, allowing ample time for personal development and life skills, delivered through an integrated therapeutic approach, where pupils are intended to feel safe, supported and ready to learn.

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Part 8. Quality of leadership in and management of schools

This part of the standards is likely to be met by the proposed school.

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Curriculum

There is an appropriately broad curriculum in place for pupils. Separate schemes of work for all academic and vocational areas set out an overview of learning for the entire period of study. Each curriculum area, whether academic or vocational, is aligned with specific qualifications, reflecting the variety of accreditation pathways pupils may follow.

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Curriculum

All pupils will have special educational needs and/or disabilities (SEND), specifically social, emotional and mental health needs. All pupils will have an education, health and care (EHC) plan. The proprietor has constructed individual learning plan templates that will be used to set out the individualised provision and support for each pupil, based on their specific needs. These are appropriate documents that break down pupils’ longer-term targets and outcomes into manageable and precise steps.

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Curriculum

The personal, social, health and economic education (PSHE) curriculum is well considered and contains appropriate content. This includes lessons that teach pupils about careers, as well as developing their cultural and social awareness. Woven throughout the PSHE curriculum is the relationships and sex education (RSE) programme. Within this, pupils will learn content appropriate for secondary- age pupils, which aligns with the school’s RSE policy.

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Assessment

The proposed school intends to carry out checks, when pupils arrive, to identify any gaps in pupils’ foundational knowledge in English or mathematics. The school will recruit specialist mathematics and English teachers from within the group to work on closing pupils’ individual knowledge gaps and to support them in accessing and completing accreditations, so they are ready to progress to post-16 learning. The school also intends to make ongoing checks on how well pupils are securing knowledge across the entire curriculum, in order to refine their personalised learning pathways and curriculums. The school intends to put rapid support in place when assessment information identifies that a pupil may have fallen behind.

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Assessment

This part of the standards is likely to be met by the proposed school.

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pupils

There is a PSHE curriculum in place that covers important areas of pupils’ personal development. This includes the exploration of cultural diversity through PSHE lessons, as well as additional enrichment activities that will take place weekly for pupils. These may include visits to cultural or religious centres and buildings, including museums.

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pupils

Through the school’s well-considered humanities scheme of work, pupils will explore ‘big’ questions that encourage them to consider social and cultural change throughout history. For example, pupils will consider how periods, such as the Industrial Revolution, impacted social mobility.

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pupils

While the school is ambitious for what pupils can achieve academically, the core focus of PSHE and humanities lessons is to improve pupils’ knowledge and appreciation of the world and wider society. Pupils will be encouraged to think about social inequalities and protected characteristics through their learning and discussions.

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pupils

An integrated therapeutic approach will be woven throughout the proposed school. This is viewed as essential by the proprietor body in supporting pupils through positive and impactful relationships, which in turn promotes and ensures pupils’ attendance and engagement with school. Staff will be trained to support pupils, when they are experiencing feelings of anxiety or distress. This will enable pupils to develop personally and be prepared for life beyond school.

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pupils

Safeguards will be in place to ensure political impartiality. These will include a monitoring schedule that also covers the alternative provision sites used by the school. Through these checks, school leaders will ensure that the presentation of all learning materials is balanced and unbiased.

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pupils

This part of the standards is likely to be met by the proposed school.

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Safeguarding

The proprietor body has ensured secure oversight of safeguarding procedures in the proposed school. In addition to the school’s designated safeguarding leads, who will be based on site, there is an additional safeguarding team within the wider group that will provide expert support, guidance and accountability to school leaders. This is complemented by oversight from the governing body’s link safeguarding governor.

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Safeguarding

Those who lead on safeguarding are highly knowledgeable about safeguarding practices and the specific contextual risks facing pupils who may attend the school. They have used this expertise to create a PSHE and RSE curriculum, as well as wider activities, which develop pupils’ understanding of personal safety. Pupils at the proposed school will learn how to keep themselves safe online and in the community, as well as how to recognise and maintain healthy relationships. This is particularly pertinent for this cohort, where a specific contextual risk is exploitation.

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Safeguarding

A system for training staff in safeguarding is already in place. This includes annual safeguarding training to revisit statutory requirements and clarify the school’s safeguarding procedures. Ongoing training will also take place throughout the school year to ensure staff have up-to-date safeguarding knowledge.

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Behaviour and supervision of pupils

The proprietor has created a behaviour policy that provides clear expectations for pupils in the proposed school. This includes details of the potential consequences when these expectations are not met.

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Behaviour and supervision of pupils

Recording systems are already in place to enable leaders to analyse all information relating to pupil behaviour. Leaders plan to use this information to refine practice and tailor support for individual pupils as well as the wider cohort.

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Behaviour and supervision of pupils

The proprietor has set out proposals for staffing levels. The proposed number of full-time and part-time staff would provide more than sufficient supervision for the 12 pupils expected to attend the school.

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Anti-bullying

The anti-bullying policy of the proposed school is clear and appropriate. Processes and consequences following allegations of bullying are clearly identified, and it is evident how the school intends to manage such incidents.

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Health and safety, fire and first aid

The proposed school complies with the Regulatory Reform (Fire Safety) Order 2005. The proprietor maintains oversight of the fire risk assessment process and has ensured that all necessary actions have been followed up and any issues addressed.

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Health and safety, fire and first aid

The first-aid policy is contained within the health and safety policy and clearly sets out the arrangements for first-aid provision in the school. A comprehensive electronic system is in place for recording all incidents and the administration of medicines. This enables both local and remote oversight of first-aid provision by those who lead on compliance within the wider group.

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Health and safety, fire and first aid

Clear records detail the weekly, monthly and termly checks carried out on fire safety equipment, lighting and water systems. Regular checks ensure that all equipment is functioning correctly and that all emergency fixtures, including fire extinguishers, fire doors and emergency lighting, meet required standards.

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Health and safety, fire and first aid

The school site is of adequate size for the proposed pupil cohort. There is sufficient space for pupils to learn and to take part in recreational activities.

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Admissions and attendance

There is a process in place for recording both admissions and attendance. A well- organised admissions register is prepared to record new pupils at the proposed school, with all relevant information included. Admissions and attendance registers will be maintained in line with paragraph 15 of the standards.

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Risk assessment

The proposed school’s risk assessment policy clearly sets out the processes for effectively risk assessing a range of activities and educational visits. In addition, it outlines how risks are identified and mitigated for individual pupils. Examples of risk assessments already in place demonstrate that the proposed school is adhering to this policy.

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Risk assessment

This part of the standards is likely to be met by the proposed school.

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

Members of the proprietor body and school leaders have completed safer recruitment training. As a minimum, at least one of these individuals will be present at every interview. The proprietor demonstrates a strong understanding of safer recruitment processes. They have ensured that appropriate checks are in place for those who will work in the proposed school. This is evidenced through the checks already completed on staff working within the wider group. In addition, leaders are clear about the specific checks required when employing staff who have lived or worked abroad.

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

The proprietor is also clear about the checks that must be carried out on individuals external to the school. This includes the required checks for supply and agency staff, contractors and those working in alternative provision settings that the school will use.

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The single central record of these recruitment checks

An electronic single central record (SCR) has been created for the proposed school, and checks on those who will work in the school have already begun. Details of these checks will be recorded on the SCR should the proposed school open.

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The single central record of these recruitment checks

The SCR will be monitored by members of the governing body and the proprietor body.

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The single central record of these recruitment checks

This part of the standards is likely to be met by the proposed school.

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and showers

There are sufficient numbers of toilets and washing facilities to meet the needs of the proposed pupil cohort. This includes shower facilities for secondary-age pupils following physical education activities.

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and showers

There are adequate supplies of both hot and cold water. This ensures that pupils have appropriate facilities for washing, as well as access to suitable drinking water.

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Medical room and accommodation for pupils’ therapy needs

The school has created an appropriate first-aid space within the designated medical room. The medical room is suitably equipped, including a couch, a sink, a locked cupboard for controlled medication and proximity to a toilet. An electronic medical administration record is in place. This is appropriately configured to ensure that all necessary information is recorded when medication is administered to a pupil, including confirmation by the allocated member of staff.

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Medical room and accommodation for pupils’ therapy needs

Accidents and incidents are recorded through the same electronic system. The process for this is clearly understood and implemented by the proprietor.

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Medical room and accommodation for pupils’ therapy needs

There are identified spaces within the proposed school that will be used for therapeutic and pastoral interventions to support pupils’ wider developmental needs.

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Ensuring the health, safety and welfare of pupils

The site is secure, with locked fire exits that cannot be accessed from outside the building. There is perimeter fencing and a gate around the property, which are closed and locked during the school day. While pupils are able to exit via fire exits, any potential risks will be mitigated effectively because of high levels of adult supervision. Risk assessments and safety procedures are in place to ensure pupils’ safety when arriving at school by taxi or when using transport to access one of the group’s alternative provision settings.

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Ensuring the health, safety and welfare of pupils

Robust risk assessments are in place, in line with the risk assessment and health and safety policy, to ensure the safest possible environment for pupils. The school is clear about the expectations for pupils’ conduct.

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Lighting and acoustic conditions

All learning spaces benefit from natural light. Windows on upper floors are securely fitted to mitigate any risk of harm.

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Lighting and acoustic conditions

Classrooms are calm and quiet environments and are of sufficient size to allow pupils to learn comfortably.

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Lighting and acoustic conditions

This part of the standards is likely to be met by the proposed school.

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Part 6. Provision of information

The school’s website contains all relevant policies and information for parents. This includes a robust safeguarding policy and a clearly written admissions policy. The school’s approach to behaviour and bullying is clearly set out within the relevant policies published on the website.

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Part 6. Provision of information

The proprietor understands the requirement to publish both previous years’ academic results and the number of complaints received. They have identified where this information will be published on the website should the school open. The proprietor has published a clear complaints policy, which sets out for all stakeholders the process to be followed when a concern is raised with the school.

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Part 6. Provision of information

Clear curriculum and SEND policies are also available on the website. These provide stakeholders with clarity about the school’s provision to meet pupils’ additional needs, including those with SEND and those who speak English as an additional language.

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Part 6. Provision of information

The proprietor has ensured that a structured approach to working with local authorities and other professionals is in place to meet the complex SEND needs of the proposed pupil cohort. This includes ensuring that pupils’ needs, as set out in their EHC plans, are met.

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Part 6. Provision of information

The proposed school has a report template in place for recording pupils’ progress. These reports will be produced annually and shared with all stakeholders.

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Part 6. Provision of information

This part of the standards is likely to be met by the proposed school.

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Part 7. Manner in which complaints are handled

The policy published on the proposed school’s website sets out a clear structure for reporting concerns and complaints. It includes details of the stages of the complaints process and the timescales that complainants can expect the school to follow. The potential outcomes at each stage of the complaints process are also clearly defined.

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Part 7. Manner in which complaints are handled

A link for submitting a complaint will be included on the proposed school’s website once the school is open. Complaints submitted via this link will be directed to those responsible for complaints and compliance within the proprietor body and will be managed by an individual independent of the school.

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Part 7. Manner in which complaints are handled

All complaints will be stored centrally by the proprietor body and made available for inspection when required. Both the proprietor body and the governing body will have oversight of each complaint and its subsequent outcome.

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Part 7. Manner in which complaints are handled

This part of the standards is likely to be met by the proposed school.

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The school’s accessibility plan

The school has an accessibility plan in place, which details how pupils, staff and other stakeholders will access the site. It also provides clarity on how pupils will be supported to access the school’s curriculum, facilities and wider opportunities. The accessibility plan aligns with the requirements of the Equality Act 2010. This part of the standards is likely to be met by the proposed school.

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About this inspection

Inspectors carried out this inspection under section 99 of the Education and Skills Act 2008, at the request of the registration authority for independent schools.

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About this inspection

The proprietor for this school is Pushforward Education LTD. The proprietor does not currently have any other registered independent schools.

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About this inspection

Pushforward Secondary School is located at the following address: Summer House, 24 Bury Road, Stowmarket, Suffolk IP14 1JF.

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About this inspection

Pupils who will attend the proposed school will have complex social, emotional and mental health needs. They are likely to have missed significant periods of time at school prior to arriving here. All pupils will have an EHC plan.

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About this inspection

The proprietor intends to use 3 unregistered alternative provisions that are part of the proprietor body group. These will be accessed by all pupils at times through the school week for vocational study. Pupils will spend most of the week at the proposed school site as detailed above. The addresses of these unregistered alternative provisions are:

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About this inspection

Pushforward Newmarket 1, Unit 1, Albion Court, Studlands Park Avenue, Newmarket CD8 7XA

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About this inspection

Pushforward Langham Unit, Unit 1, Langham Grange, Langham, Bury St Edmunds IP31 3EE

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About this inspection

Pushforward Ipswich 1, Unit 2 Handford Business Park, Handford Cut, Ipswich IP1 2Bh

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About this proposed school

Proprietor Pushforward Secondary School Ltd Headteacher Not known Type of school Other Independent Special School Capacity 12 Number of full-time pupils of compulsory school age on roll Provider’s proposal: 12

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About this proposed school

Number of part-time pupils of compulsory school age on roll Provider’s proposal: 0

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About this proposed school

Number of pupils with special educational needs and/or disabilities on roll Provider’s proposal: 12

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About this proposed school

Number of pupils on roll who have an education, health and care plan, or who are looked after by a local authority Provider’s proposal: 12

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About this proposed school

Age range of pupils Provider’s proposal: 14 to 16 Gender of pupils Provider’s proposal: Mixed Total hours operating as a school per week Provider’s proposal: 27.5

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About this proposed school

Total hours of teaching provided per week Provider’s proposal: 27.5

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About this proposed school

Number of full-time equivalent teaching staff Provider’s proposal: 3

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About this proposed school

Number of part-time teaching staff Provider’s proposal: 3 Annual fees for day pupils £75,075 Email address Leon@pushforward.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 proposed school

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About this proposed school

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About this proposed school

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

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