Canal View

School pre-registration inspection report

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Canal View 18a Lombard Street, Stourport-on-Severn DY13 8DT

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1)(b)(ii), 2(2) to 2(2)(b), 2(2)(d) to 2(2)(d)(ii), 2(2)(f), 2(2)(g), 2(2)(i), 2A(1) to 2A(1)(b), 2A(1)(d) to 2A(2) and 3(h) to 4  The proprietor intends for the proposed school to provide education for pupils with special educational needs and/or disabilities (SEND). They anticipate pupils’ primary SEND to be related to social, emotional and mental health (SEMH). However, leaders recognise that pupils are likely to have a broad range of overlapping SEND, including those related to autism. Leaders expect that pupils will have an education, health and care (EHC) plan. Leaders have experience of working with pupils with the types of SEND they are seeking to cater for.  Leaders propose to check carefully on the needs of pupils when they join the school, to ensure these are accurately identified. They plan to work closely with parents and carers and those commissioning places as part of this work. The school will use this

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Main inspection findings

information to develop bespoke curriculum and therapeutic pathways for each pupil who attends.  Leaders intend to make checks on pupils’ starting points in literacy and numeracy when they join the school. Leaders expect that teachers will use this information to adapt their teaching to meet pupils’ needs. Leaders have appropriate plans in place to ensure that those pupils who are at the early stages of reading or English language acquisition are able to catch up to their peers quickly.  The proposed school timetable indicates that pupils will receive full-time education that will provide them with experiences in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education.  Leaders are committed to ensuring that pupils receive high-quality personal, social and health education (PSHE) teaching. The PSHE curriculum is broad, offering pupils a range of appropriate viewpoints on important issues within society. Leaders plan to

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Main inspection findings

use their knowledge of the pupils to shape the curriculum to meet pupils’ individual needs. Leaders’ plans to support teachers to deliver this curriculum effectively are well developed.  The proprietor has ensured that these independent school standards (the standards) are likely to be met. Paragraphs 2(1) to 2(1)(b)(i), 2(2)(e) to 2(2)(e)(iii), 2(2)(h) and 3 to 3(g)  The proprietor has developed a suitable curriculum for key stages 1 and 2. The written curriculum policy is supported by appropriate schemes of work for each subject. These schemes reflect the aims and expectations of the national curriculum and set out the knowledge pupils will learn in a logical sequence.  The curriculum for key stage 3 is less well developed. Leaders have begun to identify the knowledge pupils will learn in each subject at key stage 3. In some subjects, such as mathematics, these plans are suitably detailed. However, this is not the case across

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Main inspection findings

all subjects. Leaders intend to develop the curriculum further once specialist subject teachers are appointed. At present, curriculum plans do not set out the full breadth of subject content required at key stage 3. As a result, leaders are not clear about the precise knowledge they expect pupils to learn, or how new learning will build on what pupils already know.  Leaders intend to provide a broad curriculum for pupils aged 5 to 13. However, the current staffing model does not support this ambition. The school plans to employ only one teacher, who will also be the headteacher, at the time of opening. It also intends to employ 2 teaching assistants to support with curriculum delivery. These staff have experience in key stages 1 and 2 but do not have the subject knowledge or skills required to teach all planned subjects across all key stages, especially key stage 3. The proprietor does not intend to appoint additional teachers until later in the

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Main inspection findings

academic year; this will likely hinder pupils’ ability to progress through the curriculum.  Although leaders have plans to increase staffing and develop teachers’ subject knowledge, these plans are not sufficiently well developed to ensure that the sole teacher secures the full range of knowledge and expertise required to deliver the key stage 3 curriculum suitably well.  The proprietor plans to further develop the classroom environment. However, currently, the proprietor has not made sure that all classrooms are well equipped with suitable resources to support teachers to implement the curriculum well. For example, while one classroom contains an interactive whiteboard that is awaiting installation, there is no access to the equipment required to perform practical aspects of subjects such as science or geography. Leaders have given some thought to how they can resolve this; however, these plans are at an early stage.

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Main inspection findings

 The proposed school intends for pupils to receive independent careers advice and guidance. However, leaders’ plans for this are in their infancy. Leaders have not considered how they will ensure that careers advice is impartial or support pupils to understand a broad range of future education and career options. As a result, the school is not yet likely to meet the requirements relating to impartial careers guidance.  The proprietor has not ensured that these standards are likely to be met. Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 5 to 5(d)(iii)  The school is committed to developing pupils’ spiritual, moral, social and cultural understanding. It has taken appropriate steps to ensure that the curriculum will not undermine fundamental British values. Leaders have well-thought-out systems in place to make sure that pupils will not be exposed to partisan political views. The

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Main inspection findings

proprietor understands the steps they will take to check on the suitability of outside speakers.  The PSHE programme is likely to promote British values. This is because it helps pupils to consider and appreciate the different cultural traditions present within society. In doing so, it is likely that this programme will foster pupils’ tolerance and mutual respect for others.  Leaders have a good understanding of the specific vulnerabilities that pupils attending the school are likely to face. The PSHE and citizenship curriculums offer pupils the opportunity to develop their understanding of important social issues that are likely to be pertinent to their needs.  The proprietor has ensured that the standards in this part are likely to be met. Part 3. Welfare, health and safety of pupils Paragraphs 7, 9 to 13, 15 to 16  The designated safeguarding lead (DSL) is also the headteacher of the proposed school. The DSL brings a wealth of experience to the role and is knowledgeable about

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Main inspection findings

how to keep pupils safe and build a culture of safeguarding.  The school has high expectations of all staff regarding their participation in safeguarding training. The school plans that staff will benefit from a suite of ongoing safeguarding training focusing on the risks most pertinent to the school’s context as part of their training.  The proprietor knows well the likely vulnerabilities that pupils may have. Leaders have developed systems to ensure that all adults working with pupils understand how to mitigate these risks. For example, leaders have clear systems ready to record and report any concerns about pupils’ safety and welfare. They also have appropriate systems in place to deal with any allegations made against members of staff. This includes engaging a governing body and employing an external company to provide confidential guidance and support to staff should they require it.  Leaders have clear plans in place to manage the behaviour of pupils. They have

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Main inspection findings

established comprehensive behaviour and anti-bullying policies. These policies take into account the potential vulnerabilities of pupils who may attend the school. Leaders intend for every pupil to have an individual behaviour risk assessment. These documents will provide information about how teachers should best manage each pupil’s behaviour, including information about any triggers for misbehaviour.  There is a system in place to record admissions and attendance. These arrangements, if implemented effectively, are likely to comply with the Education (Pupil Registration) Regulation 2006. Leaders have also considered the supervision of pupils during lessons, at breaktimes and at lunchtimes. If implemented as intended, it is likely that these supervision arrangements will be appropriate.  The risk-assessment policy details how assessments will be carried out and how the risks identified will be mitigated. A review of a range of risk-assessments, including

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Main inspection findings

the off-site and educational visits risk-assessment, confirms that staff adhere to the principles of the policy to identify any risks and indicate how risks will be managed.  The fire risk assessment confirms that the school is compliant with the Regulatory Reform (Fire Safety) Order 2005. Leaders have resolved all remedial action identified from the fire risk assessment. While there are appropriate measures in place for fire evacuation, currently there is only one fire escape route from the first floor of the building where the proposed school is to be situated. This escape route is an internal route and takes pupils and staff past the small takeaway shop on the ground floor. Leaders intend to construct an external fire escape from the first floor of the building. They are currently awaiting planning permission on these proposals.  The proprietor has ensured that these standards are likely to be met.

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Main inspection findings

Paragraph 14  The proprietor has not ensured that there will be enough staff with sufficient capacity to consistently fulfil their roles and responsibilities to provide appropriate care and supervision to all pupils.  The proprietor has not ensured that this standard is 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)(c), 21(1) to 21(3)(b) and 21(5) to 21(6)  The proprietor makes sure that the right pre-employment checks take place during recruitment. Staff who are currently employed have been subject to all required safeguarding checks. These checks are recorded accurately on the school’s single central record (SCR). The proprietor also intends to make use of external support to provide ongoing scrutiny to the single central record.  Leaders are clear about the steps to take should they appoint a member of staff from

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Main inspection findings

overseas. To support this, the SCR contains space to record any required overseas background checks.  Leaders intend to use agency staffing. They are clear about the checks to be undertaken, and the procedures to be followed, if these staff are used.  The proprietor has ensured that the standards in this part are likely to be met. Part 5. Premises of and accommodation at schools Paragraphs 23(1)(b) to 23(1)(c), 24(1)(a) to 24(1)(b), 25 to 26, 27(a), 28(1) to 28(2)(b) and 29(1)(a)  The proposed school is set on the first floor of a small two storey townhouse. Rooms in the building are suitable for teaching and learning. Rooms have high ceilings, good acoustics and most are well it by natural light. All rooms have plenty of working light fixtures and fittings.  The proprietor has ensured that the premises are maintained to a suitable standard. They have also made sure that pupils will have access to drinking water.

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Main inspection findings

 While the building has no suitable changing or shower facility, the proprietor has considered how pupils will make use of these facilities following physical education at a local sports hall. Risk assessments, and agreements for the use of this space, are already in place.  The temperature of the water in the washing facilities does not pose a risk of scalding.  The proprietor has ensured that these standards are likely to be met. Paragraphs 23(1), 23(1)(a), 23(2), 24(1), 24(2), 27, 27(b), 29(1), 29(1)(b)  There is a small medical room with a sink and toilets. However, the toilets in the medical room are the only toilets in the building and, consequently, will require use while the medical room is in use. This will likely impact the dignity and wellbeing of any pupils receiving medical care and attention. Additionally, if the toilets are already in use, a pupil in need of the medical room would not have access to these facilities.

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Main inspection findings

As a result, this is not a suitable washing facility for the medical room.  At present, the only tap capable of providing drinking water is situated within the proposed medical room. This poses a risk of contamination to the drinking water that pupils access. This further hinders the use of this space as a medical room. Leaders have plans to use plastic water butts to dispense water. However, leaders plan that these will be filled using the taps in the current medical room.  There is only one toilet for the sole use of pupils. The toilet can be secured from the inside. The space has a washing facility with an adequate supply of hot and cold water. However, the pupils’ toilet cubicle is directly connected to the staff cubicle. Between the cubicles, there is a large pane of glass just above head height, through which an individual could see into the adjacent cubicle.  The proprietor has not yet given due regard to the accessibility of the building for all

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Main inspection findings

pupils. For example, any pupil requiring a wheelchair will be unable to access the school, given the steep stairs and lack of wheelchair access. Additionally, leaders have not given thought to how a pupil in need of a wheelchair would access a toilet while at school. Neither the staff nor the pupil toilet cubicle are sufficiently sized to allow access for a wheelchair.  The proprietor has not ensured that they have provided external lighting. Currently, they are reliant on the streetlights situated on the street outside of the property.  There is insufficient outdoor space for pupils to play safely. There is no suitable outdoor space on the site of the proposed school. Leaders intend to use a council run park for their outdoor play space. The park is situated a 10-minute walk from the school site and is accessed by walking through a high street and along a narrow pavement that traverses a busy road into the town. The park leaders intend to use is

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Main inspection findings

large, open to the public, and has several entrances and exits. Leaders have not considered the appropriateness of traveling to, or using, this space for the pupils they hope to admit.  The proprietor has not ensured that these standards are likely to be met. Part 6. Provision of information Paragraphs 32(1) to 32(1)(d), 32(1)(f) to 32(2)(b) and 32(b)(ii) to 32(4)(c)  During the inspection, all the required documentation under part 6 of the independent school standards was made available on request, including the school’s safeguarding policy. The documentation included a statement of the school’s ethos and a template that leaders intend to use for their annual report to parents. These reports are likely to include information about pupils’ progress through the curriculum, as well as information about their social and emotional development.  The proposed school’s website contains the relevant policies as set out in the

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Main inspection findings

standards.  Leaders understand their duty to provide information to the local authority. This includes in relation to the income received, and expenditure incurred, by the school with regard to pupils whose place is commissioned by the local authority. Additionally, leaders demonstrate a good understanding of their duty to support the annual reviews of pupils with an EHC plan.  Leaders understand the requirement to publish any future inspection reports to parents.  The proprietor has ensured that the standards in this part are likely to be met. Part 7. Manner in which complaints are handled Paragraphs 33 to 33(k)  The school’s complaints policy is in writing and is made available on the proposed school’s website.  The proprietor has ensured that the policy is clear and contains information about how to raise a complaint, as well as the timescales associated with each stage of the complaints process.

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Main inspection findings

 Leaders have taken steps to create a culture of openness. The school has a employed a company to handle any whistleblowing concerns from staff. The proprietor is clear on the steps staff should take if they wish to raise an anonymous concern about the school.  Leaders demonstrate a willingness to learn from any complaint they receive and to adjust and adapt their practice as necessary.  The proprietor has ensured that the standard in this part is likely to be met if the school is granted permission to open. Part 8. Quality of leadership in and management of schools Paragraphs 34(1) to 34(1)(b)  The proprietor has a clear vision for the school. Its members are passionate about improving the lives of vulnerable pupils. They have good knowledge about the pastoral and academic needs of pupils for whom the school intends to cater. However, the proprietor has not ensured that the independent school standards are likely to be

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Main inspection findings

met consistently. Primarily, this is because leaders have applied to open a school for a broader age range of pupils than they are currently equipped to cater for. Additionally, the premises is currently not suitable to provide full-time provision for the pupils as stated in the proprietor’s application.  Leaders plan to provide an education for 10 pupils between the ages of 5 and 13. These intentions are unlikely to be successful. This is because, at present, staff do not have the knowledge and skills needed to deliver the curriculum in all the intended subjects, across all the intended key stages. This will hinder pupils’ learning.  The proprietor is working closely with the headteacher to consider aspects of the provision that need improvement. They have already begun to identify potential changes to the premises so that they are able to meet some of the standards that were found unlikely to be met during this inspection.

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Main inspection findings

 The proprietor has not ensured that this standard is likely to be met. Paragraph 34(c)  The proprietor and headteacher have acted to ensure that pupils’ welfare, health and safety are prioritised.  The proprietor has ensured that the requirements of this paragraph are likely to be met if the school is granted permission to open. Schedule 10 of the Equality Act 2010  Leaders have not yet given due regard to the accessibility of the building for all pupils, including those with a disability.  The school is unlikely to fulfil its duties under schedule 10 of 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

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

Email address enquiries@canalview.education

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recommendation

Age range of pupils Not applicable 5 to 13 Not applicable Number of pupils on the school roll Not applicable 10 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 0 10

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School’s current position School’s proposal

Number of part-time pupils 0 0 Number of pupils with special educational needs and/or disabilities 0 10

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan 0 10

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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 0 10

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School’s current position School’s proposal

Number of full-time equivalent teaching staff 1 3

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Information about this proposed school

 The proposed independent special school is located on the second storey of a small Victorian town house. The ground floor of the property is used as a takeaway food venue. The proposed school’s address is 18a Lombard Street, Stourport-on-Severn DY13 8DT.  The school proposes to provide education for pupils with SEND. It anticipates that all pupils will have an EHC plan. Leaders intend for the school to support pupils whose primary SEND relates to SEMH.  The proprietor intends to establish a local governing board to maintain oversight of the school. Interviews with potential members of the governing board have already taken place.  The school does not have a religious character.

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Information about this inspection

 This was the proposed school’s first pre-registration inspection. It was commissioned by the Department for Education to determine whether the proposed school is likely to meet the independent school standards if it is given permission to open.  The inspection focused on compliance with the regulatory requirements of the independent school standards, as well as safeguarding procedures and schedule 10 of the Equality Act 2010.  The inspector conducted a tour of the premises with the headteacher. The inspector also took account of arrangements for pupils’ welfare and safeguarding. This included scrutinising the school’s checks on the suitability of staff, its safeguarding and health and safety policies, among others, and its latest fire risk assessment.  The inspector checked documentary evidence relating to the curriculum, including the curriculum policy and schemes of work.  The inspector met with the proprietor.

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Inspection team

Alexander Laney, 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)(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that- – 2(2)(e)(i) is presented in an impartial manner; – 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and – 2(2)(e)(iii) helps to encourage them to fulfil their potential; – 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

 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 subjects taught; – 3(b) fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves; – 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 1. Quality of education provided

– 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress;

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Part 3. Welfare, health and safety of pupils

 14 The standard in this paragraph is met if the proprietor ensures that pupils are properly supervised through the appropriate deployment of school staff.

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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)(a) suitable toilet and washing facilities are provided for the sole use of pupils;  24(1) The standard in this paragraph is met if the proprietor ensures that suitable accommodation is provided in order to cater for the medical and therapy needs of pupils, including-  24(2) The accommodation provided under sub-paragraphs (1)(a) and (b) may be used for other purposes (apart from teaching) provided it is always readily available to be used for the purposes set out in sub-paragraphs (1)(a) and (b).  27 The standard in this paragraph is met if the proprietor ensures that- – 27(b) external lighting is provided in order to ensure that people can safely enter and leave the school premises.  29(1) The standard in this paragraph is met if the proprietor ensures that suitable outdoor space is provided in order to enable-

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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

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Schedule 10 of the Equality Act 2010

 3(1) The responsible body of a school in England and Wales must prepare– – 3(1)(a) an accessibility plan;  4(1) In preparing an accessibility plan, the responsible body must have regard to the need to allocate adequate resources for implementing the plan. 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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Schedule 10 of the Equality Act 2010

Parent View You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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Schedule 10 of the Equality Act 2010

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.gov.uk/ofsted .

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Schedule 10 of the Equality Act 2010

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Schedule 10 of the Equality Act 2010

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Schedule 10 of the Equality Act 2010

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Schedule 10 of the Equality Act 2010

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