MIAG (Meeting Individual Aspirations & Goals)

MIAG (Meeting Individual Aspirations & Goals) The Beeches Lodge, Broomhill Road, Brislington, Bristol, BS4 5RG

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inspection report:

Overall outcome The school is likely to meet all the independent school standards. It is currently operating without registration

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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 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 chair of the proprietor body and the headteacher have prior experience of setting up and running an independent school. They also have significant experience of working with pupils with the types of special educational needs and/or disabilities (SEND) that the school intends to cater for. They have relevant knowledge and skills that make it likely that the independent school standards (the standards) will be met consistently if the school opens.

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Part 8. Quality of leadership in and management of schools

Leaders have a clear commitment to supporting pupils who have not been able to thrive in mainstream schools. This is evident in the vision that they have established for the school and translated into how they intend it to operate. Their intent is to achieve the best possible outcomes for pupils by providing them with full-time education that meets their needs.

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Part 8. Quality of leadership in and management of schools

A governing body has already been appointed. Members of the governing body bring a variety of professional expertise and have a clear understanding of their governance roles.

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Part 8. Quality of leadership in and management of schools

The proposed school is likely to meet all the standards in this part if the Department for Education (DfE) decides to register the provider as an independent school.

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Curriculum

Leaders have designed the curriculum with the SEND of its intended pupils in mind. Pupils will follow a broad curriculum, with English and mathematics at its heart. Leaders have appropriate curriculum plans in place, including relationships and sex education for both secondary and primary pupils.

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Curriculum

The school intends to offer a range of qualifications that will help pupils to take their next steps in education, training or employment once they leave the school. The school has an on-site construction facility and a hair and beauty salon to enable pupils to gain ‘real world’ experience. Additionally, leaders have secured the expertise needed to ensure that secondary-age pupils receive impartial careers advice and guidance through an external provider. Leaders have established a network of contacts to help ensure that pupils gain appropriate work experience that is matched to both their needs and their interests.

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Curriculum

The curriculum has been designed to promote fundamental British values. Leaders intend to prepare pupils for the opportunities and responsibilities of life in modern Britain.

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Teaching

Leaders have ensured that the intended classrooms are well resourced and suitable to be used for teaching. The staff who have already been appointed have relevant subject knowledge, teaching expertise and experience of working with pupils with the SEND the school intends to cater for. For instance, both the headteacher and the special educational needs coordinator have extensive experience of working in similar settings. Planned recruitment seems likely to ensure that new staff are able to teach effectively in this type of school.

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Assessment

The school plans to have a thorough induction process, which includes the identification of pupils’ needs. This is likely to mean that each pupil’s curriculum is adjusted so that they can build from their starting points and the intended outcomes set out in their education, health and care plan (EHC plan).

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Assessment

Leaders have designed a clear framework by which to assess pupils’ progress.

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Assessment

The proposed school is likely to meet all the standards in this part if the DfE decides to register the provider as an independent school.

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pupils

Pupils’ spiritual, moral, social and cultural (SMSC) development has been well considered by leaders. SMSC plans take into account the social, emotional and mental health needs that pupils will have. Leaders have considered how they will promote tolerance and respect with consideration of the protected characteristics as set out in the Equality Act 2010.

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pupils

The proposed school is likely to meet all the standards in this part if the DfE decides to register the provider as an independent school.

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Safeguarding

Leaders, including members of the proprietor body, already have suitable training to carry out their roles in regard to safeguarding. There is already a qualified and experienced designated safeguarding lead in post. All of the staff who have already been appointed have suitable safeguarding training. A system to record and act on any safeguarding concerns is already established.

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Safeguarding

The school’s safeguarding policy is already published on the school’s website. Leaders are aware of their responsibilities as set out in ‘Keeping children safe in education’ and in regard to the safer recruitment of staff.

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Behaviour and supervision of pupils

There is a written behaviour policy that is likely to promote good behaviour. It sets out the rewards and consequences the school will use, taking into account reasonable adjustments that may need to be made in light of pupils’ individual needs.

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Anti-bullying

The school’s anti-bullying strategy makes clear how leaders will proactively reduce instances of bullying. It also details how it will deal with any bullying that does occur. The intended staffing model should ensure that pupils are suitably supervised at school.

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Health and safety, fire and first aid

The proprietor has in place health and safety, fire and first-aid policies.

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Health and safety, fire and first aid

There are suitable fire assembly points. Fire safety equipment is accessible and regularly maintained. Staff have suitable training for the evacuation of buildings. Emergency exits are unobstructed and clearly signed. Leaders have taken all required action in light of a recent fire assessment.

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Health and safety, fire and first aid

All of the staff who have already been appointed have had first-aid training. Paediatric first-aid training is planned for relevant staff. There is a written first-aid policy in place.

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Admissions and attendance

The proprietor already has admission and attendance registers in place. Leaders show that they understand how to use the correct attendance codes.

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Risk assessment

The school has a suitable risk assessment policy in place. Risk assessments have been carried out on all aspects of the school’s provision. Leaders have acted on advice received from external consultants in order to ameliorate potential risks to pupils and staff.

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Risk assessment

The proposed school is likely to meet all the standards in this part if the DfE decides to register the provider as an independent school.

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Recruitment checks made on staff, supply staff and the proprietor

The proprietor has carried out all the required checks for the staff who have already been appointed. They are recorded accurately in the school’s single central record. This suggests that the school is likely to meet the standards relating to the recruitment of suitable staff. Leaders are aware of the checks they need to undertake if using agency supply staff. Leaders only intend to use supply staff in exceptional circumstances.

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Recruitment checks made on staff, supply staff and the proprietor

The proposed school is likely to meet all the standards in this part if the DfE decides to register the provider as an independent school.

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and showers

There are suitable separate toilet facilities for boys and girls. Hot and cold running water is available. Hot water supplies do not pose a scalding risk. Suitable sources of drinking water are available and are appropriately signed.

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and showers

Separate changing rooms with showers are located in an adjacent sports facility that the school has use of during its operating hours.

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Medical room and accommodation for pupils’ therapy needs

These is a suitable first-aid room on site for the treatment of pupils experiencing short-term medical needs. It contains a bed and a sink. It is located close to a self- contained toilet.

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Medical room and accommodation for pupils’ therapy needs

The school does not intend to provide therapeutic care.

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Ensuring the health, safety and welfare of pupils

Classroom space is sufficient for the number of proposed pupils under the proposed timetable model. Classrooms have appropriate acoustics and are well lit. External lighting is in place and is suitable.

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Ensuring the health, safety and welfare of pupils

The school site has been significantly renovated in order to provide an appropriate environment for pupils. Due consideration has been given to promoting pupils’ safety and welfare throughout the day. This includes the intended drop-off and collection arrangements for pupils, most of whom will travel by taxi.

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Outdoor space

There is sufficient outdoor space for pupils to use throughout the day, including during social times. This includes a dedicated outdoor classroom and space for outdoor education, which forms part of the curriculum.

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Outdoor space

The school also has access to an adjacent sports facility during its operating hours and it intends to use other local facilities, such as a gym. The proposed school is likely to meet all the standards in this part if the DfE decides to register the provider as an independent school.

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Part 6. Provision of information

The school already has a website for the alternative provision it runs from the site of the proposed school. The website already contains most of the information that it is required to provide or make available to parents and carers. This includes the school’s safeguarding arrangements and policies such as those relating to anti- bullying, health and safety, first aid and complaints. If it is permitted to open as a school, the proprietor is aware of the additional information that it will need to publish.

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Part 6. Provision of information

Parents will receive regular reports about their children’s progress. This will include an annual written report. Regular reports are already produced for parents and local authorities who commission places at the existing alternative provision.

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Part 6. Provision of information

The proposed school is likely to meet all the standards in this part if the DfE decides to register the provider as an independent school.

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Part 7. Manner in which complaints are handled

The school’s complaints policy includes clear timescales and provision for parents to be accompanied at a panel hearing. The school offers independent advocacy and support for parents who make a complaint.

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Part 7. Manner in which complaints are handled

The proposed school is likely to meet all the standards in this part if the DfE decides to register the provider as an independent school.

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The school’s accessibility plan

The school has an accessibility plan that takes into account the requirements of schedule 10 of the Equality Act 2010.

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About this inspection

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

The inspector spoke with the headteacher, the designated safeguarding lead, the proprietor and a member of the proposed governing body during the inspection. They also reviewed relevant documents and toured the school site. The inspector also spoke with the representative of one of the commissioning local authorities and with the parent of a pupil who attends the existing alternative provision.

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About this inspection

At the time of the inspection, there were 25 pupils recorded on the admission register for the alternative provision that operates on the site of the intended school. The date of the first admission was 1 April 2020.

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About this inspection

No teaching was observed during the inspection. Pupils were seen with staff during social times and between activities.

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About this inspection

Some pupils at the alternative provision are looked after by the local authority.

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About this inspection

The vast majority of pupils attending the alternative provision have EHC plans for social, emotional and mental health needs.

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About this inspection

The proposed school intends to cater for pupils with EHC plans for social, emotional and mental health needs, and those undergoing EHC plan assessments. Teaching will take place on the proposed school site, with some off-site activities supplementing this, as appropriate to the needs of pupils. Some activities will take place at the neighbouring Goals Football Centre, located at Broomhill Road, Brislington, Bristol BS4 5RG.

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About this inspection

At the time of the inspection, no headteacher had been appointed. The chief operating officer for MIAG Limited was leading the development of the proposed school and is listed as the teacher in charge.

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Lead inspector

Sarah Favager-Dalton His Majesty’s Inspector

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About this proposed school

Proprietor/Chair of the proprietor body MIAG Limited Teacher in charge Lisa Savage Type of school Other independent special school Capacity 40 Number of full-time pupils of compulsory school age on roll Provider’s current position: 0 Provider’s proposal: 40 Number of part-time pupils of compulsory school age on roll Provider’s current position: 25 Provider’s proposal: 0 Number of pupils with special educational needs and/or disabilities on roll Provider’s current position: 25 Provider’s proposal: 40

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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 current position: 23 Provider’s proposal: 40

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About this proposed school

Age range of pupils Provider’s current position: 6-16 Provider’s proposal: 7-16 Gender of pupils Provider’s current position: Mixed Provider’s proposal: Mixed Total hours operating as a school per week Provider’s current position: 15 Provider’s proposal: 25 Total hours of teaching provided per week Provider’s current position: 15 Provider’s proposal: 25 Number of full-time equivalent teaching staff Provider’s current position: 2.8 Provider’s proposal: 7 Number of part-time teaching staff Provider’s current position: 1

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Provider’s proposal: 0

Annual fees for day pupils £55,000 to £65,000 Email address Lisa@Miag.co.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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Provider’s proposal: 0

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Provider’s proposal: 0

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Provider’s proposal: 0

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