The Universal Farm

The Universal Farm Manor Farm, Millards Hill, Midsomer Norton BA3 2BW

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inspection report:

Overall outcome The school is likely to meet all the independent school standards if it is registered.

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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 proprietor demonstrates a clear vision to provide high-quality education for all pupils, including pupils with autism and Attention-deficit/hyperactivity disorder (ADHD). The leadership team brings substantial expertise in special educational needs and/or disabilities (SEND), with both the headteacher and the special educational needs coordinator (SENCo) experienced in teaching pupils and children with complex needs.

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Part 8. Quality of leadership in and management of schools

The proprietor has established a governing body with a strong range of relevant expertise. Governors are independent of the school and are intended to provide objective scrutiny of leaders’ work, ensuring that decision-making is supported by external challenge and oversight. Leaders have acted on the findings of the first pre-registration inspection in August 2024 by strengthening the curriculum and improving key policies and procedures. These actions have brought the school to full compliance with the independent school standards and demonstrate leaders’ increasing capacity to sustain the required expectations.

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Part 8. Quality of leadership in and management of schools

The proprietor has ensured that the 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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Curriculum

The proprietor’s vision for a curriculum that places stewardship and engagement with the natural world at its heart is clear. The curriculum makes effective use of the farm and rural setting, enriching pupils’ learning through direct engagement with the natural environment.

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Curriculum

The proprietor has ensured that a comprehensive written curriculum policy, supported by detailed plans and schemes of work, is in place so that pupils can build their knowledge securely and progressively over time. The curriculum policy and associated plans take full account of the ages, aptitudes and needs of all pupils, including those with education, health and care (EHC) plans. Adaptations and targeted support are embedded within planning to ensure that pupils with SEND and those who may face barriers to learning can access the full curriculum. Leaders have ensured that the curriculum supports fundamental British values by promoting democracy, the rule of law and mutual respect and tolerance for people with different faiths and beliefs.

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Curriculum

The curriculum has been designed to ensure that pupils study a broad range of subjects, including artistic, sporting, creative and technical areas. Schemes of work outline clear progression in speaking, listening, literacy and numeracy, ensuring that pupils develop secure foundational skills. Leaders have selected a systematic phonics programme to enable pupils, including children in Reception, to learn to read with accuracy and confidence. The mathematics curriculum is detailed and carefully sequenced, drawing on well-considered commercial resources that support conceptual understanding and fluency.

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Curriculum

The wider curriculum has been designed to support pupils’ personal development and physical health. The personal, social and health education (PSHE) curriculum has been structured with clear, age-appropriate considerations, ensuring that pupils develop the knowledge and skills needed to keep themselves safe, healthy and well. The physical education curriculum demonstrates a knowledgeable approach to the development of pupils’ physical health, motor skills and understanding of active lifestyles.

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Curriculum

Using the International Primary Curriculum, leaders have developed a project-based curriculum that enables pupils to learn about a breadth of subjects, such as art and design, history and geography. The science curriculum is well structured to ensure the incremental development of scientific knowledge, enquiry skills and conceptual understanding.

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Curriculum

Where the school will admit children below compulsory school age, leaders have planned a programme of activities that is developmentally appropriate and supports children’s personal, social, emotional and physical development, as well as their communication and language skills.

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Curriculum

The proprietor has ensured that every pupil receiving primary education will learn a well-planned relationships education. The policy provides clear guidance for parents and carers on how to withdraw their children, in specific permitted circumstances, if they so wish.

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Teaching

The school’s rural and farm setting will be used purposefully to enhance pupils’ learning. Teachers intend to draw on the natural environment to bring learning to life, helping pupils to make sense of abstract concepts by experiencing them in real, tangible contexts. This approach is designed to deepen understanding, strengthen engagement and broaden pupils’ appreciation of the world around them.

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Teaching

Leaders have set out a clear approach to teaching that will enable pupils to acquire new knowledge securely. The planned curriculum and teaching expectations ensure that pupils will deepen their understanding over time and develop the skills needed across all subjects.

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Teaching

Lessons are planned to be purposeful and well structured, using effective teaching methods and appropriate activities. Leaders have ensured that teachers will have a strong understanding of pupils’ needs and prior attainment to inform lesson planning so that teaching is well matched to pupils’ starting points. Teachers are expected to demonstrate secure subject knowledge and expertise in a range of teaching methods, including how to adapt the curriculum effectively for pupils with SEND so that all pupils can access learning and make progress. The school has already recruited a core team of staff. Leaders have designed an extensive programme of training to ensure that all staff are well prepared for their roles. Those appointed are undertaking a broad range of professional development to build the knowledge and skills needed to deliver the school’s curriculum and ethos effectively. The proprietor intends for all staff to be trained in therapeutic

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Teaching

interventions so that they can provide both academic and therapeutic support. This approach is likely to ensure that pupils thrive in a setting that is responsive to their needs and promotes their well-being.

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Assessment

The school has put in place clear assessment arrangements to identify what pupils know and can do when they join the school. This baseline information will shape each pupil’s curriculum so that teaching is well matched to their starting points. Leaders have built assessment checkpoints throughout the curriculum to ensure that pupils secure essential knowledge before moving on to more complex learning.

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Assessment

Leaders have also designed monitoring procedures to check how well pupils are learning over time. These systems include reviewing how effectively pupils’ EHC plan targets are being met, ensuring that provision remains closely aligned to individual needs.

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Assessment

Parents will be kept informed about their child’s progress through regular reports and parent consultation events, enabling them to understand how well their child is learning and how they are being supported.

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Assessment

The proprietor has ensured that the 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

Leaders and staff will promote pupils’ social, moral, spiritual and cultural development through the planned curriculum. By prioritising positive, trusting relationships, leaders aim to help pupils understand themselves and the world around them. The curriculum is designed to strengthen their knowledge and appreciation of the natural world.

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pupils

The PSHE curriculum includes appropriate coverage of citizenship and the values of modern Britain. Pupils will develop their emotional and physical health, as well as their overall wellbeing, through the planned curriculum. They will also gain a deeper understanding of diversity and how it enriches the world in which they live. Well-planned lessons will teach pupils to respect differences, including those relating to all protected characteristics. The curriculum also incorporates the celebration of a wide range of cultural events, such as Diwali, Harvest Festival and Chinese New Year, and provides opportunities for pupils to learn about different faiths.

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pupils

The school will provide pupils with meaningful opportunities to deepen their understanding of both their local and national heritage. Visits, external visitors and planned activities will enrich pupils’ academic learning as well as developing their social skills. These experiences will be complemented by opportunities for animal care, including working with pigs, horses and chickens, as well as engaging in food cultivation and land conservation. This is designed to enable pupils to develop practical skills and a strong appreciation of their rural environment.

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pupils

The proprietor has ensured that the 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

The proposed school’s safeguarding arrangements are well considered and follow statutory guidance. The written safeguarding policy reflects current requirements, is published on the school’s website and is available to parents on request. The proprietor has appointed a designated safeguarding lead (DSL) and 2 deputy DSLs, who are suitably knowledgeable and have completed the necessary training. Several staff, including the headteacher and the SENCo, have already been appointed and have undertaken a broad range of safeguarding training, including Keeping Children Safe in Education and contextual safeguarding. This ensures they understand the specific risks pupils may face, including those linked to online safety. Leaders have established robust systems to safeguard pupils effectively. They demonstrate a strong understanding of their responsibilities and have designed meticulous checks to ensure that concerns are identified and acted upon without

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Safeguarding

delay. Policies and procedures relating to pupils’ welfare, health and safety are fit for purpose and available to parents. All staff will receive annual safeguarding training and regular updates. The DSL and deputy DSLs will undertake enhanced training so they can maintain close oversight of safeguarding practice and ensure that pupils are protected consistently and thoroughly. The proprietor has ensured that the 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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Behaviour and supervision of pupils

Leaders have ensured that the school’s behaviour policy takes full account of the needs of pupils with SEND and reflects current guidance. Staff training includes autism-appropriate behaviour strategies and the safe use of physical intervention, ensuring that staff are well prepared to support pupils effectively.

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Behaviour and supervision of pupils

Record-keeping arrangements are suitably detailed and fit for purpose. Clear systems are in place so that leaders can identify emerging issues swiftly and respond appropriately, helping to keep pupils safe and well supported.

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Behaviour and supervision of pupils

The proprietor has planned a high pupil to staff ratio to ensure that pupils are appropriately supervised at all times, including during off-site activities.

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Anti-bullying

The anti-bullying policy is fit for purpose and sets out clear expectations for preventing and responding to bullying. Staff are trained to identify emerging concerns promptly and to provide appropriate interventions. Record-keeping processes are robust and ensure that any issues are monitored and addressed effectively.

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Health and safety, fire and first aid

The school’s first-aid policy is appropriate and ensures that all staff are suitably trained. First-aid equipment is readily accessible in the medical room and at key points across the site.

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Health and safety, fire and first aid

The proprietor has ensured full compliance with the Regulatory Reform (Fire Safety) Order 2005. Fire detection and alarm systems, emergency lighting and evacuation procedures have been externally certified, and suitable staff have been trained as fire marshals. Leaders have planned routine fire drills and identified appropriate assembly points, supported by annual external audits of fire safety arrangements.

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Health and safety, fire and first aid

The school’s health and safety policy meets all relevant legislation. Across both the sites, buildings are clean, well maintained and subject to routine checks to ensure ongoing compliance with statutory requirements. Policies and written guidance relating to pupils’ welfare, health and safety are fit for purpose, suitably detailed and available to parents on request, ensuring that pupils and staff are kept safe and well supported.

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Admissions and attendance

Leaders have established effective admissions and attendance systems that meet the requirements of the School Attendance (Pupil Registration) (England) Regulations 2024. The admissions register contains the necessary information about each pupil and is used to inform the therapeutic interventions and support plans required to meet individual needs.

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Risk assessment

The school’s health and safety and risk assessment policies are fit for purpose and comply with statutory requirements. Pertinent risk assessments have been completed for the premises and for all off-site activities, ensuring that potential hazards are identified and managed effectively. The proprietor has ensured that the 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 recruitment checks made on staff, supply staff and the proprietor

Appropriate safer recruitment checks have been completed for all staff, the proprietor and members of the governing body before they take up their roles. Leaders, including the proprietor, have ensured that all required vetting checks are carried out prior to any appointment. These thorough procedures demonstrate a secure understanding of statutory safeguarding responsibilities and help ensure that only suitable adults work with pupils.

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The single central record of these recruitment checks

The single central record (SCR) contains all required vetting checks for staff connected to the proposed school. The proprietor and the SENCo routinely review the SCR to ensure its accuracy and compliance. The record is maintained with diligence, reflecting leaders’ secure understanding of safer recruitment expectations and their commitment to keeping pupils safe. The proprietor has ensured that the 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 sufficient toilets and washing facilities for pupils and staff, and the temperature of hot water is regulated and checked regularly to avoid potential scolding. Pupils have ready access to drinking water, which is clearly labelled.

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Medical room and accommodation for pupils’ therapy needs

The school provides a range of well-designed spaces to support pupils’ needs, including outside breakout areas that help pupils regulate and manage their sensory needs. There is a well-maintained teaching kitchen area, where pupils can learn to cook, alongside a commercial kitchen that supports the provision of healthy meals.

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Medical room and accommodation for pupils’ therapy needs

The medical room is well resourced, equipped with a bed, first-aid provisions, washing facilities, a lockable medicine cabinet and access to a nearby toilet. These arrangements ensure that pupils’ health needs can be met safely and efficiently.

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Ensuring the health, safety and welfare of pupils

The proprietor has ensured that the school buildings are suitably adapted to meet pupils’ SEND needs and to keep them physically safe. The perimeter fencing is secure. Accommodation across the site is fit for purpose and appropriate for the intended age range and pupil numbers. The inside and outside classrooms are spacious and well furnished. The school provides breakout spaces and offices, creating an environment that supports pupils’ learning, regulation and wellbeing.

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Lighting and acoustic conditions

The school only has one inside classroom and this is light, acoustically appropriate and well maintained. There are also outside spaces for learning. Across the site, lighting, heating and acoustics are of an appropriate standard and external lighting is sufficient to ensure the safety of pupils and staff.

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Outdoor space

The outdoor area for primary pupils and Reception children is well maintained and provides an appropriate space for exercise and social interaction. Pupils will also access a dedicated forest-school area with a fire pit, enabling them to learn about the natural world through hands-on experiences. In addition, they will engage with the wider farmyard with pigs, horses and chickens as part of the curriculum. This is intended to enrich pupils’ learning through practical encounters with animals and the environment.

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Outdoor space

The proprietor has ensured that the 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 proposed school’s website provides parents, carers and other stakeholders with clear information about the school, its staff and its values, including the proprietor’s contact details. Leaders have ensured that all documentation required under Part 6 of the Independent School Standards is available, either electronically or on request.

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Part 6. Provision of information

Systems to monitor the progress of pupils with SEND are robust. Leaders have established rigorous processes for annual reviews of pupils with EHC plans.

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Part 6. Provision of information

Leaders understand their responsibility to publish future inspection reports and to provide paper copies of policies and documents when requested.

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Part 6. Provision of information

The proprietor has ensured that the 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 proposed school’s complaints policy is fit for purpose and clearly sets out the stages, processes and timescales for raising and resolving concerns. It explains how complaints should first be addressed informally and provides a well-defined route for escalation, where issues remain unresolved. The policy is informed by DfE guidance and includes procedures for handling complaints about the proprietor. These arrangements ensure that parents understand how to raise concerns and that leaders are equipped to respond in a fair, transparent and timely manner.

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Part 7. Manner in which complaints are handled

The proprietor has ensured that the 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 demonstrates a clear commitment to removing barriers for disabled pupils. The site has been adapted so that wheelchair users can access classrooms and all key areas without obstruction, ensuring that the environment is inclusive and safe for all pupils.

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Statutory requirements of the early years foundation stage

The school has a secure understanding of the statutory requirements for the early years foundation stage (EYFS) and intends to deliver a curriculum that covers all areas of learning and development. Children’s progress will be routinely assessed and shared with parents, ensuring that families are well informed about their child’s development and next steps.

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Statutory requirements of the early years foundation stage

The proprietor has ensured that the school is likely to comply with the learning, development and welfare requirements of the EYFS if the DfE decides to register the provider as an independent 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. 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

The DfE commissioned this pre-registration inspection. Its purpose was to judge whether the school is likely to meet the independent school standards before opening as a registered school. This was the school’s second pre-registration inspection.

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About this inspection

The school’s previous pre-registration inspection took place on 22 August 2024.

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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

The inspection was conducted with 2 days’ notice.

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About this inspection

The inspector met with the proprietor, the SENCo and teaching staff.

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About this inspection

The inspector reviewed a range of documents and policies linked to the independent school standards. The inspector toured the school premises with the proprietor and the SENCo. The school intends to cater for all pupils as well as pupils with SEND, including those with autism and ADHD.

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About this inspection

The prosed school is located at Manor Farm, Millards Hill, Midsomer Norton BA3 2BW.

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About this inspection

The school does not intend to make use of any alternative provision.

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About this proposed school

Proprietor Mrs Charlotte Lucas Headteacher Mrs Charlotte Lucas Type of school Other Independent Special School Capacity 10 Number of full-time pupils of compulsory school age on roll Provider’s current position: Not applicable Provider’s proposal: 10 Number of part-time pupils of compulsory school age on roll Provider’s current position: Not applicable Provider’s proposal: 0 Number of pupils with special educational needs and/or disabilities on roll Provider’s current position: Not applicable Provider’s proposal: 5 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: Not applicable Provider’s proposal: 5 Age range of pupils Provider’s current position: Not applicable Provider’s proposal: 4-7 Gender of pupils Provider’s current position: Not applicable Provider’s proposal: Mixed Total hours operating as a school per week Provider’s current position: Not

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About this proposed school

applicable Provider’s proposal: 32.5 Total hours of teaching provided per week Provider’s current position: Not applicable Provider’s proposal: 32.5 Number of full-time equivalent teaching staff Provider’s current position: 2 Provider’s proposal: 2 Number of part-time teaching staff Provider’s current position: Not applicable Provider’s proposal: 0 Annual fees for day pupils £14,750 Email address charlotte@freerangers.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 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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