Path 4

Path 4

Address: Unit 1 Ayaan Business Park, Waddington Street, Oldham, OL9 6QH Unique reference number (URN): 151426

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

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Achievement Needs attention

Many pupils arrive with low confidence and gaps in their knowledge. The school has not effectively ensured that pupils develop their basic skills, such as reading and writing, as well as they should. Furthermore, pupils’ achievement across subjects is varied.

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Achievement Needs attention

Although some pupils, including those with special educational needs and/or disabilities, do not achieve academically as well as they should, they gain confidence and readiness for their next steps. For example, they are successfully prepared to reintegrate into mainstream education or transition to further education. Some pupils achieve well in practical subjects, such as motor mechanics.

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Achievement Needs attention

Pupils who previously struggled to attend school begin to re-engage with their learning. This helps them to access more of the curriculum and make steady progress over time.

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Attendance and behaviour Needs attention

The school's work to improve pupils' attendance is not working as effectively as it should. The current approach limits how effectively the school intervenes, when some pupils struggle to attend. That said, for some pupils, their attendance improves from very low starting points. Pupils who previously refused to attend school now attend more often.

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Attendance and behaviour Needs attention

Staff usually work closely with families to address barriers, such as anxiety or poor behaviour. As a result, pupils begin to participate more confidently and involve themselves more positively in the wider life of school. Pupils typically show positive attitudes when learning tasks match their needs. Staff apply behaviour procedures with care, including for pupils with special educational needs and/or disabilities. When needed, they use adaptations such as guided support and resources to improve pupils’ attention and engagement in lessons. Pupils behave calmly in most lessons and respond to the clear routines that staff have embedded. Staff show genuine care for pupils’ wellbeing and this helps to nurture a respectful and supportive learning environment. Bullying is not tolerated. Any concerns about discrimination or unsafe behaviour are dealt with quickly and consistently. This helps pupils to feel safe and happy.

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Curriculum and teaching Needs attention

The school does not check pupils' gaps in literacy, numeracy and writing sharply enough when they start school. As a result, pupils’ needs are not addressed precisely. This means that some pupils do not secure the foundations that they need to access the curriculum with confidence. Some pupils do not progress as well as they could through some aspects of the curriculum. The school is in the process of developing its curriculum to ensure that it is coherent and better matched to pupils’ needs, particularly for those with special educational needs and/or disabilities. The work to improve how well staff use assessment to help shape the curriculum and inform their choice of teaching activities is at the early stages of implementation. That said, the curriculum helps re-engage pupils by giving them access to experiences that broaden their interests and support future choices. The school is improving how the curriculum is taught. Some staff adapt their teaching, when

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Curriculum and teaching Needs attention

necessary, to meet pupils' needs. However, some staff do not have the expertise and confidence to know when and how to adapt their teaching. When this happens, some pupils do not learn successfully.

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Inclusion Needs attention

The school is still developing its strategies for checking pupils’ starting points and progress. This means that barriers to learning are not identified or removed consistently well. The school has recently introduced baseline assessments to build a clearer picture of pupils’ needs when they join school. Staff are beginning to use this information to help shape the support that they give to pupils. However, this work is at an early stage. Learning activities are not consistently tailored to to meet pupils' needs, including those set out in education, health and care (EHC) plans and do not close gaps in pupils' fundamental skills.

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Inclusion Needs attention

Staff are increasingly developing their understanding of how to support pupils with vulnerabilities and special educational needs and/or disabilities. However, staff have limited expertise and this means that sometimes support is not as effective as it could be. The school has begun to review the curriculum to ensure that pupils with EHC plans have qualification routes that reflect their needs.

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Inclusion Needs attention

Pupils with other vulnerabilities, including those known to social care, are supported to build their readiness to learn. The school liaises closely with families and other agencies to help reduce barriers to pupils’ wellbeing. For example, targeted projects and a variety of vocational courses widen pupils’ interests and raise their aspirations.

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Leadership and governance Needs attention

Much of the school's work is in its infancy and, therefore, the barriers to raise standards have not been removed securely. The school, including the proprietor, generally identify appropriate priorities for improvement. This includes a core focus on refining the curriculum and improving staff expertise, for example, in relation to adaptive teaching and the use of assessment. The school is improving how it caters for the pupils that arrive with varying backgrounds, abilities and additional needs. However, it does not systematically monitor or evaluate the impact of the school's work across teaching, pupils' personal development and their attendance. As a result, actions to improve provision do not bring about the level of improvement that the school intends. There is careful consideration that decisions are made in the best interest of pupils and the proprietor checks that the school meets statutory duties,

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Leadership and governance Needs attention

for example, in relation to safeguarding. However, the proprietor has not ensured that all the requirements of the independent school standards have been met.

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Leadership and governance Needs attention

A management committee supports the school to develop its provision and respond to the needs of pupils, such as those who have experienced disruption to their education. Staff value the actions that the school takes to support their workload and wellbeing. However, the programme of professional development for staff is not aligned as closely as it should be to address weaknesses in curriculum design and teaching. This leads to a varied learning experience for some pupils, particularly those with special educational needs and/or disabilities.

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Personal development and wellbeing Needs attention

The school’s personal development programme is not fully effective because some elements remain underdeveloped. The school has only recently begun to broaden the relationships and sex education curriculum. As a result, it is too soon to see how well pupils understand what they are taught, for example, about how to form safe and respectful relationships. In addition, the school does not ensure that pupils are able to benefit fully from the extra-curricular offer, for example, in relation to any adaptations that may be needed for pupils with special educational needs and/or disabilities (SEND).

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Personal development and wellbeing Needs attention

Pupils are supported to respect different views and values. They take part in activities that encourage responsible decision-making. Some pupils enjoy contributing to social action projects. For example, they enjoy leading fundraising events, such as taking part in car washes and bake sales to support international charity work.

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Personal development and wellbeing Needs attention

Pupils do develop a secure understanding of topics in the personal, social, health and economic curriculum, such as risks in relation to online activities and domestic violence. This helps them to recognise how their actions affect others and also how to keep themselves safe. Pupils also learn about dangers associated with knife crime, including through pupil ‑ led campaigns. This deepens their understanding of world issues and encourages them to think critically about their choices.

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Personal development and wellbeing Needs attention

Careers education is generally effective. Pupils receive appropriate guidance to support them with their future choices in relation to education, training or employment. Pupils with SEND are supported to prepare for adulthood. For example, the school offers opportunities for this group of pupils to develop their independence and learn important skills that they need for life beyond school.

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What it's like to be a pupil at this school

Pupils do not experience consistently effective teaching. This means that, at times, they do not benefit from learning that is closely matched to their needs. Some staff adapt teaching well so that pupils with special educational needs and/or disabilities, or those who have previously faced disruption to their education, can make progress from their starting points. However, this practice is not applied consistently well and limits how well some pupils achieve.

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What it's like to be a pupil at this school

Pupils who have struggled to engage positively with their education in the past, settle into school well. They generally take an interest in their learning. They gain confidence as the school works to reduce barriers, such as those linked to anxiety, behaviour or previous negative experiences. Pupils relish opportunities to learn courses, such as hair and beauty, cooking and art. These courses widen their experiences and motivate them to develop positive learning habits. Relationships between pupils and staff are warm and respectful. Pupils value the consistent care that they receive. They benefit from small-group work that supports them to take part in lessons and wider activities. Some pupils enjoy spending time in the sensory garden and taking care of the school rabbits. This helps them to relax and feel connected to the school community. Others benefit from sporting activities, such as taekwondo and boxing. These

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What it's like to be a pupil at this school

opportunities allow some pupils to develop interests and skills that they may not have explored before. However, the school does not ensure that different groups of pupils have access to the same experiences.

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What it's like to be a pupil at this school

Pupils value the calm and orderly classroom environment. Staff use de-escalation strategies well and pupils respond positively to clear routines. Pupils feel safe and trust staff to deal with bullying concerns quickly.

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What it's like to be a pupil at this school

There are inconsistencies in the quality of the school's work. This means that some pupils are not supported as effectively as they should be, for example, to reduce barriers to their attendance. That said, over time, pupils are better prepared to return to mainstream education or move on to their next stage of learning. For example, they increasingly take responsibility for arriving promptly to school and engaging in school life.

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Next steps

Leaders should ensure that the curriculum closely reflects pupils’ starting points by improving how they assess pupils' understanding and additional needs when they start at the school so that learning is more personalised and effective. Leaders should ensure that staff build their expertise on how to meet the needs of pupils with special educational needs and/or disabilities so that they consistently adapt their teaching, when needed, and help pupils to build on their knowledge more securely over time. Leaders should improve how gaps in pupils' fundamental knowledge, including reading, writing and numeracy, are identified and addressed so that staff tailor support more precisely and help pupils to access the curriculum with greater confidence. Leaders should embed the school's renewed relationships and sex education curriculum so that pupils develop a secure understanding of the taught content. Leaders should ensure that pupils benefit fully from the school's extra-curricular offer,

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Next steps

including through making any necessary adaptations when required. Leaders should ensure that their actions to identify and remove barriers to pupils' attendance have the desired impact. Leaders should improve how they monitor the quality of provision across teaching, pupils' personal development and attendance, so that they can identify weaknesses more promptly and ensure that their actions lead to consistent improvements.

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Independent school standards

Independent school standards are either met or not met for each category.

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About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008, and checked the school’s compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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About this inspection

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

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About this inspection

The chair of the proprietor body is Moinal Islam.

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About this inspection

Inspection activities: Inspectors spoke with the chair of the proprietor body and the chair of the management committee, and representatives from the local authority and schools who commission placements.

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About this inspection

There were no Year 7 pupils on roll at the time of inspection.

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About this inspection

The fees currently charged are: £39,000 to £55,000

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About this inspection

The school's email address is: moinul@path4.co.uk

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This is the school's first standard inspection. The school was registered by the Department for Education on 3 February 2025.

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About this inspection

The school does not to use any alternative provision.

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About this inspection

The school provides full or part-time education for up to 60 mixed-gender pupils, aged between 11 and 16 years old. It provides short-term placements for pupils who are disengaged from education or at risk of exclusion from education. There is a high proportion of pupils with special educational needs and/or disabilities (SEND). Some of the pupils with SEND have an education, health and care plan. Pupils' SEND include needs that relate to social, emotional and mental health and/or cognition and learning.

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About this inspection

1. Quality of education provided Standards not met

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About this inspection

The following standards have not been met: Paragraph 2(1)

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About this inspection

The standard in this paragraph is met if–

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About this inspection

(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

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About this inspection

(b) the written policy, plans and schemes of work– (i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; and

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About this inspection

For the purposes of paragraph (2)(1)(a), the matters are–

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About this inspection

(h) that all pupils have the opportunity to learn and make progress; and

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About this inspection

The standard in this paragraph is met if the proprietor ensures that the teaching at the school–

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About this inspection

(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; (c) involves well planned lessons and effective teaching methods, activities and management of class time; (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; (e) demonstrates good knowledge and understanding of the subject matter being taught; (f) utilises effectively classroom resources of a good quality, quantity and range; (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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About this inspection

2. Spiritual, moral, social and cultural development of pupils Standards met

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About this inspection

3. Welfare, health and safety of pupils Standards met All standards have been met.

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About this inspection

4. Suitability of staff, supply staff, and proprietors Standards met

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About this inspection

5. Premises of and accommodation at schools Standards met

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About this inspection

6. Provision of information Standards met

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About this inspection

7. Manner in which complaints are handled Standards met

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About this inspection

8. Quality of leadership in and management of schools Standards not met

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About this inspection

The following standards have not been met:

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About this inspection

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–

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About this inspection

(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; (b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school.

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Insufficient evidence

services 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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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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

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