Other · Ofsted report

Oakbrook School

Inspected — · URN 152246

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Summary

No overall grade in this framework

Amina Modan

What we read, and from where

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Inspectors verified
Amina Modan
Postcode verified
M22 4JN
Name on report verified
Oakbrook School
URN verified
152246

Page 1 of 12

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Tone of the report

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+80Very positivemore positive than 82% of reports of this type

In line with other reports of this type.

Praiseindependentclearsuccessfullyclearlyhigh expectationseffectivelysafeconsistently

Criticismgapsseriously

How the report reads, start to finish

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FindingsLeadershipSafeguardingAbout the inspection positive critical

Findings2391w+73
Leadership203w+79
Safeguarding140w+50

Strengths

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Leaders have set high expectations of how lessons should be structured. p.2

Concerns

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No strong criticism found.

Next steps

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Anatomy of the report

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Pages: 12
Words of findings: 2,734; longer than usual (typical 1049)
Reading level: Hard; Flesch 46, typical 45
Average sentence: 18 words
Next steps: 3; typical 5
Hedged sentences: 0%; “some”, “not always”, “most”…

Where the words go

Findings 72%Leadership 6%Safeguarding 4%About the inspection 17%

Full report text

Oakbrook School Anglo House, Chapel Road, MANCHESTER M22 4JN

p.1

inspection report:

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

p.1

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.

p.1

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.

p.1

Part 8. Quality of leadership in and management of schools

The proprietor understands the requirements of the independent school standards (the standards). She has experience of operating a similar special school. The proprietor intends to develop robust quality assurance processes to ensure compliance with the standards. There are clear plans in place to ensure that the school works closely with the local authorities who would commission placements.

p.1

Part 8. Quality of leadership in and management of schools

The proprietor has recruited senior leaders who have experience in working in a specialist school and are qualified teachers. These leaders demonstrate the knowledge that is needed to run this independent school successfully. They are committed to ensuring that pupils receive an effective quality of education.

p.1

Part 8. Quality of leadership in and management of schools

The proprietor has ensured that the standard in this part is likely to be met if the Department for Education (DfE) decides to register the provider as an independent school.

p.1

Curriculum

The proprietor plans to deliver a tailored curriculum to the meet the bespoke needs of pupils with autism and social, emotional and mental health needs. Leaders have considered a broad range of subjects and qualifications that pupils would study from Years 3 to 11. This is compliant with the full suite of educational experiences outlined in the standards.

p.2

Curriculum

The proprietor has invested in commercial schemes of work for each subject, including personal, social and health and economic (PSHE) education, to ensure that essential learning is clearly mapped out. The leaders recognise that this curriculum will be refined once pupils start school and pupils’ starting points are better understood. The curriculum policy gives sufficient thought to how the school intends to deliver the curriculum, including suitable timetable examples. This indicates that pupils would benefit from a core academic curriculum supplemented with a curriculum that develops pupils’ life skills and readiness for life in modern Britain.

p.2

Curriculum

The proprietor has a clear PSHE and relationship and sex education policy. This policy is available on the school’s newly launched website. The PSHE curriculum is appropriate for the school’s intended pupils. It includes information on how pupils would be taught about keeping safe from risks online and offline. The school’s programme to promote personal development and life skills includes careers guidance and preparation for adulthood.

p.2

Curriculum

The proprietor intends to use the careers charter to ensure that the curriculum includes opportunities for pupils to develop an appropriate understanding about different career routes. This includes access to an impartial careers adviser and opportunities to complete work experience. This information will help pupils to make informed choices about their futures.

p.2

Teaching

The proprietor intends that pupils will be taught by suitably experienced staff who have subject-specific knowledge. There is consideration of a comprehensive professional development programme to support staff who may need to teach outside of their specialist areas. Where required, the proprietor intends to commission specialist tutoring and specialist staff to ensure that pupils are supported well, particularly at key stage 4.

p.2

Teaching

The proprietor intends to have class sizes of up to 6 pupils across 5 classrooms, with appropriate staff-to-pupil ratios. Leaders intend for pupils to be taught a curriculum that matches their starting points and stage of learning. Leaders have set high expectations of how lessons should be structured. Leaders have invested heavily in appropriate resources to ensure that teachers have the tools required to teach subject content effectively. The proprietor intends to train new staff to adapt learning activities so that pupils can access the curriculum well. They intend to review barriers to learning such as reading and then put support in place to address gaps. They have plans to integrate library lessons as well as phonics into the school timetable. They have given appropriate thought to how the curriculum will be designed to help develop pupils’ literacy and numeracy skills.

p.2

Assessment

The proprietor has established a sound assessment policy. If used effectively, it would mean that pupils’ starting points and knowledge gaps would be identified on arrival. Leaders intend to use this information to then shape which learning pathways would be appropriate for each pupil.

p.3

Assessment

The proprietor intends to gather detailed insights into pupils’ ability and needs through collecting information from previous settings, education, health and care (EHC) plans and individual education plans. Leaders intend to work closely with specialists, therapists, the local authority and parent and carers to ensure that provision for pupils meets their needs.

p.3

Assessment

The proprietor has appropriate processes in place to ensure pupils’ progress through the curriculum and wider learning activities are recorded and reported. This includes sharing pupils’ performance updates with parents and carers as well as the local authority.

p.3

Assessment

The proprietor has ensured that the standards in this part are likely to be met if the DfE decides to register the provider as an independent school.

p.3

pupils

The proprietor proposes to offer an expansive programme to promote pupils’ personal development. Teaching pupils to ‘care for self, care for others and care for the environment’ underpins this programme. For example, leaders intend to promote self-care and build pupils’ resilience through outdoor pursuits such as bushcraft and climbing. They also plan to encourage pupils to care for the environment through eco projects such as recycling, gardening and composting.

p.3

pupils

The PSHE and religious education curriculum intends to cover fundamental British values, such as the rule of law. The proprietor intends to use guest speakers and educational visits to further deepen pupils’ understanding of citizenship and learn about different faiths and cultures.

p.3

pupils

The proprietor intends to help pupils to learn about decision-making and the importance of caring for others through a mentoring programme and community engagement projects.

p.4

pupils

The proprietor has plans to develop pupils’ understanding of life beyond school through visits to places of worship, theatres and nursing homes. On arrival, the proprietor intends to ask pupils to share their interests to help shape wider enrichment opportunities.

p.4

pupils

The proprietor has ensured that the standard in this part is likely to be met if the DfE decides to register the provider as an independent school.

p.4

Safeguarding

Safeguarding arrangements are clearly outlined in the school’s policy. This aligns with national guidance and is published on the school’s website.

p.4

Safeguarding

The proprietor and senior leaders have the necessary training to ensure that they carry out their roles and responsibilities in line with the safeguarding procedures. They have clear plans to ensure that all incidents are logged and recorded. They intend to invest in a digital system to ensure that there is a sharp oversight of incidents.

p.4

Safeguarding

The proprietor understands the potential additional risks for pupils with special educational needs and/or disabilities (SEND). This helps to shape risk assessments to ensure safeguarding arrangements are rigorous. For instance, leaders plan visits carefully and mitigate risks of pupils absconding.

p.4

Safeguarding

The proprietor has appropriate plans to ensure that all new staff are suitably trained and understand how to apply the school’s safeguarding policy.

p.4

Behaviour and supervision of pupils

The proprietor has ensured that a suitable written behaviour and exclusion policy is in place. This sets out key expectations that the leaders will have of pupils’ behaviour and conduct. For instance, the proprietor intends to use a specific model to promote engagement, respect and resilience. This include promoting resilience for learning, respect for others and respect for property. There are clear steps for staff to follow if pupils do not meet these expectations. Leaders intend for every member of staff to be trained to apply the behaviour policy well. This includes training staff on de-escalation techniques and use of restrictive physical intervention. The proprietor plans to focus on establishing positive relationships through a variety of specialist communication tools to ensure that strategies are adapted to meet pupils’ needs.

p.4

Anti-bullying

The proprietor has ensured that there is an appropriate anti-bullying policy in place. This provides assurances that leaders intend to take bullying seriously and intend to handle incidents rigorously. The proprietor also intends to educate pupils on different types of bullying through the PSHE curriculum. Staff have clear steps to follow if incidents are identified.

p.5

Health and safety, fire and first aid

The health and safety policies are comprehensive and suitable for this setting. The proprietor intends to have regular reviews and audits to ensure that all risks are assessed and mitigated. Risks assessments are thought out for both onsite and offsite activities.

p.5

Health and safety, fire and first aid

Leaders have undertaken appropriate work to ensure that the building is complaint with the Regulatory Reform (Fire Safety) Order 2005. There are suitable fire doors installed in the building and clear evaluation routes identified. The proprietor has ensured there will be trained fire marshals in school at all times. Further checks, such as on the fire detection alarm systems and emergency lighting, indicate that the proprietor has appropriate oversight of fire risks.

p.5

Health and safety, fire and first aid

There is an appropriate first-aid policy in place. This includes names of staff trained in first aid and details of medication administration processes. The school has well-stocked first-aid equipment throughout the school.

p.5

Admissions and attendance

There is a system in place to record admissions and attendance electronically. The admission and attendance policy outline clear roles and responsibilities to ensure that these records are monitored and updated accurately. The arrangements indicated that the school is likely to comply with the School Attendance (Pupil Registration) (England) Regulations 2024.

p.5

Admissions and attendance

The proprietor is committed to ensuring that all commissioned placements are carefully reviewed and that admissions are based on how well the school can meet pupils’ needs. This is to ensure that leaders can reduce barriers to attendance and offer tailored support so that pupils can benefit fully from their learning experiences. The school intends to admit up to 30 pupils and demonstrates the capacity to be able to meet this number.

p.5

Risk assessment

The proprietor has ensured that there is a suitable risk assessment procedure put in place. There are various risk assessments available for the premises and pupil activities. These assessments set out the potential risks, the planned measures to reduce them and who will be responsible for keeping pupils safe.

p.6

Risk assessment

The proprietor has ensured that the standards in this part are likely to be met if the DfE decides to register the provider as an independent school.

p.6

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

The recruitment process is thorough. All leaders have completed safer recruitment training and have a sound understanding of the important checks that need to be completed before staff join the school.

p.6

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

The proprietor intends to employ qualified teachers, with current recruitment processes ongoing to further expand staffing capacity. The proprietor has recruited leaders who have experience in working with pupils with SEND and leading schools across age ranges. As such, there are assurances that leaders know the actions to take to successfully operate an independent special school for pupils aged 7 to 16.

p.6

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

Leaders do not intend to use supply staff. However, they are aware of the checks that would be required if they did intend to use them.

p.6

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

The proprietor has ensured that the standards in this part are likely to be met if the DfE decides to register the provider as an independent school.

p.6

The single central record of these recruitment checks

The proprietor has set up an electronic single central record which contains all the essential information in line with government guidance. Checks on the proprietor and senior leader are completed in line with statutory guidance. Leaders have organised employer folders to ensure that all records of online checks, medical fitness and qualifications are stored securely. The proprietor intends to work with the local authority to ensure that the single central record is audited regularly.

p.6

and showers

The building sits over three floors. The school has an appropriate accessibility plan, which includes accessible toilets on the ground floor.

p.7

and showers

There are separate toilet facilities for pupils and staff. Cubicles are lockable from the inside and intended for single use.

p.7

and showers

There is ample access to drinking water on each floor. Where taps are suitable for drinking, this is marked clearly across the school. All taps have appropriate controls in place so that hot water does not present a scalding risk to pupils.

p.7

and showers

The building has a functioning shower on the ground floor. Leaders also intend to use local sporting facilities to ensure that pupils have access to wider curriculum opportunities if needed.

p.7

Medical room and accommodation for pupils’ therapy needs

The building has a purpose-built medical room on the ground which is accessible to all pupils. The room has a sink and is located near toilet and shower facilities. It is appropriately set up, contains a bed for pupils and is readily available for use when required.

p.7

Medical room and accommodation for pupils’ therapy needs

The school also has a sensory room which is intended to be used to help pupils to regulate their behaviours or access therapy sessions.

p.7

Ensuring the health, safety and welfare of pupils

The school building is maintained to a high standard. It is clean, spacious and inviting for pupils. There are 5 classrooms, a dining area, an assembly hall, reading spaces, a kitchen, a meeting room and office spaces.

p.7

Ensuring the health, safety and welfare of pupils

Each classroom is suitably furnished with, whiteboards, desks and chairs. Seating arrangements would ensure that at least 6 pupils could be taught in each of the 5 classrooms.

p.7

Lighting and acoustic conditions

Classrooms are newly refurbished and have appropriate lighting for the activities that will take place. The proprietor has ensured that external lighting is in place to allow for safe entry and exit from the building in the dark. Lighting and acoustics are suitable for learning and also to meet the additional needs of pupils who may arrive with sensory needs.

p.7

Outdoor space

There is a secured outdoor play area at the back of the school which will be used for recreation. The proprietor intends to manage use of such facilities through staggered lunch and breaktimes for pupils. This is to help reduce sensory overload and support pupils with autism and social, emotional and mental health needs.

p.8

Outdoor space

The proprietor intends to add play resources and equipment once pupils’ needs and interests are understood. The school also intends to ensure that these spaces are supervised by staff at all times. All spaces are also covered by CCTV to further enhance security.

p.8

Outdoor space

The proprietor has ensured that the standards in this part are likely to be met if the DfE decides to register the provider as an independent school.

p.8