Watermelon Independent Schools

Watermelon Independent Schools

Address: Manor House, Redfern Road, Tyseley, Birmingham, B11 2BE Unique reference number (URN): 151337

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding. This puts pupils at significant risk of harm. Therefore, standard 7 of the independent school standards is not met.

p.2

Safeguarding standards not met

Leaders have not ensured that the school premises are safe for pupils and staff. For example, perimeter fencing poses a risk of significant injury to pupils and there is unhindered access to the premises by the public.

p.2

Safeguarding standards not met

The school’s policies and practices do not consider pupils’ vulnerabilities, all of whom have special educational needs and/or disabilities. For example, pupils do not learn how to keep themselves safe in various scenarios, including online. This means that pupils are at risk of harm.

p.2

Safeguarding standards not met

Leaders do not fully understand and carry out their safeguarding responsibilities. For instance, there exists no oversight of pupils’ whereabouts in the afternoons of a school day. Pupils are not on site but are recorded as present.

p.2

Safeguarding standards not met

The school has ensured that staff are safe to be on site. They keep an accurate record of all checks they complete on staff before they employ them. Staff receive appropriate safeguarding training.

p.2

How we evaluate safeguarding

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

p.2

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.

p.2

Achievement Urgent improvement

The school’s procedures and systems in place do not ensure that pupils develop the knowledge and skills they need to move on to their next steps. This is because pupils do not learn an appropriate range of subjects. Pupils’ progress and attainment during their time at the school have halted or declined.

p.2

Achievement Urgent improvement

Pupils do not achieve well in the subjects they do learn, for example in English, mathematics and some creative subjects. This is because lessons do not support pupils’ learning. From their individual starting points, pupils with special educational needs and/or disabilities, which is all pupils at the school, do not achieve well. The independent school standards relating to pupils' achievement are not met.

p.2

Attendance and behaviour Urgent improvement

The school’s expectations of pupils’ attendance are too low. The school does not effectively implement its policies on attendance. Most pupils have been absent from education for a long time before joining the school. Their attendance improves after joining the school. However, pupils do not attend school for the whole school day. There are no plans in place to ensure that pupils attend full time. The school does not accurately record pupils’ attendance. This means that they do not follow statutory guidance on recording attendance.

p.3

Attendance and behaviour Urgent improvement

The school caters primarily for pupils with social, emotional and mental health challenges. It has an appropriate behaviour policy in place. However, it is not implemented effectively. The school knows that more support is needed to help pupils with improving their behaviour. However, adaptations do not routinely happen. Pupils are not taught how to manage their emotions and modify their behaviours. As a result, pupils’ attitudes to learning are negative and they frequently disengage from learning. Staff do not effectively address or challenge any behaviour that falls short of the expectations laid out in the behaviour policy.

p.3

Attendance and behaviour Urgent improvement

The independent school standards relating to how the school supports pupils' behaviour and attitudes to learning as well as those relating to attendance are not met.

p.3

Curriculum and teaching Urgent improvement

Leaders and the proprietor have an uninformed and inaccurate view of the quality of teaching in their school. This means that they have not acted to address weaknesses. For example, there is no approach to monitoring the quality of teaching. Professional training for staff has not been provided. As a result, staff lack the required expertise to teach well. The quality of teaching is weak and pupils do not learn the curriculum well.

p.3

Curriculum and teaching Urgent improvement

The school’s curriculum is of poor quality and too narrow. It does not provide pupils with learning in a range of subjects. This means that pupils do not secure foundational knowledge across subjects. Staff generally work hard to forge positive relationships with their pupils. However, they do not understand the barriers to learning pupils may have or how to best help them to overcome these. Adaptations to learning in lessons are very rare. This practice does not meet the varying needs of pupils, all of whom have special educational needs and/or disabilities. Consequently, pupils’ experiences in lessons do not help them to learn and make progress.

p.3

Curriculum and teaching Urgent improvement

The school does not implement its assessment policy effectively to find out what pupils can do and have learned. Many pupils have large gaps in their learning that go largely unidentified and staff do not address these. Consequently, pupils do not secure the knowledge they need to be successful and move on to positive destinations.

p.3

Curriculum and teaching Urgent improvement

The independent school standards related to the quality of curriculum and teaching are not met.

p.3

Inclusion Urgent improvement

All pupils at the school have special educational needs and/or disabilities (SEND) and an education, health and care plan. Typically, pupils join the school having had prolonged periods out of education, which means they have large gaps in their knowledge. The processes and procedures to identify what support pupils need are ineffective. The planned curriculum does not meet pupils' needs. The school does not routinely assess pupils to find out what barriers to learning and/or their wellbeing they have. Therefore, the school does not successfully help pupils to overcome their challenges.

p.4

Inclusion Urgent improvement

Adaptations to lessons are rare and do not support pupils to learn. The school does not routinely review the educational targets pupils have to ensure they are still appropriate for them. As a result, pupils are not helped to overcome their barriers to learning.

p.4

Inclusion Urgent improvement

The school’s tracking of how well pupils with SEND learn lacks precision. Leaders and staff generally do not understand when and how they should check what pupils know. The school’s assessment policy is not implemented effectively. The school does not use available information to adjust their support or try new things. As a result, pupils do not learn well.

p.4

Inclusion Urgent improvement

The independent school standards related to inclusion are not met.

p.4

Leadership and governance Urgent improvement

While the proprietor and leaders have a clear vision and good intentions, leadership at all levels is weak. They do not accurately evaluate the school’s position and can therefore not address any weaknesses. As a result, the school is failing to consistently and securely meet the independent school standards, including those around safeguarding. This is having a negative impact on pupils.

p.4

Leadership and governance Urgent improvement

The school is currently not providing an adequate level of education, welfare or personal development. This is because staff have not been supported to gain the required knowledge, skills and expertise to fulfil their roles effectively. They do not benefit from a professional learning programme to improve their practice.

p.4

Leadership and governance Urgent improvement

School policies are not implemented effectively and therefore do not have the desired impact. This is true for all aspects of the school’s provision, including ensuring the health and safety of pupils and staff. The school is currently failing to meet its statutory obligations, such as accurately recording pupils’ attendance and providing pupils with relationships and sex education, for example. These shortfalls negatively impact on pupils at the school.

p.4

Leadership and governance Urgent improvement

There are multiple unmet independent school standards, including those relating to the quality of leadership and management in the school (part 8). The proprietor has not ensured that these are met and there is no evidence of the capacity to meet these. The proprietor and leaders were not aware of the serious failings of the provision until this inspection, when they accepted what inspectors highlighted. This includes unmet standards relating to the premises (part 5) and welfare, health and safety (part 3). Currently, the school is not in a place to meet the standards and ensure they are met consistently. It does not provide fully for its pupils or keep them safe.

p.4

Personal development and wellbeing Urgent improvement

The school prioritises pastoral support for its pupils. The aim is to build positive relationships with pupils so that they feel a sense of belonging at school and reengage in education. However, systems, processes and programmes in place are not effective in realising this aim.

p.5

Personal development and wellbeing Urgent improvement

The school currently does not teach pupils about positive relationships or provide them with age- and stage-appropriate sex education. This means the school is not meeting its statutory obligations to ensure pupils receive relationships and sex education.

p.5

Personal development and wellbeing Urgent improvement

The school has not designed an effective personal development programme that provides pupils with a range of experiences to prepare them well for adult life. For example, pupils do not learn about potential risks and how to keep themselves safe. Pupils do not have planned opportunities to engage meaningfully in topics like fundamental British values or different faiths, for example. This means that pupils are not well prepared for life in modern society.

p.5

Personal development and wellbeing Urgent improvement

The school’s programme to ensure pupils receive impartial information and advice about future career paths is ineffective. This is because it is not explicitly taught. As a result, pupils are not well prepared for their next steps in education, training or employment.

p.5

Personal development and wellbeing Urgent improvement

The school’s offer to provide pupils with learning experiences outside of the classroom is not meeting their needs and is very limited. At the time of the inspection, there were no extra- curricular clubs or trips on offer beyond visiting the local café to play pool billiards. This does not provide pupils with meaningful opportunities to extend their interests or talents.

p.5

Personal development and wellbeing Urgent improvement

The relevant independent school standards are not met.

p.5

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

Pupils’ experiences at this school are not positive. This is because the school is failing to provide its pupils with an acceptable standard of education, care and welfare. For example, the school has not ensured that the premises are safe for pupils. This puts them at risk of harm.

p.5

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

Pupils, all of whom have special educational needs and/or disabilities and an education, health and care plan, do not learn a curriculum that helps them build up important knowledge across a range of subjects. The curriculum in place is narrow and not well implemented. As a result, pupils do not achieve well.

p.5

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

The school knows that all pupils join from having had negative experiences in their previous schools. Staff want pupils to re-engage with education. The actions the school takes do not support pupils to improve or modify their behaviour and so are not effective. As a result, pupils continue to disengage and display negative attitudes to learning. The school does not place enough focus on pupils’ regular attendance. Pupils do not attend for the whole school day and this is not challenged effectively or recorded accurately. As a result, pupils miss valuable learning time.

p.5

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

The school’s programme to support pupils’ personal development is not well developed. It lacks precision and sharpness and pupils do not learn important lessons that will prepare them for life in the wider world, such as how to build healthy relationships or stay safe online. This does not support pupils to be successful for life in society or in adulthood. Pupils do not benefit from a rich extra-curricular offer. Activities are very limited and do not meet the needs of pupils.

p.6

Next steps

Leaders must act with urgency to ensure that safeguarding practices are effective and the premises are suitable and safe for all pupils and staff. The proprietor should ensure that they and leaders have the knowledge, skills and expertise to ensure that all the independent school standards are met fully and consistently. The proprietor must ensure that all statutory requirements are met, including those relating to recording attendance. Leaders should ensure that the school provides full-time education to all pupils of compulsory school age. Leaders should ensure that all staff have high expectations of pupils' attendance and record it accurately. Leaders should ensure that all pupils are provided with a broad and balanced curriculum that meets their needs, including special educational needs and/or disabilities (SEND) Leaders should ensure that all staff have the knowledge and skills to implement the

p.6

Next steps

school’s policies and processes effectively, including those related to supporting pupils' behaviour so they can meet pupils' needs effectively. Leaders should ensure that all staff have the skills and expertise to deliver the curriculum and support pupils effectively, including those with SEND, so that pupils learn well from a suitably adapted curriculum and are prepared for life in modern Britain. Leaders should ensure that there is an appropriate assessment system in place to check on what pupils can do and have learned. Leaders should ensure that all pupils have access to an appropriate personal development programme that includes relationships and sex education and careers education.

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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.

p.6

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.

p.7

About this inspection

Inspectors spoke with the headteacher, the chair of the school's advisory board, the proprietor and staff. Inspectors visited lessons, looked at pupils' work and scrutinised documents relating to the school's curriculum. Inspectors observed behaviour in lessons and around the school site. Inspectors were not able to speak to pupils on this inspection.

p.7

About this inspection

Inspectors scrutinised school policies and how effectively these are implemented.

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About this inspection

To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first. Inspectors had a tour of the school premises with the headteacher.

p.7

About this inspection

Inspectors considered the responses to Ofsted Parent View, including parents’ free-text comments. There were no responses to the staff or pupil surveys.

p.7

About this inspection

The school operates from a Grade II listed manor house in the Tyseley area of Birmingham.

p.7

About this inspection

The school caters for up to 40 pupils between 11 to 16 years of age. All pupils on roll have special educational needs and/or disabilities and an education, health and care plan. The main special educational needs are social, emotional and mental heath needs and autism.

p.7

About this inspection

This was the first standard inspection since the school was registered by the Department for Education in March 2025. The headteacher has changed since the pre-registration inspection.

p.7

About this inspection

There have been 3 material change inspections since the school was registered, as the proprietor applied to increase the age range of the school and also moved premises. The first of these inspections in July 2025 was to increase the age range. It found that the independent school standards were not likely to be met. The second in September 2025 was to inspect the new premises, it found that the standards were not likely to be met. The third in November 2025 was to inspect the new premises again and found that the school was likely to meet the relevant standards

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About this inspection

The school does not use any alternative provision.

p.7

About this inspection

The school does not have a religious ethos.

p.7

About this inspection

The chair of the proprietor body is Orangzaib Meer.

p.7

About this inspection

The school's email address is: husein@watermelonschools.com.

p.7

About this inspection

The school contacted the Department for Education on the day after the on site inspection and asked for the school to be deregistered as an independent special school with

p.7

Independent school standards

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

p.8

Independent school standards

1. Quality of education provided Standards not met

p.8

Independent school standards

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

p.8

Independent school standards

The standard in this paragraph is met if–

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Independent school standards

(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

p.8

Independent school standards

(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

p.8

Independent school standards

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

p.8

Independent school standards

(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education; (b) that pupils acquire speaking, listening, literacy and numeracy skills;

p.8

Independent school standards

(d) personal, social, health and economic education which– (i) reflects the school's aim and ethos; and (ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act[1];

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Independent school standards

(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that– (i) is presented in an impartial manner; (ii) enables them to make informed choices about a broad range of career options; and (iii) helps to encourage them to fulfil their potential; (h) that all pupils have the opportunity to learn and make progress; and (i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society. Paragraph 2A(1)

p.8

Independent school standards

The standard in this paragraph is met if the proprietor–

p.9

Independent school standards

(a) ensures that every registered pupil who is provided with primary education at the school is provided with relationships education, (b) ensures that every registered pupil who is provided with secondary education at the school is provided with relationships and sex education, except in so far as the pupil is excused as mentioned in sub-paragraph (2), (d) in making arrangements for the purposes of paragraphs (a), (b) or (c), has regard to any guidance under section 80A of the Education Act 2002 that applies in relation to the provision of education by maintained schools, (e) makes and keeps up to date a separate written statement of its policy with regard to the provision of education as required by each of paragraphs (a) and (b), (f) consults parents of registered pupils at the school before making or revising a statement under sub-paragraph (e), and

p.9

Independent school standards

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

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Independent school standards

(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; (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; (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

p.9

Independent school standards

can progress; (h) utilises effective strategies for managing behaviour and encouraging pupils to act responsibly;

p.9

Independent school standards

The standard in this paragraph is met where the proprietor ensures that a framework for pupil performance to be evaluated, by reference to the school's own aims as provided to parents or national norms, or to both, is in place.

p.9

Independent school standards

2. Spiritual, moral, social and cultural development of pupils Standards not met

p.10

Independent school standards

The following standards have not been met:

p.10

Independent school standards

The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor–

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Independent school standards

(a) actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs;

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Independent school standards

(b) ensures that principles are actively promoted which– (i) enable pupils to develop their self-knowledge, self-esteem and self-confidence; (ii) enable pupils to distinguish right from wrong and to respect the civil and criminal law of England; (iii) encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely; (iv) enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England; (v) further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own and other cultures; (vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act; and (vii) encourage respect for democracy and support for participation in the

p.10

Independent school standards

democratic process, including respect for the basis on which the law is made and applied in England;

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Independent school standards

(c) precludes the promotion of partisan political views in the teaching of any subject in the school; and

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Independent school standards

(d) takes such steps as are reasonably practicable to ensure that where political issues are brought to the attention of pupils– (i) while they are in attendance at the school, (ii) while they are taking part in extra-curricular activities which are provided or organised by or on behalf of the school, or (iii) in the promotion at the school, including through the distribution of promotional material, of extra-curricular activities taking place at the school or elsewhere, they are offered a balanced presentation of opposing views. 3. Welfare, health and safety of pupils Standards not met

p.10

Independent school standards

The following standards have not been met: Paragraph 7

p.11

Independent school standards

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

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Independent school standards

(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and (b) such arrangements have regard to any guidance issued by the Secretary of State.

p.11

Independent school standards

The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that–

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Independent school standards

(b) the policy is implemented effectively; and (c) a record is kept of the sanctions imposed upon pupils for serious misbehaviour.

p.11

Independent school standards

The standard in this paragraph is met if the proprietor ensures that relevant health and safety laws are complied with by the drawing up and effective implementation of a written health and safety policy.

p.11

Independent school standards

The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the School Attendance (Pupil Registration) (England) Regulations 2024.

p.11

Independent school standards

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

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Independent school standards

(a) the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy; and (b) appropriate action is taken to reduce risks that are identified.

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Independent school standards

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

p.11

Independent school standards

All standards have been met. 5. Premises of and accommodation at schools Standards not met

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Independent school standards

The following standards have not been met: Paragraph 23(1)

p.12

Independent school standards

Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that–

p.12

Independent school standards

(c) suitable changing accommodation and showers are provided for pupils aged 11 years or over at the start of the school year who receive physical education.

p.12

Independent school standards

The standard in this paragraph is met if the proprietor ensures that the school premises and the accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured.

p.12

Independent school standards

6. Provision of information Standards met

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Independent school standards

7. Manner in which complaints are handled Standards met

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Independent school standards

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

p.12

Independent school standards

The following standards have not been met:

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Independent school standards

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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Independent school standards

(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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Team inspector:

Catherine Young, His Majesty's Inspector

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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. (c) actively promote the wellbeing of pupils.

p.13

Strong standard

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

p.14

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.

p.14

Needs attention

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

p.14

Urgent improvement

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

p.14

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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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