Nunhold House Outdoor Learning Centre

Nunhold House Outdoor Learning Centre Nunhold House, Hatton Technology Park, Dark Lane, Hatton, Warwickshire CV35 8XB

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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 (the 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 has extensive experience in opening and running successful independent schools. Leaders of the proposed school demonstrate a full understanding of the standards and have been diligent in preparing the school to meet them. Across its existing schools, the proprietor operates a well ‑ established and expert central team that provides effective quality assurance. The proprietor will apply the same arrangements to the proposed school. These measures are likely to ensure that the standards are met consistently.

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Part 8. Quality of leadership in and management of schools

The proprietor has a clear vision for meeting the needs of pupils with autism and co-occurring special educational needs and/or disabilities (SEND). Across the other SENSITIVE-OFSTED USE ONLY

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Part 8. Quality of leadership in and management of schools

schools operated by the proprietor, leaders have established a range of innovative and effective systems that support the academic, social, and health and wellbeing needs of pupils with autism. These systems will also be used in the proposed school. The central team will provide significant levels of support and quality assurance.

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Part 8. Quality of leadership in and management of schools

The proprietor has ensured that the proposed school is likely to meet all the requirements of the standard in this part if the Department for Education (DfE) decides to register the provider as an independent special school.

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Curriculum

The proprietor and senior leaders have developed a curriculum that is already being implemented successfully in other settings run by the proprietor. It is thoughtfully constructed, identifying the learning that pupils will most need to help them to thrive. There is a consistent focus on meeting the needs of pupils with autism woven throughout the curriculum.

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Curriculum

The curriculum is organised into 9 distinct strands, including linguistic, mathematical, creative, scientific and technological elements. For each strand, leaders have mapped out coherent sequences of learning that show how knowledge and skills build over time. They recognise that pupils will require high levels of adaptation to access the curriculum fully. These adaptations are deliberately planned so that pupils can engage meaningfully and make progress.

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Curriculum

Throughout the curriculum, there is a strong emphasis on pupils’ wider personal development, helping them to understand the world around them and their place within it. It includes a well ‑ planned programme of enrichment activities. Over the course of the year, pupils will spend a set amount of time understanding important concepts and knowledge, such as public institutions, school council and religious institutions.

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Teaching

The proprietor is committed to ensuring staff are well qualified and experienced to deliver the curriculum, including those teaching mathematics, English and science. Staff will have the requisite subject knowledge to deliver the curriculum effectively. In addition, a raft of professional development is planned for all staff, including protected time for self-study focused on key aspects of SEND relevant to the pupils who are likely to attend the proposed school.

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Teaching

The proposed school has a planned schedule of monitoring and quality assurance that involves both school leaders and the central team. This level of scrutiny is SENSITIVE-OFSTED USE ONLY

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Teaching

likely to inform strategic decisions and lead to a culture of continual reflection and improvement.

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Assessment

The school’s vision, planned provision and the specific SEND needs of pupils with autism are closely aligned. This is clearly reflected in curriculum design and in the carefully planned activities that promote pupils’ wellbeing and wider personal development.

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Assessment

The assessment framework that the proposed school intends to use is already embedded across the proprietor’s other settings. It offers a genuinely holistic picture of each pupil by meticulously tracking their learning, behaviour and engagement. This suite of assessments will run alongside regular reviews with pupils, parents and carers. Together, these processes will provide teachers and leaders with valuable information, enabling them to shape provision responsively.

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Assessment

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

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pupils

Pupils’ spiritual, moral, social and cultural development is central to all aspects of the proposed school. The school places the help and support pupils with autism need to navigate their world at the centre of the curriculum and the wider work of the school.

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pupils

Through the proposed school’s personal, social and health education lessons and the enrichment curriculum, pupils will learn in depth about fundamental British values, public institutions and cultural diversity in modern Britain and beyond. Planned activities aim to bring learning to life through experiences and lessons that make concepts such as tolerance meaningful.

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pupils

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

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Safeguarding

The proposed school has a safeguarding policy that meets all statutory requirements and addresses the additional vulnerabilities of pupils with SEND. An online system for recording concerns and the actions taken to protect pupils is in place and is accessible by senior staff in school and the central team, providing additional levels of assurance, oversight and supervision.

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Safeguarding

Planned staff induction processes include a range of safeguarding training. This, together with accurately maintained staff records, will ensure that staff have a full understanding of safeguarding policies and processes before working with pupils.

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Behaviour and supervision of pupils

A suitable behaviour policy is in place. It sets out a comprehensive strategy that focuses on helping to improve pupil behaviour through restorative dialogue. It also outlines clear expectations along with systems of rewards and consequences. Once again, this aspect of the school’s work is informed by leaders’ understanding of pupils’ SEND needs.

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Behaviour and supervision of pupils

The proposed school has in place a behaviour recording system so that behaviours are logged and categorised. This will enable leaders to identify and track patterns in pupils’ behaviour over time. Leaders recognise that behaviour is a form of communication and is closely linked to pupils’ needs.

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Behaviour and supervision of pupils

Staffing numbers are suitable for the proposed number of pupils to ensure that pupils can be supervised effectively and safely throughout the day.

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Anti-bullying

The proposed school has an appropriate anti-bullying policy in place. This, along with the curriculum and the behaviour policy, will provide an environment in which bullying will not be tolerated.

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Health and safety, fire and first aid

The proprietor has ensured that the school complies with relevant health and safety guidance. The building has been maintained to a high standard and specific safety improvements have been made following the commissioning of an extensive health and safety audit of the premises. Leaders have set out a schedule of routine checks to ensure that safety measures are maintained. Estate staff from the central team will provide additional assurance by carrying out regular checks. The school complies with the Regulator Reform (Fire Safety) Order 2025 through commissioning a full risk assessment and actioning all recommendations.

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Admissions and attendance

The proposed school has in place electronic admission and attendance registers, which meet all statutory requirements.

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Risk assessment

The proprietor manages risks appropriately through the implementation of a suitable risk assessment policy. All aspects of the school site, as well as risks associated with learning and social activities, have been assessed for potential hazards. The proprietor has also ensured that there are clear and comprehensive processes for managing potential risks associated with taking pupils on educational activities and other off-site activities. Risk assessments take account of pupils’ SEND needs. Leaders recognise that written risk assessments will include pupil- specific considerations once pupils join the school.

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Risk assessment

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

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

The proprietor and leaders have a full understanding of safer recruitment. They are knowledgeable and well trained in this regard. Systems to check the suitability of staff are robust and administered diligently. Leaders ensure that all required checks are made on a person’s suitability before they can work at the proposed school.

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The single central record of these recruitment checks

The proprietor maintains a secure single central record of recruitment checks, which is monitored at both school and central team level.

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The single central record of these recruitment checks

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

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and showers

The proprietor has ensured that pupils will have access to suitable toilet and handwashing facilities throughout the day. Drinking water is readily available and SENSITIVE-OFSTED USE ONLY

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and showers

clearly labelled. Pupils will have access to shower facilities after physical education sessions.

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Medical room and accommodation for pupils’ therapy needs

The proposed school has a suitably sized medical room for the short-term care of pupils who are unwell or require first aid. The medical room has suitable handwashing facilities and is located near to pupil toilets.

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Ensuring the health, safety and welfare of pupils

The proprietor has ensured that the proposed school’s building and grounds are safe and support the welfare of pupils. Leaders have made the necessary improvements to the building, using the expertise of external professionals and the proprietor’s central estates team.

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Ensuring the health, safety and welfare of pupils

Classrooms and other spaces have been recently refurbished, and the building is an attractive, welcoming learning environment.

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Ensuring the health, safety and welfare of pupils

The proprietor has carefully considered how the internal space is organised so that it meets the SEND needs of the pupils who are likely to attend this proposed school. For instance, there is space for pupils to regulate if they become overwhelmed and space for relaxing at social times.

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Lighting and acoustic conditions

Classrooms and additional spaces are suitable for learning and associated activities. Sufficient natural light is provided through large windows, all of which are fitted with blinds to offer shade as necessary. The acoustic conditions of rooms are suitable to support learning and help to minimise any potential difficulties for pupils with auditory sensory needs.

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Outdoor space

The proposed school sits in a picturesque, rural location and benefits from extensive outdoor space for recreation and physical education. The proposed school also intends to make use of local facilities, including the local park.

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Outdoor space

The proprietor has risk assessed the outdoor space and made adaptations to ensure it provides space which is both suitable and safe.

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Outdoor space

The proprietor has ensured that the proposed school is likely to meet all the standards in this part if the DfE decides to register the provider as an independent special school. SENSITIVE-OFSTED USE ONLY

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Part 6. Provision of information

The proprietor has published all required information on the proposed school’s website. This provides prospective parents with detailed information about the school’s vision and ethos as well as a range of key statutory documents.

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Part 6. Provision of information

The school will provide an annual written report for each pupil, along with regular meetings with pupils and their parents to discuss their progress and future needs.

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Part 6. Provision of information

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

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Part 7. Manner in which complaints are handled

The proposed school has a complaints policy that meets all necessary requirements. It allows for complainants to seek a resolution informally in the first instance. It outlines clear processes and timeframes for formal complaints, including how complainants will be informed about outcomes in writing. It includes arrangements for an independent person to hear appeals.

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Part 7. Manner in which complaints are handled

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

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The school’s accessibility plan

There is a written accessibility plan in place that meets the requirements of schedule 10 of the Equality Act 2010. It sets out appropriate actions the proposed school will take to meet the different needs of its pupils, staff and wider community.

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About this inspection

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

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About this inspection

The inspector checked the school’s likely compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014. SENSITIVE-OFSTED USE ONLY

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About this inspection

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

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About this inspection

The inspector spoke with the proprietor, headteacher, director of education, head of education and executive headteacher.

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About this inspection

The inspector confirmed the following information about the school:

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About this inspection

The proposed school intends to admit a maximum of 24 pupils. All pupils will have an education, health and care plan. Most pupil placements at the school are likely to be commissioned by local authorities. All pupils at the school will have a primary SEND need of autism.

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About this inspection

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

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About this inspection

The proposed school is located on a single site at Nunhold House, Hatton Technology Park, Dark Lane, Hatton, Warwickshire CV35 8XB.

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About this inspection

The proposed school will have a sole proprietor.

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About this inspection

The proprietor of the proposed school currently runs 6 schools for pupils with autism across Leicestershire, Staffordshire, Warwickshire and Worcestershire.

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About this proposed school

Proprietor Jonathan Lakin Headteacher Sean Noone Type of school Other independent special school Capacity 24 Number of full-time pupils of compulsory school age on roll Provider’s proposal: 24

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About this proposed school

Number of part-time pupils of compulsory school age on roll Provider’s proposal: 0

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About this proposed school

Number of pupils with special educational needs and/or disabilities on roll Provider’s proposal: 24

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About this proposed school

Number of pupils on roll who have an education, health and care plan, or who are looked after by a local authority Provider’s proposal: 24

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About this proposed school

Age range of pupils Provider’s proposal: 8 to 19 SENSITIVE-OFSTED USE ONLY

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About this proposed school

Gender of pupils Provider’s proposal: mixed Total hours operating as a school per week Provider’s proposal: 32.5

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About this proposed school

Total hours of teaching provided per week Provider’s proposal: 25

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About this proposed school

Number of full-time equivalent teaching staff Provider’s proposal: 13

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About this proposed school

Number of part-time teaching staff Provider’s proposal: 0 Annual fees for day pupils £67,000 per annum Email address woodsidemail@woodsidelodgeolc.co.uk SENSITIVE-OFSTED USE ONLY

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About this proposed school

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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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About this proposed school

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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