SHAPE School

SHAPE School Exchange Training Centre, Alfreton Road, Radford, Exchange Training Centre, Nottingham NG7 3NW

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inspection report:

Overall outcome The school is unlikely to meet all the independent school standards. It is currently operating without registration

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inspection report:

The purpose of this inspection was to advise the Secretary of State for Education about the proposed school’s likely compliance with the independent school standards and associated requirements that are required for registration as an independent school.

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Part 8. Quality of leadership in and management of schools

When we carry out pre-registration inspections of proposed independent schools, we report on the provider’s likely compliance with part 8 of the independent school standards first. Under part 8, the proprietor is required to ensure that the school meets all of the independent school standards consistently. The standard in part 8 is intended to ensure that the quality of leadership and management at the school is sufficient for that purpose.

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Part 8. Quality of leadership in and management of schools

The proprietor does not have the necessary oversight of the school to ensure that all the independent school standards (the standards) are likely to be met. There is insufficient clarity about leaders’ responsibilities in respect of reviewing the standards and taking action when improvements are necessary. As a result, there is a risk that standards will not be met consistently over time. However, the proprietor and school leaders have plans in place to develop their monitoring and evaluation processes. They intend to work with external experts to ensure that they have the knowledge they need to manage the proposed school successfully.

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Part 8. Quality of leadership in and management of schools

The proprietor has a clear vision for the school. This is based on ensuring that pupils, who have not had positive experiences of education elsewhere, will receive a meaningful opportunity to be successful and well prepared for their lives beyond school. The proprietor gives due consideration to staff workload and wellbeing. Staff receive training to improve their teaching practice.

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Part 8. Quality of leadership in and management of schools

The proprietor has established an inclusive and pupil-focused ethos. This is well understood by staff who know how to establish trusting and positive relationships with pupils. There is a culture of promoting the wellbeing of pupils. Well-trained staff will use a trauma-informed approach to working with young people to ensure that they provide the right support at the right time.

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Part 8. Quality of leadership in and management of schools

The proprietor has not ensured that the standards in this part are likely to be met.

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Curriculum

Leaders have designed a curriculum that sets out clearly what pupils should learn and when. They have considered which qualifications will be most relevant for pupils and ensured that the curriculum has been developed to enable pupils to gain the knowledge and skills that they need to be successful. Pupils will study a sufficiently broad range of subjects including English, mathematics and science as well as digital media, art and design, and physical education. Pupils will be taught to improve their reading, including through the use of a phonics programme when necessary. Leaders have identified across the curriculum where pupils will experience learning related to history and geography.

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Curriculum

Pupils will learn about relationships and sex education. Specialists will deliver some of this as part of pupils’ education to ensure that pupils receive the most up-to- date and relevant advice. Leaders have designed a range of opportunities for pupils to learn about the world of work and to explore and plan for their future careers.

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Teaching

Leaders have established a comprehensive training package to provide staff, including those new to teaching, with the necessary expertise to teach the curriculum well. Staff currently teach in the proprietor’s alternative provision and demonstrate secure subject knowledge. Pupils in the proposed school will learn in small groups and be supported by teachers and teaching assistants. Staff will be provided with the information they need about pupils with special educational needs and/or disabilities (SEND). Staff understand how to adapt teaching so that pupils with SEND can access the curriculum and build their knowledge.

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Assessment

Leaders have put in place robust assessment systems. They ensure that staff know how to check pupils’ understanding during lessons as well as evaluating the development of their knowledge over time. Staff will evaluate pupils’ starting points when they enter the school, including their ability to read. Leaders intend to use their understanding of what pupils know to inform subsequent teaching, any adaptations to the curriculum and additional support that may need to be provided to pupils. In this way, leaders intend to ensure that any gaps in pupils’ knowledge are addressed and pupils are able to make good progress through the curriculum.

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Assessment

The proprietor has ensured that the standards in this part are likely to be met.

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pupils

Leaders have considered the proposed school’s context and have designed an offer that will focus on broadening pupils’ horizons, developing tolerance and understanding the difference between right and wrong. Pupils will celebrate a range of cultural and religious festivals throughout the academic year. They will be taught explicitly about the rule of law and its importance to their lives and society. Pupils will take part in charity events and work with local children’s homes. They will benefit from carefully designed opportunities to develop their understanding of fundamental British values.

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pupils

Leaders are aware of their responsibility to ensure that pupils are not exposed to extreme perspectives or partisan political views. This relates to pupils’ experiences in school and any educational visits or visiting speakers that they may encounter.

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pupils

The proprietor has ensured that the standards in this part are likely to be met.

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Safeguarding

The proprietor has ensured that there are clear safeguarding procedures in place in relation to the alternative provision. The proprietor intends that the same systems will be used in the proposed school. Leaders and staff receive regular training and are knowledgeable about safeguarding. They follow clear reporting and recording processes. Staff know about the school’s and individual pupils’ contextual safeguarding. They are alert to anything that may cause concern and share this with the designated safeguarding lead. Records of safeguarding concerns are appropriately detailed and professional. Leaders work well with wider agencies. They challenge when they feel it necessary to ensure that pupils get the help that they need. Leaders evaluate trends in safeguarding referrals and ensure that pupils are taught about how to keep themselves safe with a focus on what is most relevant to them.

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Behaviour and supervision of pupils

Leaders have a clear approach to managing behaviour. This is set out in a policy and staff who will be employed in the proposed school apply this well in the proprietor’s alternative provision. Pupils behave well and speak positively of their relationships with staff. Leaders have rewards and sanctions in place and know that they need to keep records of sanctions.

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Behaviour and supervision of pupils

Pupils are never unsupervised and leaders have ensured that staff understand their responsibilities. The proprietor has set out staff-to-pupil ratios so that pupils are appropriately supervised at all times. Staff numbers increase when pupils are engaged in higher-risk activities, such as when using tools.

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Anti-bullying

Leaders have put in place an effective anti-bullying strategy. Pupils attending the alternative provision say they have no concerns about bullying and that pupils treat one another well. They are confident that they could approach staff with any concerns and that those concerns would be taken seriously. Staff reflect the policy in making clear that bullying is not tolerated.

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Health and safety, fire and first aid

The proprietor has ensured that there are appropriate policies in place regarding health and safety, fire and first aid. Leaders work with external professionals to ensure that appropriate checks are carried out, for example the fire-risk assessment and electrical-safety checks. When recommendations are made, leaders act on this swiftly to ensure that pupils are safe.

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Health and safety, fire and first aid

Several staff are first aid trained. They know how to administer and record first aid. The school has systems in place to check fire-safety equipment and first-aid kits so that they remain in place, available and well maintained. It is clear who responsible individuals such as fire marshals are, for both sites.

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Admissions and attendance

The proposed school’s admissions register includes all the information required. Leaders understand their responsibility to collate and record this information and to share with the local authority when a pupil joins or is removed from roll. The proprietor has ensured that there is a comprehensive attendance policy in place that gives due regard to statutory guidance. Pupils attending the alternative provision improve their attendance when compared with previous settings and over time. Leaders identify and address barriers to pupils’ attendance. Staff build positive relationships with pupils and pupils develop an increasing appreciation of the importance of their education. Leaders intend to use the same strategies and approaches in the proposed school.

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Risk assessment

Leaders have a clear risk-assessment policy in place which outlines expectations of how risks will be identified, evaluated and controlled. Inspectors reviewed samples of risk assessments related to the site, trips and visits and individual pupils. Risks are recognised and appropriate mitigations are put in place. Risk assessments are regularly reviewed and updated as necessary.

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Risk assessment

The proprietor has ensured that the standards in this part are likely to be met.

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

Leaders have the knowledge they need to carry out pre-employment checks. This includes ensuring that there are always leaders who have received safer- recruitment training involved in shortlisting and interview processes. The proprietor has ensured that staff and leaders have been subject to relevant checks such as prohibition from teaching and section 128 checks.

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

The proprietor does not intend to use supply staff given the importance of understanding pupils’ needs and starting points. However, they have the necessary knowledge about the checks that must be carried out should the school employ supply staff at any point in the future.

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The single central record of these recruitment checks

The single central record (SCR) is already in place for staff employed in the alternative provision who will work in the proposed school. The necessary pre- employment checks are all recorded in the SCR, including for example, enhanced DBS and identity checks. The SCR is checked regularly for accuracy by leaders and those checks are recorded.

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The single central record of these recruitment checks

The proprietor has ensured that the standards in this part are likely to be met.

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and showers

The proprietor intends that the proposed school will operate across two sites. They have not ensured that there are adequate changing accommodation and showers at both sites to facilitate pupils’ participation in physical education.

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and showers

Both sites have toilets available for boys and girls, separate to those for staff. There is an adequate supply of hot and cold water, and hot water does not present a scalding risk to users. Drinking water will be available to pupils throughout the day and is clearly marked as such.

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Medical room and accommodation for pupils’ therapy needs

One of the proposed sites does not currently have a medical room. Leaders understand the requirement of the standards, but had not ensured that this room was in place at the time of the pre-registration inspection.

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Ensuring the health, safety and welfare of pupils

Both sites are well maintained. There is no damage or potential danger to pupils presented by the building. The spaces designated as classrooms and relaxation spaces are appropriate to their purpose. They provide sufficient space for the intended number of pupils.

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Ensuring the health, safety and welfare of pupils

Fire exits are clearly indicated and unobstructed. Emergency lighting is in place and fire equipment is accessible as appropriate and regularly checked. Leaders carry out weekly checks of the premises to ensure that they are safe. There are systems in place so that staff can alert leaders to any concerns they identify. The site is secure and key fobs are used to control access throughout the building.

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Lighting and acoustic conditions

Both premises are well lit and appropriate in terms of acoustic conditions. Many of the classrooms have high ceilings and are organised in such a way as to help pupils to feel calm and purposeful.

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Outdoor space

The proprietor has not ensured that there is sufficient outdoor space for pupils to play in. While pupils can access a local leisure centre for physical education, leaders propose to use one of the sites to provide opportunities for outdoor play. At the time of the inspection, this space was not ready for use. It was being used as a car park and was not secure.

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Outdoor space

The proprietor has not ensured that the standards in this part are likely to be met.

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Part 6. Provision of information

The proposed school has a website. The safeguarding policy has been made available on this website. This is also the case for many of the policies that the standards indicate need to be made available. Leaders have systems in place for parents and carers to request any policies that are not already available on the website. The website also includes the school and proprietor contact details.

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Part 6. Provision of information

Leaders have ensured that there is a reporting process in place so that parents know about the progress and attainment of their children. They know how to provide information to the local authority regarding income and expenditure for pupils who are funded by the local authority. Leaders already share information that contributes to the review of education, health and care plan reviews as part of their work in the proprietor’s alternative provision.

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Part 6. Provision of information

The proprietor has ensured that the standards in this part are likely to be met.

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Part 7. Manner in which complaints are handled

The proposed school’s complaints policy is compliant. The policy covers, for example, the timescales within which leaders will respond to a complaint and that written responses of the findings and actions taken will be made available to relevant parties. Leaders are knowledgeable about how to handle complaints. They have ensured that should it be necessary to establish a panel, they would be able to include a member who was independent of the running of the school.

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Part 7. Manner in which complaints are handled

The proprietor has ensured that the standards in this part are likely to be met.

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The school’s accessibility plan

The school has an appropriate accessibility plan in place. The plan identifies how leaders intend to improve pupils’ access to the site, information and the curriculum.

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The school’s accessibility plan

The proprietor has ensured that schedule 10 of the Equality Act is likely to be met.

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About this inspection

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

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About this inspection

The proposed school intends to offer education on a full-time and part-time basis to up to 75 pupils. Pupils will be aged between 11 and 16 years old. They are likely to have special educational needs and/or disabilities including speech, language and communication needs, autism spectrum disorder and/or social, emotional and mental health needs.

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About this inspection

The school intends to operate from two sites at Alfreton Road, Nottingham NG7 3NW and Clarendon House, Clumber Avenue, Nottingham NG5 1AH.

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About this inspection

The proprietor currently operates an alternative provision at the Alfreton Road site. Staff employed at the alternative provision have been employed to work in the proposed school. There are currently 33 pupils on roll. Four of these pupils receive their full-time education at the alternative provision. All other pupils are part time including those with education and healthcare plans.

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Lead inspector

Matthew Fearns-Davies His Majesty’s Inspector

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Team inspector

Simon Hollingsworth Senior His Majesty’s Inspector

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About this proposed school

Proprietor Safe Haven Alternative Provision of Excellence Ltd Headteacher Louise Smith Type of school Other Independent School Capacity 75 Number of full-time pupils of compulsory school age on roll Provider’s current position: 33 Provider’s proposal: 75 Number of part-time pupils of compulsory school age on roll Provider’s current position: 29 Provider’s proposal: 75 Number of pupils with special educational needs and/or disabilities on roll Provider’s current position: 33 Provider’s proposal: 75 Number of pupils on roll who have an education, health and care plan, or who are looked after by a local authority Provider’s current position: 4 Provider’s proposal: 75

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About this proposed school

Age range of pupils Provider’s current position: 11-16 Provider’s proposal: 11-16 Gender of pupils Provider’s current position: mixed Provider’s proposal: mixed Total hours operating as a school per week Provider’s current position: 25 Provider’s proposal: 25 Total hours of teaching provided per week Provider’s current position: 25 Provider’s proposal: 25 Number of full-time equivalent teaching staff Provider’s current position: 9 Provider’s proposal: 18 Number of part-time teaching staff Provider’s current position: 0 Provider’s proposal: 0 Annual fees for day pupils £32,000 Email address lsmith@safehaven-ap.co.uk

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Part 5. Premises of and accommodation at schools

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that- – 23(1)(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.  24(1) The standard in this paragraph is met if the proprietor ensures that suitable accommodation is provided in order to cater for the medical and therapy needs of pupils, including- – 24(1)(a) accommodation for the medical examination and treatment of pupils; – 24(1)(b) accommodation for the short term care of sick and injured pupils, which includes a washing facility and is near to a toilet facility; and  24(2) The accommodation provided under sub-paragraphs (1)(a) and (b) may be used for other purposes (apart from teaching) provided it is always readily available to be used for the purposes set out in sub-paragraphs (1)(a) and (b).

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Part 5. Premises of and accommodation at schools

 25 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.  29(1) The standard in this paragraph is met if the proprietor ensures that suitable outdoor space is provided in order to enable- – 29(1)(a) physical education to be provided to pupils in accordance with the school curriculum; and – 29(1)(b) pupils to play outside.

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Part 8. Quality of leadership in and management of schools

 34(1) 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- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and 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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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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