The Empower School

The Empower School 52 Bartholomew Street West, Exeter, Devon EX4 3AJ

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inspection report:

Overall outcome The school is unlikely 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 (the standards) first. Under part 8, the proprietor is required to ensure that the school meets all of 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 proposes to open an independent school for pupils with social, emotional and mental health (SEMH) needs. The proprietor is committed to providing inclusive education for these pupils. Along with other leaders, the proprietor shares the same vision to enhance the life chances of vulnerable pupils and give them hope for future success. The proprietor has substantial experience working with pupils with SEMH needs.

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Part 8. Quality of leadership in and management of schools

The proprietor has appointed a head of school to oversee the day-to-day operations at the proposed school. The proprietor and head of school currently run an unregistered alternative provision for pupils who struggle to attend school. They bring experience of working with young people and supporting those with additional needs. Nevertheless, the proprietor has not ensured that the proposed school is ready to open. There are weaknesses in the proprietor’s understanding of the standards and other statutory responsibilities. The proprietor does not demonstrate that the standards would be met securely and consistently over time.

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Part 8. Quality of leadership in and management of schools

The proprietor is in the early stages of developing quality assurance processes. For example, it is establishing a local governing board to oversee safeguarding and compliance with the standards. However, the proposed governor appointments have not been confirmed, and the governing body has yet to convene. At present, there is no clear or coherent strategy outlining how the proprietor will rigorously hold school leaders to account for the quality of education at the proposed school.

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Part 8. Quality of leadership in and management of schools

The proprietor has not ensured that all the standards in Parts 1, 3, 4, 5, 7 and 8 are likely to be met. As a result, the proprietor has not ensured that all the standards are likely to be met if the Department for Education (DfE) decides to register the provider as an independent school.

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Curriculum, teaching and assessment

The personal, social and health education (PSHE) curriculum is aligned with statutory guidance. It reflects the school’s ethos and aims. The PSHE curriculum includes relationships and sex education (RSE). Specific topics include peer pressure, personal hygiene and puberty. School leaders intend to consult with parents and carers about the content of the proposed RSE curriculum during the induction process.

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Curriculum, teaching and assessment

The schemes of work in place intend to ensure that pupils understand the importance of celebrating differences. The proposed curriculum does not undermine fundamental British values. This approach is likely to prepare pupils effectively for life in modern British society. However, the schemes of work do not include all the essential subject content that pupils are likely to need. Furthermore, the policy does not make clear how the school intends to teach the curriculum.

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Curriculum, teaching and assessment

All pupils will have education, health and care (EHC) plans. There is a high likelihood that pupils who attend will have considerable gaps in their learning, for example in their reading knowledge. It is not clear how the curriculum will be adapted to meet the range of needs. The proprietor has selected a validated phonics programme. However, it has yet to purchase resources or train staff to deliver the programme.

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Curriculum, teaching and assessment

The proprietor has written a curriculum policy. In some subjects, such as mathematics, English and PSHE, the curriculum identifies the knowledge that pupils are expected to learn and retain. There is an approach the school intends to use to assess pupils. It is intended that all pupils will be assessed on entry. For English and mathematics, the assessment framework covers the necessary content to provide an accurate picture of what pupils know already and what they will need to learn. However, the curriculum in some other subjects is not as well- designed. For example, the school intends for pupils to study subjects such as art, science and technology. Currently, in these subjects there are no detailed schemes of work or assessment frameworks that set out the specific knowledge and skills pupils are expected to learn. It is also unclear how the proprietor intends to use assessment information to adapt the curriculum to meet pupils’ individual needs.

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Curriculum, teaching and assessment

Consequently, the school is not currently prepared to deliver its proposed curriculum.

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Curriculum, teaching and assessment

The proposed school is not likely to meet the standards in this part if the DfE decides to register the provider as an independent school.

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pupils

The PSHE programme incorporates a broad range of themes to help pupils prepare for life beyond school and in modern Britain. It is carefully planned to build pupils’ understanding over time. The school understands that pupils may have different starting points. There is flexibility in the offer to help pupils gain the important knowledge and skills that they need, whatever their starting points. The proprietor will ensure that when political issues are discussed with pupils, the information is presented impartially.

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pupils

The proposed curriculum ensures that pupils can understand different faiths and religions. The school intends to supplement this further with guest speakers to school, cultural heritage projects and visits to places of worship.

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pupils

Pupils’ understanding of fundamental British values will be woven across school life. The school plans to support pupils’ understanding through discrete lessons, day-to-day expectations and routines.

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pupils

The proposed school has suitable plans in place that specify its commitment to developing pupils’ spiritual, moral, social and cultural development. Shared opportunities, such as assemblies, will also provide pupils with a range of knowledge about the world beyond school.

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pupils

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

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Safeguarding

The school’s proposed safeguarding arrangements are not likely to be effective. Although leaders demonstrate some knowledge of safeguarding responsibilities, the proprietor has not ensured that designated and deputy safeguarding leads have up-to-date statutory safeguarding training.

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Safeguarding

Leaders are planning an induction programme for new staff, including arrangements for reporting concerns and managing allegations against staff. Nonetheless, the content of this training has yet to be decided.

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Safeguarding

The inspection identified concerns about the proprietor’s oversight of health and safety. These shortfalls, along with some weaknesses in safeguarding practices, would likely mean that safeguarding is not effective.

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Behaviour, anti-bullying, supervision of pupils

The behaviour policy sets out aspirational values but lacks operational clarity. It focuses on reinforcing positive messages. However, there is limited information on what the behaviour expectations will be for pupils.

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Behaviour, anti-bullying, supervision of pupils

It is likely that pupils who arrive will present with challenging behaviours. At present, there is no agreed approach to supporting individual pupils in managing their behaviour. It is not clear how the proprietor intends to set out sanctions in the event of pupils’ misbehaviour. Furthermore, there is not any operational guidance for staff and the proprietor to record, track, analyse and evaluate incidents. Therefore, the proprietor is unlikely to be able to spot any patterns and trends which could help to improve pupils’ behaviour over time.

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Behaviour, anti-bullying, supervision of pupils

Positive handling is part of a staged approach to managing pupils’ behaviour. Leaders intend to use this as a last resort. However, the proprietor has not considered what will be the agreed approach, specific details on the types of hold and follow-up restorative work.

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Behaviour, anti-bullying, supervision of pupils

There is an anti ‑ bullying policy. It states that bullying will not be tolerated, and the proprietor defines the different types of bullying. However, the policy does not set out a written strategy for preventing bullying, nor does it provide clear procedures for handling, recording or monitoring incidents. It is also unclear what oversight the proprietor will exercise to evaluate and reduce the frequency of bullying.

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Behaviour, anti-bullying, supervision of pupils

The proprietor plans for staff to supervise pupils closely, including upon arrival and departure. However, the current supervision template does not clearly show how this would work through the appropriate deployment of staff.

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Health and safety, fire and first aid

A health and safety policy is in place. During induction, staff will complete training, but the content has not been decided. Currently, the proprietor does not have an agreed approach for how this might work in practice. For example, the policy mentions the use of the premises safety log to record issues, but this has not been set up. The proprietor has not ensured that the premises are safe for pupils to use.

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Health and safety, fire and first aid

The school is not compliant with the Regulatory Reform (Fire Safety) Order 2005. Necessary fire checks have not been carried out. For example, the proprietor has not completed an external fire risk assessment or trained a member of staff to be the fire warden. Furthermore, fire extinguishers have been purchased but have yet to be installed. The proprietor is in the process of commissioning an approved fire assessor to complete statutory checks, but the current premises remain a fire risk.

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Health and safety, fire and first aid

A suitable first-aid policy is in place. Two staff members have already been trained in administering first aid. Medicines will be kept in a lockable cabinet in the medical room. The proprietor intends to provide all staff with first-aid training as part of their induction. First-aid boxes are well stocked. The school has appointed a member of staff to carry out frequent checks on the content of first-aid boxes.

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Admissions and attendance

The school has an admissions policy. The proprietor expects that it will admit pupils from Devon local authority. The proprietor already works closely with this local authority through its alternative provision. The proprietor is knowledgeable and experienced in working with schools to ensure a smooth transition for pupils. The school has an electronic register to record and monitor any pupils’ attendance. The admissions register includes all the required details as set out in the School Attendance (Pupil Registration) (England) Regulations 2024.

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Risk assessment

The proprietor has a risk assessment policy. In some cases, this identifies suitable control measures to minimise risk for activities in the local area. However, not all written risk assessments are in place to ensure pupils’ safety. For example, the site risk assessment does not identify control measures if a pupil absconds from the unalarmed fire exit, which leads on to an open public space.

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Risk assessment

The proposed school is not likely to meet the standards in this part if the DfE decides to register the provider as an independent school.

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and the single central record of these recruitment checks

The proprietor has put in place an electronic single central record. It has ensured that at least one member of staff is trained in safer recruitment. However, not all the information contained in the single central record reflects the statutory guidance in ‘Keeping Children Safe in Education’ 2025. For example, medical fitness, prohibition from teaching and section 128 checks have not been completed. Furthermore, not all staff employed by the school have been recorded on the single central record.

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and the single central record of these recruitment checks

The proprietor intends for there to be a head of school, a deputy head, 2 teachers, a consultant special educational needs coordinator, and support staff. The proprietor has plans to employ supply staff. It understands its responsibility to obtain written confirmation that the relevant checks on the suitability of supply staff have been made.

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and the single central record of these recruitment checks

The proposed school is not likely to meet the standards in this part if the DfE decides to register the provider as an independent school.

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and showers

Toilet facilities have an adequate supply of hot and cold running water. Hot water does not scald. The proposed school does not have separate toilets and washing facilities for staff and pupils. Leaders plan for staff to use portable toilet facilities, which will be installed in the outdoor playground. Pupils will have access to drinking water throughout the day from a mains supply. However, drinking water is not labelled as such. The proprietor plans to install a shower for pupils to use as part of the physical education curriculum. However, it is not installed at present.

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Medical room and accommodation for pupils’ therapy needs

The proposed school has a dedicated medical room. It contains a bed and is close to a toilet. There is a lockable cabinet to store medication. However, the room has no running water.

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safety and welfare of pupils

The planned outdoor space is currently used as staff parking. The proprietor plans to convert this space into a large enclosed outside area for physical education and for pupils to socialise at breaktimes.

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safety and welfare of pupils

The ground floor of the proposed premises includes a kitchen area with a sink, cooker and microwave, which is not intended for pupils’ use. However, no internal or external doors currently have secure locks to prevent pupils from accessing these spaces. At the top of the stairs is a mezzanine area used for a reception desk, alongside a large open space the proprietor plans to use for small group work. However, the proprietor has not yet acquired furniture or resources for these areas.

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safety and welfare of pupils

The main classroom is well lit, has suitable soundproofing, natural light and ventilation. The lighting and acoustics make a suitable learning environment for pupils. However, windows on the first floor are not currently fitted with restrictors for pupils’ safety. In the main building, there is an unalarmed fire exit. It includes shared access with the adjacent building and leads on to an open public space. At the time of the inspection, this door was not secure and poses a risk if pupils abscond from the building.

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safety and welfare of pupils

The current accommodation is not ready for opening. The school is next to residential flats. The proprietor plans to install a six-foot-tall fence to prevent pupils from accessing this space. However, it has not been installed at the time of the inspection.

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safety and welfare of pupils

The proposed school is not likely to meet the standards in this part if the DfE decides to register the provider as an independent school.

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Part 6. Provision of information

The proposed school has plans to publish a website. The website template provides parents and carers with information about the aims and ethos of the school and relevant policies required to meet the standards, such as the behaviour policy.

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Part 6. Provision of information

The proprietor intends to work closely with appropriate external agencies to review pupils’ EHC plans. It will provide information to the local authority about children in care and pupils with an EHC plan, when requested.

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Part 6. Provision of information

The proprietor intends to provide parents with an annual report containing information about their children’s progress, attendance, personal development, behaviour, engagement, enrichment and wider opportunities. The proprietor intends to report to parents 3 times a year.

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Part 6. Provision of information

The standards in this part are likely to be met should the DfE decide to register the school.

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Part 7. Manner in which complaints are handled

The proprietor has prepared a complaints policy. It will be made available to parents and carers when the school’s website is live. The policy encourages concerns to be resolved informally at stage one of the process. The school will keep secure records of any complaints received. These will be made available for inspection.

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Part 7. Manner in which complaints are handled

If a complaint moves to the formal stage of the process, a review panel includes 3 members of the governing body, including one person who is impartial to the school’s management. However, the policy is not suitable. Stages one and 2 of the complaints process do not include clear timescales for managing complaints. Therefore, it is unclear to a parent how their complaint would be resolved at each stage.

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Part 7. Manner in which complaints are handled

The standard in this part is not likely to be met should the DfE decide to register the school.

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The school’s accessibility plan

The proprietor has published an accessibility plan. It outlines how leaders intend to improve access to the curriculum for pupils with a disability. However, staff responsible for implementing the plan have not been recruited. Therefore, at this point it is unlikely to fulfil its responsibilities under Schedule 10 of the Equality Act 2010 if it opens.

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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. 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.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs. Inspectors spoke with the proprietor and the head of school. Inspectors also reviewed relevant documents and had a tour of the school site.

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About this inspection

The proposed school intends to cater for pupils with EHC plans. Their primary needs will be needs relating to SEMH. Teaching will take place on the proposed school site. It is also intended that the proposed school will use the local sports centre for some physical education activities.

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About this inspection

The proposed school will be housed on the ground floor of a 2-storey building at 52 Bartholomew Street West, Exeter, Devon EX4 4AJ

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Lead inspector

Gavin Summerfield His Majesty’s Inspector

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About this proposed school

Proprietor The Empower School Ltd Headteacher PJ Dundass Type of school Other independent special school Capacity 20 Number of full-time pupils of compulsory school age on roll

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Provider’s current position:0

Provider’s proposal: 20 Number of part-time pupils of compulsory school age on roll

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Provider’s current position: 0

Provider’s proposal: 0 Number of pupils with special educational needs and/or disabilities on roll

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Provider’s current position: 0

Number of pupils on roll who have an education, health and care plan, or who are looked after by a local authority

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Provider’s current position: 0

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

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Provider’s current position: 0

Provider’s proposal: 30 Total hours of teaching provided per week

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Provider’s current position: 0

Provider’s proposal: 30 Number of full-time equivalent teaching staff

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Provider’s current position: 3

Provider’s proposal: 3 Number of part-time teaching staff Provider’s current position: 0 Provider’s proposal: 0 Annual fees for day pupils £40,000 Email address info@theempowerschool.co.uk 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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Provider’s current position: 3

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Provider’s current position: 3

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Provider’s current position: 3

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