The Yews School

The Yews School 147 Stamford Hill, London N16 5LG

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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 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 body and leaders already recruited have successful experience in providing education for pupils with special educational needs and/or disabilities. They run another similar school that is already operating. Leaders are clearly committed to making sure that pupils can access high-quality provision. It is likely that this experience will ensure that pupils’ welfare is positively promoted in the school.

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Part 8. Quality of leadership in and management of schools

Leaders bring suitable knowledge and expertise to their roles. Lines of accountability and oversight of statutory duties are clear. The proprietor demonstrates a firm understanding of the requirements relating to the independent school standards (the standards). It plans to use a range of formal and informal procedures to maintain oversight of the school’s work and ensure that standards are consistently met over time. The proprietor body is clear about its statutory duty to ensure that the school maintains effective safeguarding arrangements, promotes the wellbeing of pupils and staff, and complies with Schedule 10 of the Equality Act 2010.

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Part 8. Quality of leadership in and management of schools

The proprietor will use the expertise within the organisation to hold the proposed school to account, including for the quality of the curriculum and teaching, health and safety, safeguarding and behaviour. The proprietor has ensured there is a clear and consistent focus on staff and school leaders fully understanding its expectations for routines and systems, as well as the processes through which these will be reported back to the organisation.

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Part 8. Quality of leadership in and management of schools

Leaders are knowledgeable about the needs of the pupils expected to attend this school. They have prioritised pupils’ wellbeing through the provision they intend to offer. This includes a well-adapted curriculum, allowing ample time for personal development and life skills, delivered through an integrated therapeutic approach, where pupils are intended to feel safe, supported and ready to learn.

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Part 8. Quality of leadership in and management of schools

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

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Curriculum

The proposed school has an ambitious curriculum in place, which has been adapted to meet the complex needs of the pupils likely to attend. This takes into account pupils’ specific special educational needs and/or disabilities (SEND). The curriculum extends into post-16 provision. This has been carefully designed and will be adapted to meet the needs of post-16 students. The range of curriculum pathways are designed to enable pupils to access a full suite of accreditations.

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Curriculum

There is a clear focus on ensuring that all pupils will leave with secure foundational knowledge in communication, language and numeracy. This aspect of the curriculum is prioritised to ensure that pupils have the knowledge required to access future learning across wider subject areas. This includes the use of a validated phonics programme, which proposed staff will be trained to implement. Well-sequenced schemes of learning are in place for both English and mathematics and are intended to be adapted for inclusion within each pupil’s individual curriculum pathway. There are also curriculum pathways designed to develop pupils’ understanding of the world around them, their physical education, scientific knowledge, creativity and independence.

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Curriculum

All pupils who will attend the school will have an education, health and care (EHC) plan. The proprietor has constructed individual learning plan templates that will be used to set out the individualised provision and support for each pupil, based on their specific needs. These are appropriate documents that break down pupils’ longer-term targets and outcomes into manageable and precise steps.

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Curriculum

Pupils will follow a carefully planned curriculum pathway. This may be a pre- formal, semi ‑ formal or formal route. It will align closely with pupils’ developmental stages and support progression towards increasing independence. It will ensure that the requirements and expectations for pupils’ needs, as set out in their EHC plan, are met.

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Curriculum

The personal, social, health and economic education (PSHE) curriculum is well considered and contains appropriate content. This includes lessons that teach pupils about careers, as well as developing their cultural and social awareness. Woven throughout the PSHE curriculum is the relationships and sex education (RSE) programme. Within this, pupils will learn content appropriate for secondary age pupils, including post-16 students, which aligns with the school’s RSE policy.

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Curriculum

Careers education is planned and purposeful. Pupils will learn about the concept of work, roles, responsibilities, budgeting and safe travel. The school plans for enterprise projects, community visits and formalised work experience where appropriate. External careers specialists will provide tailored guidance, including through disability services and SEND-specific providers.

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Teaching

The proposed school has appointed an experienced director of education, provision lead and qualified teacher. It has also appointed an experienced higher level teaching assistant and a teaching assistant. The school plans to recruit further experienced staff if the DfE decides to register the provider.

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Teaching

Teachers’ subject expertise and pedagogical practice will be enhanced through a structured programme of professional development supported by ongoing quality assurance. Staff will engage in professional learning that deepens their understanding of effective teaching approaches, and the components of knowledge pupils must retain. This will equip them to design learning that is adaptive, responsive and aligned with pupils’ individual needs and starting points.

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Teaching

Leaders have identified and will purchase suitable classroom resources needed to support the implementation of the curriculum. A variety of clinical professionals will support teachers in understanding pupils’ needs and in reducing barriers to learning.

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Assessment

Leaders will use information from pupils’ EHC plans to form baseline assessments when pupils start at the school. They intend to use these assessments to identify any gaps in pupils’ foundational knowledge, including their communication needs. These will then inform how the curriculum pathways are shaped to meet pupils’ needs.

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Assessment

The school recognises that many pupils will arrive with significant gaps in education and knowledge. Therefore, the initial focus for all pupils will be to ensure therapeutic and personal readiness to learn and to work as part of a group. The initial assessment period will provide an opportunity for a broader analysis of pupils’ personal and social development needs so that targeted support can be rapidly implemented, enabling all pupils to access the broad and ambitious curriculum.

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Assessment

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

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pupils

The school aims to promote pupils’ development of healthy relationships, respect and managing their feelings. Through PSHE and daily routines, pupils will learn about rules, boundaries and why they matter. They will be supported to make choices, understand consent and develop self-advocacy skills in ways that are appropriate to their age and stage of development. Respect for different cultures, faiths and beliefs will be promoted through inclusive teaching and the celebration of diversity.

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pupils

Leaders have ensured that the proposed school’s curriculum encourages pupils to explore a broad range of perspectives and understand how these align with British values. The curriculum will also foster character development, resilience and self-confidence, with pupils taking an active role in the wider community through events, fundraising activities and partnerships with local institutions and organisations. Pupil voice will be a central feature, with opportunities to vote, serve on the school council and shape aspects of school life. Pupils will also learn how to communicate what helps them feel safe in school and how to learn alongside their peers.

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pupils

The proposed school has planned a range of extra-curricular activities, talks from external professionals, and visits to local amenities, such as leisure centres and parks. These are intended to enhance pupils’ social and personal development, teaching them how to be positive and purposeful members of society. Extra- curricular activities will include swimming, adapted cycling, gardening and outdoor adventures. These will develop pupils’ life skills and enhance pupils’ understanding of safety and responsibility.

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pupils

The proposed school intends to provide a rich, well-structured programme for pupils’ spiritual, moral, social and cultural (SMSC) development, equipping them for life in modern Britain and supporting their growth at every stage. Leaders have clearly identified and mapped opportunities to promote SMSC throughout the curriculum, as well as through assemblies and a broad range of wider activities. Pupils will explore law, morality, responsibility and diverse beliefs through meaningful visiting speakers, including the police and fire service.

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pupils

The school has prioritised political impartiality in the design of the personal development programme, with clear safeguards considered to ensure that this is daily practice. These include a staff code of conduct and staff awareness on political neutrality, as well as the use of resources checked to ensure the presentation of balanced viewpoints.

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pupils

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

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Safeguarding

A robust system is already in place for recording safeguarding concerns. All staff will receive annual safeguarding training on the school’s procedures and practices, in addition to regular safeguarding updates throughout the school year. Staff will also be trained in how to record safeguarding concerns effectively.

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Safeguarding

The proprietor has established stringent safeguarding arrangements, supported by a comprehensive safeguarding policy that reflects the group’s expectations. The proposed school will have a knowledgeable team of safeguarding leads, all of whom will have completed appropriate and up ‑ to ‑ date training. There will be strong oversight from the proprietor, including quality assurance from leaders within the group.

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Safeguarding

Those who lead on safeguarding are highly knowledgeable about safeguarding practices and the specific contextual risks facing pupils who may attend the school. They have used this expertise to create a suitable curriculum, as well as wider activities, which develop pupils’ understanding of personal safety. Pupils at the proposed school will learn how to keep themselves safe online and in the community, as well as how to recognise and maintain healthy relationships.

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Behaviour and supervision of pupils

The proprietor has established an appropriate behaviour policy that outlines the school’s therapeutic and proactive approach to supporting pupils’ regulation and engagement. Staff will foster positive behaviour by building secure, trusting relationships with pupils and applying consistent routines. The clinical team will guide staff so that strategies can be tailored to each pupil’s needs and aligned with their personalised plans.

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Behaviour and supervision of pupils

Recording systems are already in place to enable leaders to analyse all information relating to pupil behaviour. Leaders plan to use this information to refine practice and tailor support for individual pupils as well as the wider cohort.

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Behaviour and supervision of pupils

The proprietor has set out proposals for staffing levels. The proposed number of full-time staff would provide more than sufficient supervision for the 8 pupils expected to attend the school.

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Anti-bullying

The anti-bullying policy of the proposed school is clear, appropriate and available on the school’s website. Processes and consequences following allegations of bullying are clearly identified, and it is evident how the school intends to manage and record such incidents.

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Anti-bullying

Through the curriculum, pupils will learn about respectful relationships, equality and protected characteristics. Leaders will review behaviour and bullying information routinely and report this to the proprietor body to ensure appropriate oversight.

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Health and safety, fire and first aid

The proposed school meets the requirements of the Regulatory Reform (Fire Safety) Order 2005. The proprietor oversees the fire risk assessment process and has ensured that all necessary actions have been completed and any identified issues resolved.

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Health and safety, fire and first aid

The proposed school has a clear schedule of daily, weekly and termly health and safety checks, including water, fire-safety systems, internal and external lighting, and the general condition of the site. Records of these checks are maintained and clearly stored.

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Health and safety, fire and first aid

The school has appropriate first aid and health and safety policies. These outline the processes in these areas and the responsibilities of individuals in the school. They also detail the training and support staff will receive to implement these policies effectively. The school site is of adequate size for the proposed pupil cohort. There is sufficient space for pupils to learn and to take part in recreational activities.

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Admissions and attendance

The school plans to maintain admission and attendance registers in line with statutory requirements. Systems are already in place to record attendance accurately, monitor patterns and support safeguarding and engagement with education.

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Risk assessment

The proposed school’s risk assessment policy clearly sets out the processes for effectively risk assessing a range of activities and educational visits. In addition, it outlines how risks are identified and mitigated for individual pupils. Examples of risk assessments already in place demonstrate that the proposed school is adhering to this policy.

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Risk assessment

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

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

School leaders have completed safer-recruitment training. As a minimum, at least one of these individuals will be present at every interview. Leaders understand the principles of safer recruitment and apply these consistently in their practice.

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

The proposed school has established robust systems to check the suitability of adults, with all required pre ‑ employment checks completed in line with statutory expectations.

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The single central record of these recruitment checks

An electronic single central record (SCR) has been created for the proposed school, and checks on those who will work in the school have already begun. Details of these checks will be recorded on the SCR should the proposed school open. The SCR will be monitored by external providers and the proprietor body.

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The single central record of these recruitment checks

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

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and showers

The school has a sufficient number of toilets and washing facilities with hot and cold water to meet the needs of the proposed pupil cohort. The school provides adequate space for pupils to change and shower following physical education activities.

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and showers

Labelled drinking water is readily available.

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Medical room and accommodation for pupils' therapy needs

The medical room is well equipped, containing a sink, foldaway bed and locked cupboard for controlled medication, as well as being close to a toilet. A medicine administration record file and accident report book are in place and fully understood by school leaders.

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Ensuring the health, safety and welfare of pupils

The site is secure, with fire exits that cannot be accessed from outside the building. There is perimeter fencing and a gate around the property, which are closed and locked during the school day.

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Ensuring the health, safety and welfare of pupils

Robust risk assessments, together with clearly identified roles of responsibility for health and safety, work to provide the safest environment for pupils.

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Ensuring the health, safety and welfare of pupils

The proposed school has systems in place to monitor and maintain the premises to ensure the health, safety and welfare of pupils and staff. The proprietor has ensured that the school building complies with the Regulatory Reform (Fire Safety) Order 2005.

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Ensuring the health, safety and welfare of pupils

Learning spaces are suitable and provide adequate room for the number of pupils the school intends to admit. Leaders have considered carefully how the environment and resources can create a sensory ‑ friendly setting that meets pupils’ needs. They have also developed areas where pupils can rehearse real ‑ life social situations and learn practical skills, including food preparation and gardening.

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Lighting and acoustic conditions

All learning spaces benefit from natural light. Windows on upper floors are securely fitted to mitigate any risk of harm. Classrooms are calm and quiet environments and are of sufficient size to allow pupils to learn comfortably.

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Outdoor space

There are defined areas for pupils to use for recreation and outdoor learning. These include a playground and garden area. The school has written risk assessments to ensure the safety of pupils when they use these areas.

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Outdoor space

The proposed school is likely to meet all 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’s website contains all relevant policies and information for parents and carers. This includes a robust safeguarding policy and a clearly written admissions policy. The school’s approach to behaviour and bullying is set out clearly within the relevant policies published on the website.

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Part 6. Provision of information

The school has clear aims and an ethos centred on every learner being unique and supporting pupils’ individual needs so that they achieve well. Relevant details of the proprietor group and the school are published on the school’s website.

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Part 6. Provision of information

The proprietor understands the requirement to publish both previous years’ academic results and the number of complaints received. They have identified where this information will be published on the website should the school open.

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Part 6. Provision of information

The proposed school has a report template in place for recording pupils’ progress. These reports will be produced annually and shared with all stakeholders.

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Part 6. Provision of information

Leaders have appropriate systems in place for supplying local authorities with the information needed to support annual reviews for pupils with education, health and care plans.

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Part 6. Provision of information

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

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Part 7. Manner in which complaints are handled

The proposed school has an appropriate complaints procedure to support parents and carers who wish to raise a concern. The policy outlines a clear, step-by-step process, beginning with opportunities to resolve issues informally wherever possible. If a complaint moves beyond the initial stages, the proprietor will ensure that the school continues to meet all statutory requirements.

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Part 7. Manner in which complaints are handled

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

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The school's accessibility plan

The school has an accessibility plan in place, which details how pupils, staff and other stakeholders will access the site. It also provides clarity on how pupils will be supported to access the school’s curriculum, facilities and wider opportunities. The accessibility plan aligns with the requirements of the Equality Act 2010.

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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. Inspectors 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 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 director of education, the provision lead and the chair of the proprietorial board during the inspection. The inspector toured the proposed school premises to check its suitability.

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About this inspection

The proprietor expects that all pupils who attend this school will have an education, health and care plan. Most are likely to be placed by a local authority. The school intends to cater predominantly for pupils with autism, global developmental delay and neurodiversity.

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About this inspection

This was the first pre-registration inspection of the proposed school.

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About this inspection

The proposed school will not have a religious character.

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About this inspection

The proprietor does not intend to use alternative provision.

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About this proposed school

Proprietor Resicare Alliance Limited Headteacher Emma Manko (Provision Lead) Type of school Other Independent Special School Capacity 8 Number of full-time pupils of compulsory school age on roll Provider's proposal: 8

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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: 8

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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: 8

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About this proposed school

Age range of pupils Provider's proposal: 11 to 18 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: 5

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About this proposed school

Number of part-time teaching staff Provider's proposal: 0 Annual fees for day pupils £55,200 Email address cbrown@resicarealliance.co.uk 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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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 . 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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