White Stacks Outdoor Learning Centre

White Stacks Outdoor Learning Centre White Stacks Fam, Fleckney Road, Kibworth, Leicester LE8 0HJ

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inspection report:

Overall outcome The school is likely to meet all the independent school standards when it opens

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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 the experience, systems and oversight needed to run schools in line with the standards. The proprietor’s approach keeps pupils’ safety, wellbeing and learning at the centre of its work. The proprietor understands its legal duties and this should ensure that pupils are kept safe, supported appropriately and treated fairly.

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Part 8. Quality of leadership in and management of schools

The proprietor will use well ‑ established systems that are successfully operating in the other schools that it manages. These systems include checks on the curriculum, teaching, behaviour, health and safety and safeguarding. The proprietor has set clear expectations for staff and leaders to follow. As part of their induction, staff will receive the training and support they need to follow the school’s systems as intended. The proprietor has ensured that the proposed school has the leadership and staffing capacity to provide an effective education for pupils over time.

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Part 8. Quality of leadership in and management of schools

The proprietor intends to use a wide range of tools to monitor compliance with the standards. Staff will report back regularly so that the proprietor can maintain strong oversight of how well the school is working. In these ways, the proprietor has the capacity to ensure that the proposed school meets the standards consistently over time.

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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 decides to register the proposed school as an independent special school.

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Curriculum

The curriculum is suitably adapted and ambitious for the pupils the proposed school intends to admit. Leaders have designed a clear and coherent curriculum that meets the standards and is designed to meet the needs of pupils with autism. The curriculum provides structure, routine and clear expectations. These features will help pupils stay calm, feel safe and understand what is expected of them. The curriculum is designed to support pupils who may have uneven learning profiles or gaps in prior knowledge.

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Curriculum

Leaders recognise that many pupils will have gaps in their academic learning. The proprietor has ensured that the curriculum is sequenced from an earlier stage than the chronological age of the pupils the school intends to admit. This will enable teachers to address the gaps in pupils’ prior knowledge.

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Curriculum

The curriculum will provide pupils with a broad range of learning opportunities across linguistic, mathematical, scientific, technological, human and social, physical, and creative disciplines. The curriculum will enable pupils to develop understanding of different faiths, beliefs and fundamental British values. Older pupils have access to a range of accredited courses, including GCSEs and vocational qualifications.

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Curriculum

The curriculum has a strong focus on communication, emotional regulation, social understanding and life skills. These areas of the curriculum will help pupils who may need extra support with managing anxiety, developing independence and building confidence.

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Curriculum

The curriculum also includes well-planned personal, social and health education and relationships education. This curriculum content is age-appropriate and will help pupils learn about healthy relationships, personal safety, physical and emotional health and the wider world. Parents and carers will be informed about the content of these lessons.

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Curriculum

The proposed school’s careers education, advice and guidance programme is built into the curriculum from an early stage. Younger pupils will learn about different types of work and community roles, while older pupils will take part in more structured activities that help them understand the world of work. Practical experiences, opportunities to try new tasks and support with planning for the future will prepare pupils for the next stage of education or training.

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Curriculum

The curriculum also includes enrichment activities and practical learning so that pupils can explore their interests, develop their strengths and build confidence beyond the classroom. Some elements of the curriculum will be taught in the local community or in places that reflect pupils’ interests. These wider opportunities support pupils’ personal development and strengthen their sense of belonging.

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Teaching

The proprietor intends to employ appropriately qualified staff. Induction processes and regular training are planned so that staff understand how to adapt the curriculum to meet the needs of the pupils effectively.

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Teaching

The proprietor intends to provide staff with regular professional learning and support from the proprietor’s central team in order to strengthen teachers’ knowledge and skills. Leaders intend to check on the quality of teaching so that they can understand how well pupils are learning and where improvements may be needed.

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Assessment

The proposed school has a purposeful and coherent assessment approach. Checks of what pupils know will take place when they join the proposed school. This should help staff to understand each pupil’s starting point, including with regard to pupils’ learning, communication and personal development.

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Assessment

The proposed school intends to continue to check pupils’ learning over time to help staff understand how pupils are progressing through the curriculum. This information should help staff recognise what pupils know, remember and can do, and should allow teachers to adapt the curriculum where needed. It should also help leaders identify when a pupil is well prepared to move back into mainstream education. Progress information will be shared with parents and with the placing local authority through education, health and care (EHC) plan reviews and other relevant meetings.

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Assessment

The proprietor has ensured that the proposed school is likely to meet all the standards in this part.

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pupils

The proposed school plans to deliver a rich and well ‑ structured programme for pupils’ spiritual, moral, social and cultural (SMSC) development that prepares them for life in modern Britain. Leaders have mapped opportunities for SMSC across the curriculum, enrichment activities, assemblies and wider school life so that pupils experience a consistent and joined ‑ up approach. The proposed school’s SMSC programme will provide pupils with opportunities to understand themselves, others and life in modern Britain.

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pupils

Pupil voice will be an important part of school life. Pupils will be encouraged to reflect on their views, participate in discussion sessions and contribute to decision-making through structured activities. They will also learn about how to stay healthy both physically and mentally, including online, through the wider curriculum and planned opportunities.

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pupils

Pupils will learn about British values through routines, expectations and clear systems that teach fairness, consequences and responsibility. For example, pupils will contribute a small portion of their reward points as ‘tax’ to the student council and will learn about the different roles and responsibilities found within government departments. This should help pupils to understand how public institutions function and how decisions are made in society. Opportunities to make choices, express views and develop independence should support pupils’ understanding of individual liberty.

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pupils

The proposed school intends to organise a variety of visits to expand pupils’ cultural understanding and develop practical life skills. These experiences will include opportunities for applying social skills in real-world settings. Staff will consider each pupil’s personal, social and cultural needs when planning support so that activities are accessible and meaningful.

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pupils

The proprietor has ensured that the proposed school is likely to meet all the requirements of the standard in this part.

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Safeguarding

The proprietor has established clear and comprehensive safeguarding arrangements. A detailed safeguarding policy is in place that reflects the expectations of the wider organisation. The proposed school will have an appropriately trained safeguarding team The proprietor intends to ensure robust oversight, including regular monitoring by safeguarding and compliance leaders within the central team.

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Safeguarding

All safeguarding concerns will be recorded on a secure online system. Staff will be trained to record information accurately and factually and will receive regular safeguarding updates throughout the year, including annual training in line with Keeping Children Safe in Education. Should concerns arise, leaders have clear systems to respond swiftly to ensure pupils receive appropriate support and intervention.

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Safeguarding

Pupils will be taught how to keep themselves safe in the community and online. Leaders understand the contextual risks pupils may face and have planned relevant learning within the PSHE curriculum to support pupils in recognising unsafe situations. Pupils will learn about healthy and unhealthy relationships, personal safety, and how to seek help.

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Behaviour and supervision of pupils

Staff will promote positive behaviour through strong relationships, consistent routines and clear expectations. The proposed school’s intended approach to behaviour is appropriate to the needs of the pupils the proposed school intends to admit. Personalised behaviour plans will be used where needed, and leaders will review behaviour information regularly to identify patterns and ensure pupils receive timely support. Leaders intend to provide staff with precise training, including in de-escalation strategies, so that situations can be managed calmly and safely. Supervision arrangements on site and for off-site visits are suitable for the number and needs of the pupils the school intends to admit.

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Anti-bullying

The proposed school has a clear anti-bullying policy that explains how concerns will be identified, recorded and addressed. Staff will receive regular training so that they understand expectations and know how to report concerns. Through the curriculum and wider provision, pupils will learn about respectful relationships, equality and protected characteristics. Leaders will monitor bullying information routinely and report findings to the proprietor to ensure appropriate oversight.

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Health and safety, fire and first aid

The proprietor has put in place suitable arrangements to ensure pupils’ health, safety and welfare. Clear responsibilities have been allocated, and regular checks and monitoring systems have been designed to help leaders keep the site safe. Fire-safety measures have been established and will be reviewed routinely. First-aid provision is appropriate. There are clear systems for storing medicines safely and recording any accidents.

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Admissions and attendance

The admissions register contains all required information. Clear processes are in place to support safe arrival, registration and timely follow-up of any absence. Leaders intend to monitor attendance closely, with appropriate escalation to the local authority or other agencies where concerns arise.

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Risk assessment

The proposed school has a clear and consistent approach to risk assessment. Site, activity and pupil-specific assessments follow a standard template and will be reviewed regularly to keep them up to date. Additional assessments for off-site visits, transport and individual needs will be reviewed and adapted to meet the needs of pupils. An accessibility plan will also be in place, with leaders committed to identifying and removing barriers so all pupils can take part fully.

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Risk assessment

The proprietor has ensured that the proposed school is likely to meet all the standards in this part.

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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 all adults, with all required pre-employment checks completed in line with statutory expectations. All staff involved in recruitment have completed appropriate training, supported by oversight from the wider organisation.

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The single central record of these recruitment checks

The proposed school’s single central record contains all the required information. As staff join the school, the school will be checked by several leaders to ensure it continues to meet the required expectations. Supply staff will rarely be used, but should the need arise, the school is aware of the necessary checks to be made. The proprietor has ensured that the proposed school is likely to meet all the standards in this part.

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and showers

Suitable toilet and handwashing facilities are provided. Toilets are self-contained, offer appropriate privacy and are lockable from the inside. Hot water does not pose a scalding risk. Drinking-water points are clearly marked, and pupils will have access to additional water dispensers throughout the day. A designated medical space includes a sink, toilet and a locked medicines cupboard.

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and showers

Changing facilities are available on site, and the school will also use local leisure and sports facilities when needed, with appropriate supervision and risk assessments in place.

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Medical room and accommodation for pupils’ therapy needs

A suitably equipped medical room is in place, located within the staff toilet area. It contains a medical bed, a locked medicines cupboard, first-aid supplies and biohazard spill equipment.

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Ensuring the health, safety and welfare of pupils

The building supports the needs of the small cohort of pupils the school intends to admit, with rooms that can be adapted for small-group learning, regulation and communication-based work. The site was previously used as a nursery setting. It is single storey, with clear lines of visibility across the building so that staff can supervise pupils safely at all times. The accommodation is suitable for the number of pupils the school intends to admit.

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Ensuring the health, safety and welfare of pupils

The premises are well maintained to meet health and safety expectations. The building complies with the Regulatory Reform (Fire Safety) Order 2005, with appropriate fire ‑ fighting equipment, clear signage, a functioning alarm system and an identified assembly point. Fire exits are clearly marked, and external lighting supports safe movement around the site.

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Ensuring the health, safety and welfare of pupils

Water ‑ temperature checks, electrical testing and regular health and safety monitoring by the proprietor’s central team are in place to ensure the premises remain safe and suitable for pupils.

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Lighting and acoustic conditions

Lighting throughout the building is appropriate, with a combination of natural and artificial light. External lighting supports safety during arrival and departure. The classrooms and shared areas allow pupils to hear and learn comfortably.

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Outdoor space

There is a suitable outdoor area for play and outdoor learning. It includes a planted section and has recently been re-fenced to strengthen boundary security. When needed, the school will use local leisure and recreational facilities to broaden its physical education offer.

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Outdoor space

The proprietor has ensured that the proposed school is likely to meet all the standards in this part.

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Part 6. Provision of information

The proposed school has clear systems for sharing information about the school with parents and carers. Policies, curriculum information and safeguarding details are available and will be shared at key times, including when a pupil joins the school as well on request.

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Part 6. Provision of information

The proposed school has effective processes for reporting pupil performance, including academic performance, attendance, behaviour and progress towards pupils’ EHC plans.

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Part 6. Provision of information

All required information is published on the group’s website. This includes contact details for the proposed school and the proprietor.

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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.

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Part 7. Manner in which complaints are handled

The complaints policy explains the stages of dealing with concerns, including informal resolution, a formal investigation and an independent panel with someone not connected to the proposed school. It sets out expected timescales, how records will be kept and how outcomes will be shared. Leaders understand their duty to keep written records and provide those records to the relevant bodies when required. The proposed school aims to resolve concerns quickly through good communication, early contact with parents and transparent reporting. The proprietor has ensured that the proposed school is likely to meet all the requirements of the standard in this part.

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The school’s accessibility plan

The proposed school has an appropriate accessibility plan in place in line with the requirements of the Equality Act 2010, Schedule 10. The proposed school intends to review the accessibility plan regularly and adapt it to reflect the evolving needs of pupils, staff and parents, as well as any changes in how the building is used to manage these needs.

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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

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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

The inspector spoke with the headteacher, the executive headteacher, head of education and the proprietor during the inspection. The inspector toured the proposed school premises to check its suitability.

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About this inspection

The proposed school is an independent special school for up to 8 pupils with special educational needs and/or disabilities. The proposed school intends to cater predominantly for pupils with autism. The premises of the proposed school consist of a well-maintained single-storey building on a secure site.

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About this inspection

The proprietor expects that all pupils who attend this school will have an EHC plan. Most pupils are likely to be placed at the school by a local authority. The school intends to cater predominantly for pupils with autism.

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About this inspection

The proposed school does not intend to use any alternative provision.

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About this proposed school

Proprietor Jonathan Lakin Headteacher Ryan English 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: 8 to 19 Gender of pupils Provider’s proposal: Mixed Total hours operating as a school per week Provider’s proposal: 30 hours 50 minutes Total hours of teaching provided per week Provider’s proposal: 25 hours

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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 Number of staff in the residential provision Provider’s proposal: 0

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About this proposed school

Annual fees for day pupils £67,000 Email address jonny@woodsidelodgeolc.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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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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