Bep Academy

Bep Academy

Address: 62-64 Western Road, ROMFORD, RM1 3LP Unique reference number (URN): 145192

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

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Achievement Strong standard

Pupils, including those with special educational needs and/or disabilities, learn the curriculum very well. They are extremely well prepared for the next stages in their education, with the absolute majority of pupils continuing into education, employment or training after their time at the school. This exemplifies how well pupils are being supported to achieve at this school. Leaders have ensured that pupils' previous experiences in education are not a barrier to their future outcomes in life.

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Achievement Strong standard

Pupils’ outcomes in national assessments show that they are making very positive progress in their time at this school, with the majority of them gaining qualifications that support them to be successful and valuable members of society when they leave the school. This includes their outcomes in the popular construction qualification, which prepares pupils to enter the local job market.

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Inclusion Strong standard

Leaders are quick to identify any possible barriers to learning that pupils may have and to then put in plans to ensure that these are overcome. The curriculum is uniquely designed, planned and taught for each individual at the school. This ensures that all pupils are well prepared for the next stages of their education and lives. Those with special educational needs and/or disabilities and those who are disadvantaged are incredibly well prepared for the future.

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Inclusion Strong standard

Staff know their pupils extremely well and understand the barriers that might prevent them from being successful at school. They receive regular training, including in how to adapt their teaching to support individual pupils' needs, which supports pupils to learn the curriculum well. Leaders work closely with parents, careers advisers, previous schools, social care and other organisations to ensure that they have all the information that they need to know to support pupils to be successful.

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Inclusion Strong standard

The impact of the curriculum and any individual adaptations are regularly assessed to ensure that they are having the desired impact. When this is not the case, leaders make swift and purposeful changes to the support provided for pupils.

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Inclusion Strong standard

Leaders ensure that staff receive timely and impactful training to ensure that they can support all pupils to be successful.

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Personal development and wellbeing Strong standard

Leaders have woven the personal development and character curriculum throughout all that the pupils learn at this school. Pupils are supported to have experiences that they would not have without this school, including visits to galleries and museums. The extensive support that pupils receive through careers guidance, information about jobs and work experience prepares them well for the future world of work. Pupils become ambassadors and show

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Expected standard

visitors around the school, and they help each other to keep themselves safe. These experiences help to support them to be ready for interviews in the future.

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Expected standard

Pupils learn how to develop and have healthy relationships. They learn how to keep themselves fit and healthy. The curriculum at this school goes above and beyond what is offered at other providers. This helps pupils to learn how to live safe and productive lives. Before coming to this school, pupils lacked confidence and were likely to fall into lives that were not positive for them. This school has taught them that they can do better, and achieve and succeed in places and roles where they would not have previously thought possible.

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Expected standard

Pupils know deeply about protected characteristics and there is genuine tolerance regarding race and sexuality. They learn about different cultures and celebrate the diversity of their backgrounds. They are extremely well prepared for life in modern Britain and have a firm understanding of fundamental British values.

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Expected standard

The personal, social and health education programme is incredibly well designed to meet the needs of all of the pupils at the school. Leaders ensure that all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, can learn it well and use their learning to support themselves in their future lives.

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Attendance and behaviour Expected standard

Pupils generally behave well in school. Leaders have constructed a well-understood behaviour policy that supports pupils to be safe and ready to learn. Staff know, support and care for the pupils. No forms of bullying or discrimination are tolerated, and if they occur, they are dealt with swiftly by leaders.

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Attendance and behaviour Expected standard

While attendance is below national attendance levels, it is higher than at other similar settings. Pupils have demonstrated considerable improvements in their attendance since coming to this school when compared to their attendance at previous settings. This is true for all groups of pupils, including those who are looked after and those who were previously known to social care. This is because leaders and staff have developed purposeful relationships with pupils and their families.

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Attendance and behaviour Expected standard

When sanctions are used, they are used fairly and appropriately. Leaders want to keep pupils in school so that they can continue to learn.

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Curriculum and teaching Expected standard

Leaders have ensured that the pupils experience a broad and deep curriculum. It is well sequenced, and this supports pupils to make good progress through their learning. Leaders have made sure that the curriculum being delivered supports pupils to be successful in the future. Leaders use regular assessment to check pupils' understanding and then they ensure that any gaps are filled. This is particularly important, as pupils often join the school at irregular points throughout the year.

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Curriculum and teaching Expected standard

Leaders ensure that all staff are well trained to deliver the curriculum, and where further development is needed, they put support in place. When pupils are still at the earlier stages of learning to read, leaders ensure that they are correctly supported to do so through a systematic synthetic phonics programme.

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Curriculum and teaching Expected standard

Staff ensure that pupils with special educational needs and/or disabilities and those who are disadvantaged are well supported to learn the curriculum.

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Leadership and governance Expected standard

Leaders understand the strengths of this school and ensure that plans are put in place to support improvement when areas need additional focus. This includes the broadening of their curriculum and increasing the opportunities for pupils to take on roles of responsibility.

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Leadership and governance Expected standard

Leaders' work has made sure that this school is a safe and supportive place for all to thrive. Staff are well supported through bespoke training plans to allow them to succeed in their role and develop their knowledge so that they are ready to take on new responsibilities. This work means that pupils also do very well. Leaders support staff with their workload and wellbeing, and staff report high levels of enjoyment and satisfaction in carrying out their work. Leaders work well with pupils' previous schools, parents, carers, social care and other organisations. This partnership work helps to ensure that pupils are successful.

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Leadership and governance Expected standard

All of leaders’ work is in the best interests of pupils, including those pupils who are disadvantaged and those with special educational needs and/or disabilities. Those responsible for governance ensure that they complete all of their statutory duties, including those relating to the Equality Act 2010. The proprietor is effective in their role and ensures that the school meets the independent school standards.

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What it's like to be a pupil at this school

Pupils at this school recognise that the leaders here are providing them with their last chance of a formal education. They feel safe and happy to be at this school. They develop strong, positive relationships with each other and with staff. They are extremely well supported in their preparation for the next stages of their education and life.

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What it's like to be a pupil at this school

Pupils enjoy learning the unique curriculum offered at this school. All pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, are learning the intended curriculum well. Pupils are learning skills to support their success in later life, including regular cooking lessons.

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What it's like to be a pupil at this school

Pupils learn how to manage their own behaviour and they support their peers to do so too. This means that disruption to learning is rare. Although pupils often have complex home lives, the school is a safe haven for them and they trust the adults to act in their best interests. Bullying is rare, but if it does occur it is swiftly and fairly dealt with.

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What it's like to be a pupil at this school

Leaders have made sure that pupils are well prepared for life in modern Britain. They understand and demonstrate fundamental British values, and they respect each other and celebrate their differences. The work done to prepare pupils for their future careers is very positive. They have numerous opportunities to meet employers and experience different places of work, including working with a local professional football team.

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Next steps

Leaders should continue their strategic positive work with parents, carers and pupils to ensure that the attendance of pupils at school continues to improve. Leaders should continue to support teachers, through effective training, to develop their ability to use adaptive teaching strategies to support pupils to learn the curriculum well.

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About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008, and checked the school’s 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.

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About this inspection

Inspectors spoke with the executive headteacher, the principal, heads of school and other members of staff during the inspection. They also spoke to relevant agencies who commission places for pupils at this school.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The principal of the school is Jo Green.

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About this inspection

The school is commissioned as an alternative provision for many schools across several local authorities.

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About this inspection

The school uses no alternative provision.

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About this inspection

The school operates from 62–64 Western Road, Romford RM1 3LP and 4 Repton Court, Basildon SS13 1LN.

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About this inspection

The school is registered to admit 90 pupils.

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About this inspection

The name of the proprietor is Business Education Partnership (UK) Ltd and the chair of the trust is Steve Wilks.

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Independent school standards

Independent school standards are either met or not met for each category. The fees currently charged are between £12,636 and £35,000.

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Independent school standards

1. Quality of education provided Standards met

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Independent school standards

2. Spiritual, moral, social and cultural development of pupils Standards met

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Independent school standards

3. Welfare, health and safety of pupils Standards met

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Independent school standards

4. Suitability of staff, supply staff, and proprietors Standards met

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Independent school standards

5. Premises of and accommodation at schools Standards met

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Independent school standards

6. Provision of information Standards met

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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10

7. Manner in which complaints are handled Standards met

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10

8. Quality of leadership in and management of schools Standards met

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school.

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Insufficient evidence

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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Insufficient evidence

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

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Insufficient evidence

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Insufficient evidence

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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