Maypole School

Maypole School Green Street, Sunbury-on-Thames, Surrey TW16 6QE

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inspection report:

Overall outcome The school is unlikely to meet the relevant independent school standards if the material change relating to the school provision is implemented

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inspection report:

This inspection was commissioned by the Department for Education (DfE), which is the registration authority for independent schools. The school has applied to the DfE to make a material change to its registration. The school proposes to change the maximum number of pupils attending.

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inspection report:

The purpose of the inspection is to advise the Secretary of State for Education about the school’s likely compliance with the independent school standards that are relevant to the material change that the school has applied to make.

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Part 8. Quality of leadership in and management of schools

When we carry out material change inspections of independent schools, we report on the school’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

Leadership across the school and proprietor body is generally effective. The principal, headteacher and proprietor body bring relevant expertise to their roles. There is careful consideration for the staff they recruit. They recognise that it is essential that they are well matched to the needs of pupils in the school and the unique circumstances they come from, many of whom have missed significant periods of their previous education. Leaders have a considered understanding of the challenges pupils face and a desire to ensure that pupils with significant interruptions to their schooling are reintroduced to education and encouraged to view it positively.

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Part 8. Quality of leadership in and management of schools

Existing pupils who access their learning on site are happy and feel safe and secure. They trust staff and develop positive relationships rapidly. This is especially positive given the significant barriers to learning that many pupils face and their additional social and emotional educational needs.

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Part 8. Quality of leadership in and management of schools

However, while this on-site oversight of pupil education is robust and well considered, the proposed increase to pupil numbers would be a fully remote education programme. Leaders plan for these pupils to access their education from a variety of different sites, including public spaces, such as libraries. Most of these specific locations are yet to be determined, as leaders intend to select locations based on where pupils are based. Leaders have made careful and appropriate consideration for staffing ratios and training, with a minimum of one-to-one staffing ratios and often higher. This recognises the additional support that pupils need and shows due consideration for ensuring pupils are effectively supervised.

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Part 8. Quality of leadership in and management of schools

Nonetheless, the variety of potential different locations, most of which have not yet been determined, have implications for pupils’ safety, welfare and wellbeing. The nature of this intended provision means that a curriculum and package is designed around pupil need and location. It is not, therefore, possible to determine the extent to which the premises from which their education will be accessed will be appropriate for these purposes. As a result, the proprietor body is not able to demonstrate that the independent school standards (the standards) are likely to be met if the material change application was approved.

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Safeguarding

The school’s child protection and safeguarding policy is aligned with statutory requirements and published on the school’s website. Staff receive regular and comprehensive safeguarding training. This ensures they can identify when a pupil may be at risk of harm.

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Safeguarding

Leaders have undertaken appropriate training for their role in overseeing the safeguarding culture in their school. This includes high numbers of staff who have appropriate training to perform the role of designated safeguarding lead (DSL). They work well with external agencies so that pupils and their families receive appropriate and timely support. Records are kept of actions undertaken, and these are appropriately detailed and demonstrate that responses are timely.

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Safeguarding

Pupils accessing their education on site confirmed that they feel safe, have positive relationships with staff and would feel confident to share any worries they have. Pupils know who they would speak to if they have any concerns. However, it is not possible to determine whether this same support could be replicated for pupils accessing a fully off-site educational provision.

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Health and safety, fire and first aid

The school has an appropriate health and safety policy in place that supports the welfare of pupils and staff. This policy is implemented consistently and is underpinned by effective systems. Effective oversight from the proprietor body’s central team is in place. Leaders ensure that regular health and safety checks of the school site, including audits, are carried out. The site is maintained to a high standard and is safe. Any identified issues are risk assessed and addressed swiftly.

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Health and safety, fire and first aid

A compliant fire safety policy is in place. Clear escape routes are supported by ample signage. External fire risk assessments have been completed and leaders respond promptly to any minor recommendations made. Robust systems, including frequent checks of alarms, fire doors and emergency lighting, are in place. This ensures the school maintains ongoing compliance with fire safety regulations.

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Health and safety, fire and first aid

The above relates to the school site, which the proposed additional pupil numbers will not access. The intended education provision for the additional pupils will be fully off site at different locations, depending on where these proposed pupils reside. As such, these currently unknown locations cannot be determined to meet the independent school standards in this regard.

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Risk assessment

A thorough risk assessment policy is in place for existing provision, supported by clear systems and processes that are carefully followed. Risk assessments are well written, reflecting the specific needs of pupils and the activities they undertake, including off-site visits such as trips or accessing activities, such as horse riding or trampolining.

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Risk assessment

Leaders also have in place individual risk assessments that are reviewed frequently to ensure they are appropriate to pupils’ needs. These assessments are similarly detailed, identifying pupils’ vulnerabilities and any associated risks. Leaders’ plans clearly set out appropriate mitigating actions to reduce potential risk, meaning that they remain responsive to pupils’ ongoing needs and circumstances.

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Risk assessment

Leaders have made appropriate consideration for the existing pupils accessing their education off site. This includes consideration for pupils getting to and from their educational base. However, the proposed increase in pupil numbers would be accessing their education entirely off site at different locations according to where these proposed pupils reside. As such, these currently unknown locations cannot be appropriately risk assessed and, therefore, it is not possible to determine that the independent school standards in this regard are likely to be met.

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

The school’s recruitment processes are well considered and give due regard to safer recruitment requirements. All senior leaders involved in recruitment are appropriately trained. The central HR team provide effective support and ensure that all appointments are checked thoroughly before they begin.

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

The school has plans to recruit additional staff to meet the needs of the proposed increased capacity, who they will train to deliver the off-site programme. They have considered induction and training programmes in place to ensure that all new staff are able to support pupils safely and effectively. These include an extended shadowing period when they begin work to ensure they are appropriate.

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The single central record of these recruitment checks

The single central record (SCR) is accurately maintained, kept up to date and includes all staff. The proprietor body and school leaders check the SCR regularly to ensure that it reflects the most recent statutory guidance. All required checks, including those for individuals in leadership and management roles, are completed and recorded appropriately.

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The single central record of these recruitment checks

The school rarely uses supply staff but, when these are used, they make the appropriate identity and safeguarding checks.

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The single central record of these recruitment checks

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

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and showers

On the school site, there are appropriate toilets and handwashing facilities for the current numbers of pupils. These are all separate from staff amenities. Additional facilities include a shower for pupils’ requirements. Hot water is set at a safe temperature and is regularly checked. Pupils have access to drinking water throughout the school day, which is clearly labelled.

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and showers

However, the proposed increase in pupil numbers means that pupils would access their education entirely off site at different locations according to where these proposed pupils reside. As such, these currently unknown locations cannot be determined to meet the independent school standards in this regard.

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Medical room and accommodation for pupils’ therapy needs

An on-site medical room contains a sink and is appropriately located next to a toilet. The room contains a fold out bed and suitable first-aid provisions. Medication is stored securely in locked facilities.

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Medical room and accommodation for pupils’ therapy needs

The proposed increase in pupil numbers means that additional pupils would access their education entirely off site. Leaders have plans to ensure that appropriate first-aid provisions, such as first-aid kits are provided to the staff that work with these pupils. However, the proposed different locations from which pupils will access their education are unlikely to meet the independent school standards with regard to access to medical rooms and accommodation.

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Ensuring the health, safety and welfare of pupils

The on-site premises provide a safe and well-resourced environment that is securely maintained. Leaders have created an appropriate site, comprising classroom learning areas, therapeutic ‘pods’ and break out spaces. However, the site is currently only prepared for the current number of pupils and does not have enough space for the planned increase in pupil numbers. This is because leaders’ intentions for these additional pupils are for them to access their education entirely remotely at different locations based on where these proposed pupils reside. As a result, it is not possible to determine whether these are likely to meet the independent school standards.

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Ensuring the health, safety and welfare of pupils

On-site staffing levels are appropriate and staff are well trained so that they supervise pupils effectively throughout the day. The school has plans to recruit additional staff to meet the needs of the proposed increased capacity. Leaders plan to train these additional staff to deliver the off-site programme. Leaders have appropriate consideration for high staff to pupil ratios in anticipation of pupils’ needs. They have well-considered induction and training programmes in place to ensure that all new staff are able to support pupils safely and confidently. This includes an extended shadowing period when new staff begin work to ensure they have the appropriate skills and expertise.

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Lighting and acoustic conditions

On the school site, learning spaces, including communal areas, have appropriate acoustic conditions and suitable internal lighting that support effective teaching and learning. External lighting is appropriate, contributing to a safe and sufficiently illuminated environment.

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Lighting and acoustic conditions

The proposed increase in pupil numbers means that additional pupils would access their education entirely off site at different locations, according to where these proposed pupils reside. As such, these currently unknown locations cannot be determined to meet the independent school standards in this regard.

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Outdoor space

On the school site, the external school grounds are well maintained and provide adequate space for physical education. Leaders have ensured that the outdoor areas allow pupils to socialise safely during breaktimes and lunchtimes. These are managed well and supervised so that pupils can use them safely.

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Outdoor space

However, as the proposed increased pupil numbers would access their education off site, it is not possible to determine whether such provision will be in place for these additional pupils. As a result, these are unlikely to meet the independent school standards in this regard.

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About this inspection

Inspectors carried out this inspection under section 162(4) of the Education Act 2002, 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. 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

The proprietor body has requested a material change to increase the maximum number of pupils on roll to 36.

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About this inspection

The Department for Education commissioned the inspectors to inspect the suitability of the school’s provision in relation to the welfare, health and safety of pupils; the suitability of staff; the suitability of premises and accommodation; and the quality of leadership and management.

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About this inspection

The inspectors checked the suitability of the current school premises during their site check. They met with the headteacher and a range of other staff. The inspector also met with the representatives of the proprietor body.

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About this inspection

The inspectors visited some lessons and spoke with pupils and staff. They also reviewed documents in relation to health and safety, fire safety and risk assessment.

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About this inspection

The inspectors also considered the school’s safeguarding arrangements, including the single central record of pre-employment checks and whether the school’s safeguarding policy is available to parents and carers. These requirements of the independent school standards are met.

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About this school

Proprietor Maypole Therapeutic Education Ltd Headteacher Ms Adrienne Cherrywood Type of school Other Independent Special School Capacity 27 Number of full-time pupils of compulsory school age on roll Number of part-time pupils of compulsory school age on roll Age range of pupils 5 to 19 Gender of pupils Mixed Annual fees for day pupils £65,000 - £102,000 Email address acherrywood@maypoleschool.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 school

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About this school

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About this school

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About this school

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

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