Oasis Alternative Provision

Oasis Alternative Provision Bromyard Business Park, Units 9 to 11 Bromyard Road, Worcester WR2 5XU

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inspection report:

Overall outcome The school is unlikely to meet all the independent school standards when it opens. It is currently operating without registration

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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 (the 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 standards first. Under part 8, the proprietor is required to ensure that the school meets all of the standards consistently. The standards in part 8 are 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 and leaders have not established the systems, oversight or culture necessary to ensure that the standards would be met consistently if the school were registered. Weaknesses in the proposed and current safeguarding arrangements, staff suitability checks, curriculum readiness and the safety of the premises demonstrate that leaders have not secured the foundations required for a safe, lawful and educationally appropriate provision.

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Part 8. Quality of leadership in and management of schools

The proprietor and leaders articulate a clear vision for a nurturing, specialist environment for children with special educational needs and/or disabilities (SEND). They have produced numerous policies and outline plans which reflect this intention. However, these intentions are not reflected in the day-to-day provision or in the proposed school’s readiness for registration. In several key areas, leaders have not implemented the practices described in their policies, nor established the necessary systems needed to evaluate their effectiveness. Safeguarding arrangements are not effective. Leaders have not ensured that essential staff vetting checks are completed or that safeguarding training is consistent and relevant to a school-based context. Risk assessments are incomplete, including those relating to children arriving by taxi and to managing those who may attempt to leave the building. Several of the more serious gaps in

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Part 8. Quality of leadership in and management of schools

practice are described in Part 3; collectively, they show that leaders have not created or embedded a culture in which safeguarding is everyone’s responsibility.

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Part 8. Quality of leadership in and management of schools

The proprietor and leaders have not ensured that the premises are safe or suitable for young children, as required in Part 5. Several key facilities are not in place, including appropriate toilets for children. At the time of inspection, important safety measures were not installed or in place, such as secure exit doors and the necessary hot water controls. These weaknesses compromise welfare and safety and indicate insufficient strategic oversight of the environment.

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Part 8. Quality of leadership in and management of schools

The proprietor and leaders have not ensured compliance with Part 4. The single central record of pre-employment checks is incomplete, with several statutory checks missing for staff and for those in leadership roles. The absence of these checks means leaders cannot demonstrate that adults working with children are suitable.

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Part 8. Quality of leadership in and management of schools

The proposed curriculum is well intentioned but not fully developed for the age range the school proposes to admit. Leaders have not ensured that a complete early reading curriculum is in place, nor that staff have the training and subject expertise needed to deliver the proposed educational programme. These issues are set out in Part 1.

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Part 8. Quality of leadership in and management of schools

The proprietor has not ensured appropriate governance or oversight. Required checks for members of the proprietor body have not been completed. Leaders have also permitted the operation of unregistered full-time provision for more than five pupils, including pupils with education, health and care plans. This demonstrates a lack of understanding of statutory responsibilities and regulatory requirements.

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Part 8. Quality of leadership in and management of schools

Although the proprietor and leaders and staff express genuine commitment to the children in their care, they have not demonstrated the capacity to consistently ensure that the standards are met.

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Part 8. Quality of leadership in and management of schools

The proposed school is not likely to meet all the standards in this part if the Department for Education (DfE) decides to register the provider as an independent school.

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Curriculum

The proprietor and leaders have developed a clear early years curriculum that reflects their intention to create a nurturing, communication-rich environment. Plans include sensory experiences, structured routines and activities that align with young children’s developmental needs. These intentions are evident in the documentation shared with inspectors.

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Curriculum

However, leaders have not designed a complete curriculum for pupils aged 5 to 8. There is no agreed phonics programme, and the proposed school has not defined its approach to teaching early reading. As a result, leaders cannot demonstrate how they will support pupils to build the foundational knowledge and skills they need for later learning. Curriculum plans for writing and mathematics are also underdeveloped for key stage 1, and leaders have not ensured that staff have the training or subject expertise needed to deliver these aspects of the curriculum. These gaps mean the requirements for curriculum breadth, sequencing and early literacy are unlikely to be met.

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Teaching

The proprietor and leaders have not ensured that teaching for pupils of compulsory school age will meet the requirements of the standards. While staff working with the current children show warmth and care, they have not received the training needed to deliver the proposed curriculum effectively. Staff lack secure subject knowledge in early reading, writing and mathematics. There is no agreed phonics programme for them to follow, and leaders have not set out how to structure lessons or adapt them for pupils with different starting points.

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Teaching

Current activity planning relies heavily on early years approaches such as sensory exploration and developmental play. While appropriate for younger children and those with complex needs, these approaches do not provide the structured teaching required for pupils aged 5 to 8. Leaders have not established expectations for how to organise teaching time, ensuring coverage of all subjects and areas of learning.

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Assessment

The proprietor and leaders have drafted an assessment policy and identified the systems they intend to use, but these are not operational. Staff have had training to use the proposed assessment tools, and leaders cannot demonstrate how teachers will check what pupils know, identify gaps in learning or plan next steps effectively. Assessment arrangements for early reading, phonics knowledge, writing and mathematics are underdeveloped for pupils of compulsory school age. The proposed early years assessment approaches are clearer, but the systems needed to track children’s progress and use that information to shape teaching are not ready for implementation. Because assessment processes are not established, leaders cannot assure the quality or accuracy of the assessment or its use in curriculum planning.

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Assessment

The proposed school is not 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 proprietor and leaders have planned a curriculum and daily routines that reflect their commitment to children’s personal development. The proposed early years and sensory-based approaches place a strong emphasis on helping children understand their emotions, develop communication skills and build secure relationships with adults. Planned activities encourage exploration, choice making and confidence building, supporting children’s early spiritual and emotional development.

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pupils

Plans show that pupils will learn to understand right and wrong, follow simple rules and develop positive relationships. Staff model respectful behaviour and support children to take turns, share and respond positively to others. Leaders intend to introduce themes that promote awareness of different cultures and experiences, encouraging tolerance and respect.

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pupils

The proposed provision embeds fundamental British values appropriately for the developmental stage of the children the school intends to admit. Nothing in the school’s documentation undermines these values.

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pupils

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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Safeguarding

Proposed and current safeguarding arrangements are not effective. Leaders have not completed essential staff checks, and several adults do not have verified safeguarding training relevant to a school setting. Risk assessments are incomplete and do not address significant contextual risks, such as pupils arriving by taxi or the needs of children who may attempt to leave the building. At the time of the inspection, several exit doors lacked any type of exit control mechanism, allowing children to leave the premises and enter a busy business park environment.

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Safeguarding

The safeguarding policy exists but is not implemented effectively. Leaders have not ensured that staff understand or follow the procedures it sets out. These weaknesses demonstrate that the proposed school does not meet the safeguarding requirements of the standards.

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Behaviour and supervision of pupils

The proprietor and leaders have written a behaviour policy that sets clear expectations for supporting pupils with their feelings and behaviour. Staff consistently demonstrated a commitment to nurturing children’s emotional needs. However, leaders have not shown they can implement the systems outlined in the policy safely or consistently in practice.

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Behaviour and supervision of pupils

Supervision systems are not secure. The absence of working magnetic locks on several exit doors at the time of the inspection posed a significant risk to children, particularly those with limited awareness of danger. Staff training, risk assessments and site safety measures are not fully in place, meaning leaders cannot demonstrate how they will manage pupils’ behaviour safely or effectively.

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Anti-bullying

The proprietor and leaders have written an anti-bullying policy that reflects a nurturing approach. The policy is clear in its expectations and aligns with the school’s intended ethos. There is no evidence that it undermines the standards. However, effective implementation cannot be assured because other safeguarding and supervision systems are not in place.

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Health and safety, fire and first aid

Health and safety arrangements are insufficient. Several essential elements of the premises were not safe or suitable at the time of inspection, including missing portable appliance testing and the absence of child-appropriate toilet and washing facilities. Hot water temperature controls had not been fitted, posing a risk of scalding.

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Health and safety, fire and first aid

The proprietor and leaders have ensured that staff have completed paediatric first- aid training and have obtained a suitable fire risk assessment. These actions indicate some preparation for emergencies. However, the wider health and safety arrangements are not adequate to ensure pupils’ welfare.

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Admissions and attendance

The proprietor and leaders have set up an admissions and attendance register in the required format, and records for pupils currently attending were up to date. However, leaders have admitted 13 pupils, 10 attending full time, even though the proposed school is not registered.

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Risk assessment

The proprietor and leaders have not completed the risk assessments needed to keep children safe. Individual pupil risk assessments are in place, but important whole-school assessments have not yet been carried out. For example, there is no thorough assessment of the risks involved when pupils arrive by taxi, even though leaders know that several children are vulnerable during transitions.

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Risk assessment

The proprietor and leaders have also failed to identify or plan for the risks posed by unsecured exit doors. The lack of a robust risk assessment in this area presents a serious safeguarding concern.

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Risk assessment

The proposed school is not 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

The proprietor and leaders have not ensured that all required recruitment checks have been completed. Several members of staff have been appointed without the full set of pre-employment checks required by the standards. Leaders could not provide evidence that prohibition from teaching checks, Section 128 checks for those in leadership roles, and other mandatory vetting processes had been undertaken for all relevant adults.

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

Because these essential checks are missing, leaders cannot demonstrate that all adults working with children are suitable. These omissions represent significant weaknesses in how leaders recruit, verify and record staff suitability.

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The single central record of these recruitment checks

The school’s single central record, which must hold evidence of all vetting checks, is incomplete. Several key checks, such as prohibition from teaching checks and Section 128 checks for those in leadership roles, were missing at the time of the inspection. The proposed school is not 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

Leaders have not ensured that the premises include suitable toilet and washing facilities for the age range the proposed school intends to admit. At the time of the inspection, only adult toilets were available. There were no child-sized toilets, no appropriately designed sinks for younger children and no suitable nappy-changing area for early years children or those with complex needs.

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and showers

Additionally, hot water temperature controls had not been fitted. Leaders cannot therefore ensure that water supplied to sinks is safe for children’s use. These shortcomings present risks to pupils’ welfare, dignity and independence.

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Medical room and accommodation for pupils’ therapy needs

The designated medical room is not suitable for the short-term care of sick or injured pupils. The space is not adequately equipped and is not located near appropriate toilets or washing facilities. It does not include essential features, such as direct access to a handwashing sink. Leaders have also not identified or prepared additional accommodations for children with complex health or therapy needs.

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Ensuring the health, safety and welfare of pupils

Leaders have not ensured that the premises are safe and ready for pupils. As noted in Part 3, several exit doors were not fitted with working magnetic locks, which means children could leave the building unsupervised and access a busy business park area. Child-appropriate toilets, washing facilities and necessary temperature controls were not in place. Some essential safety checks, including portable appliance testing checks, had not been completed.

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Lighting and acoustic conditions

Classrooms and shared spaces are clean, bright and have appropriate lighting and acoustics for learning. The areas viewed during the inspection were well lit and had suitable sound conditions to support pupils who may be sensitive to noise. On this basis, the school is likely to meet the lighting and acoustic requirements.

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Outdoor space

The school has an outdoor space that is safe, enclosed and appropriate for pupils’ play. It provides opportunities for physical activity and exploration and is suitably surfaced. Leaders’ plans show that this area will be used to support pupils’ sensory and physical development. The school is therefore likely to meet the outdoor space requirement.

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Outdoor space

The proposed school is not 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

Leaders have prepared a wide range of policies and documents that will be made available to parents and carers. These include information about the curriculum, safeguarding, behaviour and how the school plans to support pupils with SEND. The documents provided during the inspection were well organised and reflected the proposed school’s intended approach.

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Part 6. Provision of information

Leaders were able to provide the required information promptly when asked, including details about admissions, attendance and safeguarding arrangements. Although the proposed school had not produced a separate admissions policy at the outset of the inspection, leaders were able to provide the necessary content during the visit.

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Part 6. Provision of information

The school’s website was not fully evaluated during this pre-registration inspection, but leaders stated that all required information would be published before opening.

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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

Leaders have written a complaints policy that sets out how parents can raise concerns and how the school intends to respond. The policy includes informal and formal stages and explains how concerns will be recorded. However, the policy does not meet the expected requirements for independent schools.

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Part 7. Manner in which complaints are handled

The policy does not provide for a three-person complaints panel, which is required when a parent is not satisfied with the outcome of a formal complaint. It also does not state that one panel member must be independent of the school’s leadership and management, which is a key expectation of the standards. In addition, the policy does not clearly specify the timeframes for each stage of the process or outline how the findings of a complaints panel will be shared with parents. Instead, in the third stage, the policy directs unresolved complaints to Worcestershire SEND services or Ofsted, which does not meet the expectations of the independent school standards.

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Part 7. Manner in which complaints are handled

The proposed school is not 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

Leaders have developed an accessibility plan. It meets all of the requirements of Schedule 10 of the Equality Act 2010. The policy states that leaders will review the plan regularly, particularly when new pupils arrive in the school.

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Statutory requirements of the Early Years Foundation Stage

The proposed early years educational programme is thoughtfully designed and aligns with the developmental needs of young children with significant communication and sensory needs. Plans emphasise language development, secure relationships, routines, meaningful play and sensory regulation. These aspects are likely to meet the learning and development requirements of the early years foundation stage (EYFS).

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Statutory requirements of the Early Years Foundation Stage

However, leaders have not ensured that the safeguarding and welfare requirements of the EYFS will be met. Critical staff suitability checks are missing from the single central record, safeguarding training is inconsistent and some staff have not completed school-specific training. As described in Parts 3 and 4, these gaps indicate that children’s basic safety cannot be assured.

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Statutory requirements of the Early Years Foundation Stage

The physical environment is also not suitable for early years children. There are no child-sized toilets or appropriate nappy-changing facilities. Hot water temperature controls were not fitted, and several exit doors were unsecured, presenting immediate risks to children’s safety. These weaknesses mean that children’s welfare and dignity cannot be assured.

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Statutory requirements of the Early Years Foundation Stage

For these reasons, the school is unlikely to meet the safeguarding and welfare requirements of the EYFS.

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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 the 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

During this inspection, inspectors spoke with leaders and reviewed a wide range of documentation, including policies on safeguarding, behaviour, curriculum, staffing, risk assessments, premises safety, and the school’s proposed early years provision. Inspectors also reviewed the school’s single central record of staff checks and examined attendance and admissions records.

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About this inspection

Inspectors visited the school’s premises at Bromyard Business Park and viewed classrooms, outdoor areas, toilets and washing facilities, and the medical room. The inspection included checks on the suitability and safety of the site, including doors, fire safety documentation and facilities provided for pupils with complex needs.

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About this inspection

At the time of the inspection, the provider had already admitted 13 pupils, 10 of whom were attending on a full-time basis, all with education, health and care plans. Inspectors took this into account as the provision appeared to be operating as a school without registration. The inspector took this into account when evaluating the school’s compliance with registration requirements.

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About this inspection

The proposed school, Oasis Alternative Provision, is located at Units 9 to 11, Bromyard Business Park, Bromyard Road, Worcester WR2 5XU. It is applying to register as an independent special school for pupils aged 3 to 8, with a planned capacity of 45 pupils. The proprietor is Oasis Alternative Provision Ltd.

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About this inspection

The proposed school intends to admit pupils with a range of special educational needs and/or disabilities. Leaders stated that the school aims to provide a nurturing, sensory-based curriculum to support pupils with complex communication, social, emotional and developmental needs.

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About this inspection

The proposed school operates from adapted commercial units within a business park setting. The premises include classroom spaces, a small outdoor play area, and a designated room intended for medical or therapy use. Leaders have made some adaptations to the site but have not completed all necessary works at the time of the inspection.

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About this proposed school

Proprietor/Chair of the proprietor body Oasis Alternative Provision Ltd Headteacher Not Known Type of school Other independent special school Capacity 45 Number of full-time pupils of compulsory school age on roll Provider’s current position: 13 Provider’s proposal: 45 Number of part-time pupils of compulsory school age on roll Provider’s current position: 13 Provider’s proposal: 45 Number of pupils with special educational needs and/or disabilities on roll Provider’s current position: 13 Provider’s proposal: 45

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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 current position: 13 Provider’s proposal: 45

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About this proposed school

Age range of pupils Provider’s current position: 3 to 5 Provider’s proposal: 3 to 8 Gender of pupils Provider’s current position: Mixed Provider’s proposal: Mixed Total hours operating as a school per week Provider’s current position: 30 Provider’s proposal: 30 Total hours of teaching provided per week Provider’s current position: 18.5 Provider’s proposal: 18.5 Number of full-time equivalent teaching staff Provider’s current position: 17 Provider’s proposal: 49 Number of part-time teaching staff Provider’s current position: 0 Provider’s proposal: 0 Annual fees for day pupils £45,600 to £57,000 Email address office@oasisalternativeprovision.net

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Part 1. Quality of education provided

 2(2) For the purposes of paragraph (2)(1)(a), the matters are- – 2(2)(b) that pupils acquire speaking, listening, literacy and numeracy skills; – 2(2)(h) that all pupils have the opportunity to learn and make progress; and  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; – 3(e) demonstrates good knowledge and understanding of the subject matter being taught.

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Part 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that- – 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and – 7(b) such arrangements have regard to any guidance issued by the Secretary of State.  16 The standard in this paragraph is met if the proprietor ensures that- – 16(b) appropriate action is taken to reduce risks that are identified.

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Part 4. Suitability of staff, supply staff, and proprietors

 18(2) The standard in this paragraph is met if- – 18(2)(b) no such person carries out work, or intends to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act, or any disqualification, prohibition or restriction which takes effect as if contained in either such direction;  20(6) The standard in this paragraph is met in relation to an individual ("MB"), not being the Chair of the school, who is a member of a body of persons corporate or unincorporate named as the proprietor of the school in the register or in an application to enter the school in the register, if- – 20(6)(a) MB- – 20(6)(a)(ii) does not carry out work, or intend to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002

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Part 4. Suitability of staff, supply staff, and proprietors

Act or any disqualification, prohibition or restriction which takes effect as if contained in either such direction; – 21(3)(a)(iii) a check was made to establish whether S is subject to any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or restriction which takes effect as if contained in such a direction; – 21(3)(b) in relation to each member of staff ("S"), whether a check was made to establish whether S is subject to a prohibition order or an interim prohibition order, including the date on which such check was completed.

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Part 5. Premises of and accommodation at schools

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that- – 23(1)(a) suitable toilet and washing facilities are provided for the sole use of pupils; – 24(1)(b) accommodation for the short term care of sick and injured pupils, which includes a washing facility and is near to a toilet facility; and – 24(1)(c) where a school caters for pupils with complex needs, additional medical accommodation which caters for those needs.  28(2) The facilities provided under sub-paragraph (1)(a) will be suitable only if- – 28(2)(a) they are readily accessible at all times when the premises are in use; and – 28(2)(b) they are in a separate area from the toilet facilities.

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Part 7. Manner in which complaints are handled

 33 The standard about the manner in which complaints are handled is met if the proprietor ensures that a complaints procedure is drawn up and effectively implemented which deals with the handling of complaints from parents of pupils and which- – 33(c) sets out clear time scales for the management of a complaint; – 33(f) where the parent is not satisfied with the response to the complaint made in accordance with sub-paragraph (e), makes provision for a hearing before a panel appointed by or on behalf of the proprietor and consisting of at least three people who were not directly involved in the matters detailed in the complaint; – 33(g) ensures that, where there is a panel hearing of a complaint, one panel member is independent of the management and running of the school; – 33(h) allows for a parent to attend and be accompanied at a panel hearing if they wish; – 33(i) provides for the panel to make findings and recommendations and

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Part 7. Manner in which complaints are handled

stipulates that a copy of those findings and recommendations is- – 33(i)(i) provided to the complainant and, where relevant, the person complained about.

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and – 34(1)(c) actively promote the well-being of pupils.

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Early years foundation stage

 Suitable people/vetting/single central record – 3.13–3.18  Safeguarding training – 3.30–3.32  Safety of premises – 3.79–3.80  Toilets and intimate hygiene – 3.86  Risk assessment – 3.91  Health (welfare and safe care arrangements) – 3.58–3.60  Supervision/sight and hearing – 3.43 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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Early years foundation stage

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Early years foundation stage

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Early years foundation stage

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