The Learning Lab

The Learning Lab, 22 April 2026 1 The Learning Lab 74 Dargets Road, Chatham, Kent ME5 8BL

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report:

Overall outcome The school is unlikely to meet all the independent school standards if it is registered

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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 (the standards) first. Under part 8, the proprietor is required to ensure that the school meets all of 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

At the request of the proprietor, the inspection concluded earlier than scheduled. As a result, the inspector was unable to gather sufficient evidence to determine whether certain parts of the standards were likely to be met.

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Part 8. Quality of leadership in and management of schools

The proprietor and school staff share a clear moral purpose for opening the proposed school. They demonstrate appropriate knowledge of how to keep pupils safe. Leaders have a relevant understanding of the special educational needs and/or disabilities (SEND) of the pupils the school is likely to admit if registration is granted. However, the proprietor has not ensured that all of the standards are likely to be met. For example, at the time of the inspection, the proprietor had not ensured that the premises were suitable for its intended use. The Learning Lab, 22 April 2026 2 The standards in this part are unlikely to be met if the DfE decides to register the provider as an independent special school.

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Curriculum

The proprietor plans to establish the proposed school for a very small number of pupils with significant emotional and behavioural needs. They are likely to have experienced disrupted education and several unsuccessful school placements before joining the school. Leaders intend to support pupils to work towards reintegration into mainstream education where appropriate. All pupils that will attend this proposed school will be in the care of the local authority. Some may have education, health and care plans.

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Curriculum

Leaders have high aspirations for what they intend prospective pupils to achieve. An appropriate curriculum policy is in place. Leaders intend to provide a curriculum that is tailored to pupils’ individual needs and starting points. Subject areas in the planned curriculum are likely to provide the breadth of learning required by the standards.

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Curriculum

In line with the school’s therapeutic ethos, leaders show clear knowledge and expertise in supporting pupils’ self-confidence, self-esteem and motivation. The proprietor has invested in commercial produced schemes of work for each subject to enable teachers to understand the key knowledge that pupils should learn. In designing the schemes of work, the school has also considered the different interests and ambitions of pupils.

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Curriculum

Leaders have identified a suitable phonics programme to support pupils’ early reading skills. Staff will use a range of strategies to support pupils at the earliest stages of reading, as well as to read regularly to pupils.

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Curriculum

The school has identified an appropriate personal, social and health education (PSHE) programme. This covers a suitable range of topics to support pupils’ personal development. The PSHE curriculum will include age-appropriate relationships and sex education (RSE) and health education. The RSE and health education policy complies with statutory guidance.

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Teaching

The proprietor has appointed appropriately qualified staff with relevant experience and expertise in teaching pupils with SEND. Leaders have clear expectations for how lessons should be structured. They intend to teach all pupils together in a single classroom. Given the likely complexity of the emotional and behavioural needs of the pupils the school proposes to admit, this arrangement is unlikely to The Learning Lab, 22 April 2026 3 be appropriate. It is unlikely to allow staff to deliver teaching in a way that enables pupils to learn successfully or to make sustained progress. The limitations of the proposed teaching environment may also restrict how effectively staff can manage pupils’ behaviour. As a result, this could limit pupils’ understanding and their progress through the curriculum.

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Assessment

Leaders have put a suitable assessment policy in place, which is intended to enable staff to identify pupils’ starting points and gaps in their knowledge when they arrive. For example, staff plan to use games and activities, such as quizzes, to gauge pupils’ abilities and needs. Leaders intend to link teaching, learning and assessment closely to pupils’ education, health and care plans where appropriate. They also intend to monitor pupils’ personal, social, emotional, behavioural and academic progress as part of daily practice. Given the very small number of pupils, this approach is likely to be suitable if it is implemented effectively.

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Assessment

The standards in this part are unlikely to be met if the DfE decides to register the provider as an independent school.

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pupils

The inspector did not have the opportunity to gather sufficient evidence to evaluate the suitability of arrangements in relation to spiritual, moral, social and cultural development of pupils.

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Safeguarding and supervision of pupils

Suitable safeguarding arrangements are set out clearly in the proposed school’s safeguarding policy, which aligns with national guidance and is available on request.

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Safeguarding and supervision of pupils

Leaders have undertaken relevant training and are suitably knowledgeable about the role and responsibilities involved. They understand the additional risks faced by pupils with SEND. Leaders are also aware of the potential trauma pupils may have experienced and how this is likely to affect them in school environment. They intend to use this information to inform pupils’ risk assessments. Staff will complete safeguarding training regularly so that they understand the school’s procedures and expectations. The Learning Lab, 22 April 2026 4 Leaders have established suitable systems to log and analyse safeguarding concerns. They have also identified clear procedures to share key information with staff and to discuss safeguarding issues in more detail when needed.

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Safeguarding and supervision of pupils

The proposed arrangements for supervising pupils are likely to be secure. Staffing levels are likely to be sufficient, and procedures for different times of the day and activities are well planned.

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Safeguarding and supervision of pupils

The standards related to safeguarding and supervision of pupils are likely to be met if the DfE decides to register the provider as an independent school.

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Behaviour, anti-bullying and health and safety

The proposed school has a written behaviour policy that reflects the needs of the pupils it is likely to admit. It promotes resilience in learning and respect for others. The proprietor has also formulated an appropriate anti ‑ bullying policy. This shows that leaders intend to take bullying seriously and to respond to any incidents robustly. The health and safety policy is comprehensive and suitable for this setting. While the documentation reviewed is suitable, the inspector did not have the opportunity to discuss with leaders how they intend to implement these policies in practice. This limits the evidence available to evaluate how effectively the arrangements are likely to be implemented. Therefore, there is insufficient information to evaluate the suitability of arrangements in relation to behaviour, anti-bullying and health and safety.

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Fire

There are appropriate measures in place for fire evacuation and for maintaining fire safety equipment. However, the inspector did not have the opportunity to review the fire risk assessment for the premises and therefore could not evaluate the school’s likelihood of complying with the Regulatory Reform (Fire Safety) Order 2005.

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Admissions and attendance, first aid, risk assessment

The inspector did not have the opportunity to gather sufficient evidence to evaluate whether the standards relating to admissions and attendance, first aid or risk assessment were likely to be met.

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Admissions and attendance, first aid, risk assessment

There is insufficient evidence to evaluate the suitability of arrangements in relation to part 3 of the standards. The Learning Lab, 22 April 2026 5

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

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

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The single central record of these recruitment checks

The inspector did not have the opportunity to gather sufficient evidence to evaluate the suitability of arrangements in relation to suitability of staff, supply staff, and proprietors.

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showers, medical room and accommodation for pupils’ therapy needs

The proposed school has no facility for a designated medical room. There are no pupil toilets or adequate water supplies for handwashing. No suitable changing facilities or showers are available for use after physical education (PE) lessons. In addition, there is no provision for drinking water. This is because the premises consists of a single classroom.

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Ensuring the health, safety and welfare of pupils

The classroom is well maintained. It is bright and airy. Secure boundary fences protect the site. Closed ‑ circuit television (CCTV) covers the car park and the entrance used to access the proposed school. There is an appropriate CCTV policy.

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Lighting and acoustic conditions

The lighting and acoustics are suitable for the pupils likely to attend the school. Windows bring in plenty of natural light. There is appropriate external lighting in place to make it safe for pupils and adults in the evenings.

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Outdoor space

Pupils have access to a spacious and well-maintained outdoor area suitable for recreation and PE.

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Outdoor space

The standards in this part are unlikely to be met if the DfE decides to register the provider as an independent school.

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Part 6. Provision of information

The proprietor does not plan to use a website to publish the required information. They have suitable mechanisms in place to provide the required policies to parents and carers as required. The Learning Lab, 22 April 2026 6 Beyond this, the inspector did not have the opportunity to gather sufficient evidence to evaluate the suitability of arrangements in relation to this part of the standards.

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Part 7. Manner in which complaints are handled

The proposed school has an appropriate complaints policy in place. It sets out clear and reasonable timeframes for each stage of the complaint’s procedure. The policy is clear about how complaints will be reported and how records of complaints will be kept. Leaders plan to make this available upon request. However, the inspector was unable to discuss with the proprietor how this policy will be implemented in practice. As a result, there is insufficient evidence to evaluate the suitability of arrangements in relation to the manner in which complaints are handled.

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The school’s accessibility plan

The inspector did not have the opportunity to gather sufficient evidence to determine whether the proposed school understands its responsibilities under the Equality Act 2010 or whether it has an appropriate accessibility plan in place.

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About this inspection

The inspector 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

The inspector 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 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 for this school is Windows for Children Ltd. The proprietor does not currently have any other registered independent schools. This was the first pre- registration inspection. The Learning Lab, 22 April 2026 7 The Learning Lab is located at the following address: 74 Dargets Road, Chatham, Kent ME5 8BL. The premises are situated on a residential road and consists of a classroom and outdoor space.

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About this inspection

The proposed school intends to cater for up to 5 pupils, with an age range from 5 to 11. It is intended that the provision will cater for pupils with social, emotional and mental health needs. All pupils will be looked after by the local authority. It is expected that most pupils will have been unable to sustain successful placements in other schools. The intention is to combine teaching with therapeutic approaches.

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About this inspection

The proprietor does not intend to use alternative provision.

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About this inspection

The inspector spoke with the proprietor, headteacher, chair of governors and the designated safeguarding lead during the inspection.

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About this inspection

At the request of the proprietor, the inspection was stopped before it was completed. Ofsted agreed to stop the inspection because a pre-registration inspection is commissioned at the proprietor’s request.

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Chair of the proprietor body

Windows For Children Ltd Matthew Fenwick Headteacher Anna Fey Type of school Other independent special school Capacity 5

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authority

Age range of pupils Provider’s proposal: 5 to 11 The Learning Lab, 22 April 2026 8 Gender of pupils Provider’s proposal: mixed

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teaching staff

Provider’s proposal: 11 Number of part-time teaching staff Provider’s proposal: 3 Annual fees for day pupils £20,000 Email address headteacher@windowsforchildren.org

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Part 1. Quality of education provided

 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(f) utilises effectively classroom resources of a good quality, quantity and range; – 3(h) utilises effective strategies for managing behaviour and encouraging pupils to act responsibly;

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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; – 23(1)(b) separate toilet facilities for boys and girls aged 8 years or over are provided except where the toilet facility is provided in a room that can be secured from the inside and that is intended for use by one pupil at a time; and The Learning Lab, 22 April 2026 9 – 23(1)(c) suitable changing accommodation and showers are provided for pupils aged 11 years or over at the start of the school year who receive physical education.  24(1) The standard in this paragraph is met if the proprietor ensures that suitable accommodation is provided in order to cater for the medical and therapy needs of pupils, including- – 24(1)(a) accommodation for the medical examination and treatment of pupils; – 24(1)(b) accommodation for the short term care of sick and injured pupils,

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Part 5. Premises of and accommodation at schools

which includes a washing facility and is near to a toilet facility; and  28(1) The standard in this paragraph is met if the proprietor ensures that- – 28(1)(a) suitable drinking water facilities are provided; – 28(1)(b) toilets and urinals have an adequate supply of cold water and washing facilities have an adequate supply of hot and cold water; – 28(1)(c) cold water supplies that are suitable for drinking are clearly marked as such; and – 28(1)(d) the temperature of hot water at the point of use does not pose a scalding risk to users.  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 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

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Equality Act 2010

– The inspector was unable to gather sufficient evidence to assess the suitability of the school’s accessibility plan. The Learning Lab, 22 April 2026 10 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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Equality Act 2010

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Equality Act 2010

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Equality Act 2010

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Equality Act 2010

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