Other · Ofsted report

Angel Meadow School

Inspected — · URN 152513

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Summary

No overall grade in this framework

Steve Bentham

What we read, and from where

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Inspectors verified
Steve Bentham
Postcode verified
M7 1WE
Name on report verified
Angel Meadow School
URN verified
152513

Page 1 of 11

Deep dive

What this report says

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Tone of the report

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+79Very positivemore positive than 80% of reports of this type

In line with other reports of this type.

Praiseclearindependentsecurethriveeffectiveambitiousconsistentlyknowledgeable

Criticismconcernslower

How the report reads, start to finish

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FindingsLeadershipSafeguardingAbout the inspection positive critical

Findings2151w+82
Leadership264w+76
Safeguarding123w+9

Strengths

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Leaders have designed the school environment, curriculum and personal development programme with a view to enabling pupils to thrive. p.1

Concerns

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No strong criticism found.

Next steps

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However, leaders are fully aware of the necessary checks they would undertake should this situation change. p.5

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Anatomy of the report

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Pages: 11
Words of findings: 2,538; longer than usual (typical 1049)
Reading level: Fairly hard; Flesch 51, typical 45
Average sentence: 17 words
Next steps: 1; typical 5
Hedged sentences: 0%; “some”, “not always”, “most”…

Where the words go

Findings 77%Leadership 9%Safeguarding 4%About the inspection 10%

Full report text

Angel Meadow School, 28 May 2026 1 Angel Meadow School 11 Lower Broughton Road, Salford M7 1WE

p.1

report:

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

p.1

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 (ISS) 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 ISS first. Under part 8, the proprietor is required to ensure that the school meets all of the ISS consistently. The standard in part 8 is intended to ensure that the quality of leadership and management at the school is sufficient for that purpose.

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Part 8. Quality of leadership in and management of schools

The proprietor body comprises two leaders, who will hold senior roles in the school. They are knowledgeable and have had previous experience working with pupils with special educational needs and/or disabilities (SEND). They understand the needs of the proposed cohort well.

p.1

Part 8. Quality of leadership in and management of schools

Leaders propose offering a relationships-based approach to education to build pupils’ confidence to help them to re-engage with their education. They have placed pupils at the heart of their decision-making. Leaders have designed the school environment, curriculum and personal development programme with a view to enabling pupils to thrive.

p.1

Part 8. Quality of leadership in and management of schools

The proprietor has a suitable plan in place for the recruitment of staff. There are comprehensive induction arrangements to support new staff and to promote consistency in practice across all staff. Angel Meadow School, 28 May 2026 2 The proprietor has a secure understanding of the ISS and of its statutory responsibilities. There are clear processes and procedures to check compliance with the standards. The proprietor intends to establish an advisory board to add a further layer of quality assurance to their work.

p.1

Part 8. Quality of leadership in and management of schools

The standard in this part is likely to be met if the Department for Education (DfE) decides to register the provider as an independent school.

p.2

Curriculum

The school has an appropriate curriculum policy in place. It sets out the broad range of subjects that the school intends to deliver. The intended curriculum is designed to be ambitious and adaptable to meet the needs of pupils, who are all likely to be pupils with SEND.

p.2

Curriculum

Leaders intend that pupils will study subjects that match all areas of learning as set out in the standards, for example pupils’ aesthetic and creative, technological, scientific and human and social education. These take into account a range of abilities and aptitudes. The proprietor plans to align the curriculum provision to the targets set out in pupils’ education, health and care (EHC) plans so as to tailor the curriculum to the needs of each pupil.

p.2

Curriculum

Leaders plan to prioritise pupils’ understanding of basic knowledge in literacy and numeracy. They aim to provide additional support for pupils who are at the early stages of learning, such as securing pupils’ understanding of phonics, so that they learn to read confidently and fluently.

p.2

Curriculum

There is a well-thought-out curriculum for pupils’ personal, social, health and economic (PSHE) education in place. This includes a comprehensive careers offer for all year groups. The relationships and sex education curriculum has been designed to give pupils an age-appropriate understanding that aligns well with the guidance issued by the DfE.

p.2

Curriculum

The school intends to develop staff’s understanding of trauma so that they are able to support pupils’ social, emotional and mental health (SEMH) needs effectively. There is an increasing emphasis in the curriculum on developing pupils’ independence and preparing them for adulthood.

p.2

Teaching

Leaders propose to ensure consistency in the way in which teachers deliver lessons by ensuring that they follow a clear procedure in lessons. This includes making new learning explicit and reviewing how this connects with pupils’ prior Angel Meadow School, 28 May 2026 3 knowledge. Teachers will then provide examples of good practice before pupils move on to apply this learning for themselves.

p.2

Assessment

Leaders have a clear framework in place to assess pupils’ learning needs on entry to the school, both academically and for their SEMH needs.

p.3

Assessment

Leaders have a structure in place for the ongoing assessment of pupils’ learning. They intend to ensure that staff check regularly on pupils’ understanding of the key learning that has been taught. Leaders will support teachers to use this information to adapt learning and to inform pupils’ next steps. They will also use this information to identify when pupils need additional support.

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Assessment

The schemes of work that the school intends to follow are designed to enable pupils to achieve recognised qualifications from entry level to GCSEs.

p.3

Assessment

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

p.3

pupils

The school’s PSHE curriculum has been designed to prepare pupils well for life in modern Britain. Leaders have threaded different aspects of fundamental British values and equalities throughout the topics that pupils will study. They have carefully thought about the way in which topics touch on different aspects of spiritual, moral, social and cultural development (SMSC). For example, pupils will learn about their own and a diverse range of other cultures through the history and art and design topics that they study. Leaders will ensure that, as they progress through the PSHE curriculum, pupils will revisit topics which will support them to build on what they know.

p.3

pupils

Leaders will ensure that pupils have opportunities to develop their understanding of the beliefs and opinions of others. For example, leaders have ensured that there are units of work that focus on different characteristics that are protected by law, such as race, as well as provision for discussing current affairs.

p.3

pupils

Leaders intend to deliver a planned programme of assemblies to complement pupils’ SMSC development. They aim to link this with specific themed weeks, such as learning about how different faiths celebrate their beliefs. The standards in this part are likely to be met if the DfE decides to register the provider as an independent school. Angel Meadow School, 28 May 2026 4

p.3

Safeguarding

Leaders regard safeguarding as their top priority. They have set out a clear policy and a set of suitable procedures to keep pupils safe. They have also sourced relevant professional learning to ensure that staff will be vigilant. Leaders intend to make sure that staff fully understand the potential vulnerabilities that pupils at the school may face. The proposed reporting system is comprehensive. Leaders intend that staff will record any concerns or actions alongside any resolutions to these issues.

p.4

Safeguarding

The proprietor demonstrates an effective knowledge of safeguarding and safer recruitment to ensure that statutory duties, including the ‘Prevent’ duty are met. For example, the proprietor intends to use pupils’ individual learning plans to identify any risks or vulnerabilities around pupils forming extreme opinions.

p.4

Behaviour, anti-bullying and supervision of pupils

Leaders have put relationships at the heart of their strategy to support pupils’ needs. Leaders’ nurturing approach is designed to ensure that there are clear and predictable routines in place to help to reduce pupils’ anxiety and to support them to regulate their own behaviour.

p.4

Behaviour, anti-bullying and supervision of pupils

The school has clear and purposeful policies for behaviour and anti-bullying. These set out clear rewards and sanctions. They are likely to be effective if followed well.

p.4

Behaviour, anti-bullying and supervision of pupils

Where there are instances of misbehaviour or bullying, leaders intend to use reflective conversations with pupils to explore what went wrong and to look at strategies to cope better in the future.

p.4

Behaviour, anti-bullying and supervision of pupils

Leaders have clearly thought out the staffing structure that will be required to enable pupils to achieve well. This will include the provision of an additional member of staff that teachers can call on if needed.

p.4

Health and safety, fire and first aid

The school has a clear first-aid policy in place. The medical room is well stocked to deal with illness or minor injuries. Other first-aid points are evident within the school.

p.4

Health and safety, fire and first aid

The school has a detailed fire risk assessment caried out by a reputable firm. Leaders undertake regular checks on fire call points and the emergency lighting system to make sure that they are operating well. Leaders have ensured that there are sufficient staff trained as fire marshals. They continually check on Angel Meadow School, 28 May 2026 5 aspects of fire safety, such as ensuring that any means of escape are kept clear. Leaders make annual checks on all firefighting equipment.

p.4

Admissions and attendance

Leaders have a clear admissions policy and a rigorous onboarding process for pupils. This includes discussions with parents, carers and other agencies to ensure that the school can meet pupils’ needs.

p.5

Admissions and attendance

The school has a clear format for attendance registers in place. The proprietor intends to check for patterns and trends in pupils’ absences to identify any barriers that are preventing pupils from attending more regularly.

p.5

Risk assessment

The school has a clear risk assessment policy, which outlines how leaders will assess and manage risk. Specific risk assessments cover the range of activities that pupils will take part in. This includes a fire risk assessment and a range of checks on the building and its maintenance. The school will also ensure that off- site activities are suitably risk assessed.

p.5

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

The members of the proprietor body are trained in safer recruitment. They have ensured that the recruitment process is secure and that interviews will test each applicant’s suitability to work with pupils.

p.5

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

All of the relevant checks have been completed for the two members of the proprietor body.

p.5

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

The proprietor demonstrates a clear understanding of the recruitment checks that are required to be carried out on new staff.

p.5

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

The school does not propose to use any agency staff. However, leaders are fully aware of the necessary checks they would undertake should this situation change.

p.5

The single central record of these recruitment checks

An electronic single central record (SCR) is in place. This can be reproduced in a printed format if necessary. All required checks are completed prior to staff working at the school.

p.5

The single central record of these recruitment checks

The proprietor intends to monitor the SCR regularly. Angel Meadow School, 28 May 2026 6 The standards in this part are likely to be met if the DfE decides to register the provider as an independent school.

p.5

Part 5. Premises of and accommodation at schools

The premises is a four-story building, which includes a basement that is not in use. The proprietor has recently renovated the building to a high standard throughout. There are 7 classrooms, one of which is a beauty studio. Each classroom provides suitable accommodation for up to 5 pupils. The school also has a breakout room and a meeting room, both of which may be used as study areas for pupils. There is also a multi-purpose hall, which leaders intend to use for assemblies, dining and other activities.

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and showers

There are sufficient toilets available for the proposed number of pupils, including an accessible toilet on the ground floor. All toilets are self-contained and are lockable from the inside. There are also separate toilets for staff.

p.6

and showers

The school has a functioning shower and appropriate spaces in which pupils could change for physical education (PE). However, leaders intend to make use of local sporting facilities for PE.

p.6

Medical room and accommodation for pupils’ therapy needs

The dedicated medical room is appropriately equipped and contains a bed and washing facility. The room includes secure storage for medication.

p.6

Medical room and accommodation for pupils’ therapy needs

The school has clear policy for the administration of first aid. Leaders intend for a number of staff to be trained in first aid.

p.6

Ensuring the health, safety and welfare of pupils

The school has a comprehensive policy in place that covers different aspects of health and safety, for example in the secure storage of hazardous substances.

p.6

Ensuring the health, safety and welfare of pupils

There are a range of checks that are periodically undertaken on the building, for example, legionella and those undertaken by professional firms, including the gas and electrical installations.

p.6

Ensuring the health, safety and welfare of pupils

The proprietor body has ensured that the school site is secure with locked gates and a coded entry system. Angel Meadow School, 28 May 2026 7

p.6

Lighting and acoustic conditions

All of the classrooms have been carpeted to ensure that the acoustics are suitable. Classrooms are well lit.

p.7

Outdoor space

The site provides adequate space for pupils to play and there is a smaller area that leaders intend for pupils to use for quieter breaktimes. Outdoor lighting is evident on all exits.

p.7

Outdoor space

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

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