Rosscon Training Ltd

Rosscon Training Ltd, 9 April 2026 1 Rosscon Training Ltd Cocker Trading Estate, Cocker Street, Blackpool, Lancashire FY1 2EP

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report:

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

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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 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

At the time of the previous pre-registration inspection, the proprietor had not ensured that all of the independent school standards (the standards) were likely to be met if the Department for Education (DfE) decided to register the provider as an independent special school. The headteacher was not fully in post and there were shortfalls in the curriculum and provision for pupils’ welfare. Since then, the areas identified at the previous inspection relating to the welfare of pupils have been addressed. Some aspects of the curriculum design for older pupils have also been developed to meet the needs of the pupils that the school proposes to cater for.

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Part 8. Quality of leadership in and management of schools

However, the proprietor has not ensured that leaders demonstrate the necessary skills and knowledge to ensure that the standards are consistently met for pupils across the full proposed age range of 11 to 18. For instance, the proprietor has Rosscon Training Ltd, 9 April 2026 2 recruited staff who have experience in some aspects of the curriculum and understand the vocational routes for key stages 4 and 5. However, there is limited understanding of what specific knowledge and skills the school intend to teach for younger pupils, who may join school with low starting points and additional needs.

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Part 8. Quality of leadership in and management of schools

Leaders demonstrate secure knowledge and expertise in running provision for older pupils. Their current work in alternative provision shows that they understand how to support pupils with social, emotional and mental health (SEMH) needs to re-engage with education and achieve meaningful qualifications. However, this expertise is not reflected in the curriculum design for younger pupils. Leaders have not developed a clear or detailed curriculum for key stage 3 that meets the needs of pupils with additional vulnerabilities.

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Part 8. Quality of leadership in and management of schools

The proprietor has not ensured that the standard in this part is likely to be met if the DfE decides to register the provider as an independent school.

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Curriculum

The proprietor intends to offer a broad curriculum for pupils in Years 7 to 13. Even though the curriculum is well designed and mapped out for key stage 4 and 5 pupils, it is not well considered for key stage 3 pupils. For these pupils, the proprietor has not ensured that the curriculum plans set out the precise knowledge that pupils should learn and remember. While some schemes of work have been drafted, they do not show how pupils will build on their knowledge in a structured and progressive way.

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Curriculum

Schemes of work for younger pupils do not take sufficient account of pupils’ starting points or any additional needs. For the younger pupils, early reading is not planned. This is despite an understanding that pupils may join the school with previously disrupted education and low starting points. There is no clear approach for supporting pupils at the early stages of literacy or numeracy in key stage 3.

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Curriculum

The proposed school’s relationship and sex education (RSE) policy sits alongside its personal, social, health and economic (PSHE) education policy. These policies set out a clear and comprehensive approach to statutory RSE for pupils across Year 7 to 13.

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Curriculum

Since the previous pre-registration inspection, the proprietor has developed the PSHE curriculum. This is designed well to support pupils with additional needs. If delivered well, this would provide pupils with structured opportunities to develop their understanding of relationships, wellbeing, safety and life in modern Britain. Rosscon Training Ltd, 9 April 2026 3 The proprietor has also now established suitable arrangements for careers education, including for those in post-16. Through the PSHE curriculum, leaders intend to offer careers advice, vocational training and work experience. If implemented as intended, this would support pupils to re-engage in learning and help them to move on to successful next steps and future pathways.

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Teaching

The proprietor intends for staff to teach a broad range of subjects. Many staff are qualified and have subject expertise, for example, in construction and sports. Where required, leaders intend to employ more staff with subject expertise to ensure that pupils are supported well. For older pupils, the teaching methods and chosen subject range appear likely to meet the SEMH needs of the pupils that the school proposes to support. Nevertheless, the lack of detail and coherence in the schemes of learning for the key stage 3 curriculum means that teachers would not have clarity on what subject content will be taught and how this will meet pupils’ SEMH needs.

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Teaching

Current documentation does not provide staff with clear strategies for adapting learning to meet the specific needs and vulnerabilities of key stage 3 pupils. For example, many pupils are likely to have significant gaps in their prior education. However, this has not been reflected in the proprietor’s expectations for the curriculum for younger pupils. Leaders have not set out how teaching will address barriers, such as weak literacy, early reading or gaps in learning for these pupils. As a result, teachers will not have the information that they need to adapt learning effectively or to ensure that pupils make secure progress from their starting points for the proposed 11 to 18 age range.

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Assessment

Since the previous inspection, leaders have now set out clear information about how teachers should make use of assessment strategies for key stage 4 and 5. They have considered how to use this information to evaluate pupils’ performance. For example, through various accreditation and vocational qualifications, there are structured mechanisms to assess and review the progress that pupils make through the curriculum.

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Assessment

Even so, the school’s approach to assessment for key stage 3 pupils is still underdeveloped. The assessment policy does not set out the strategies that teachers will use to check what younger pupils know and can do. For example, leaders have not explained how staff will assess pupils’ reading knowledge or identify those who need support with early reading. Leaders have also not established how they will check pupils’ progress over time in key stage 3. This is partly because the curriculum does not identify the specific knowledge that Rosscon Training Ltd, 9 April 2026 4 teachers should assess against. This limits how well staff would use assessment to inform teaching or address gaps in learning.

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Assessment

The proprietor has not ensured that the standards in this part are likely to be met for the proposed age range if the DfE decides to register the provider as an independent school.

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pupils

The proprietor has designed a broad programme to support pupils’ spiritual, moral, social and cultural development. The PSHE curriculum outlines opportunities for pupils to learn about differences between people. Policies and planned learning experiences show a commitment to helping pupils understand key values, including respect, tolerance and the responsibilities of living in modern Britain.

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pupils

Personal development is a central feature of the proposed school. This is because leaders intend to ensure that pupils who have missed education and struggle to engage with their learning are supported to rebuild their confidence. For instance, leaders intend to offer opportunities beyond the curriculum, such as boxing, volunteering and creative workshops. Leaders plan to use external speakers and educational trips to broaden pupils’ experiences.

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pupils

Leaders propose to enhance pupils’ decision ‑ making skills and social awareness through targeted mentoring and lessons on key risks, such as drugs and vaping.

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pupils

The proprietor has ensured that the standard in this part is likely to be met if the DfE decides to register the provider as an independent school.

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Safeguarding

Leaders have secure safeguarding arrangements that reflect current statutory guidance. Leaders have improved their practice by commissioning external safeguarding audits and acting promptly on the recommendations. This has led to clearer procedures, sharper record ‑ keeping expectations and improved oversight. The proposed school has enhanced its systems further by introducing appropriate filtering and monitoring tools to ensure pupils’ online safety.

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Safeguarding

Senior leaders and the proprietor have completed the required safeguarding training and understand how to respond to concerns with confidence. They have also arranged training for all staff in the safe use of restrictive physical intervention so that staff can manage high ‑ risk situations safely and consistently. Leaders plan Rosscon Training Ltd, 9 April 2026 5 to use a digital platform so that they can monitor trends and respond to concerns promptly. The proprietor has put in place a clear induction programme to ensure that all new staff receive safeguarding training and understand their responsibilities.

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Behaviour and supervision of pupils

The proprietor has developed a clear behaviour policy. This outlines the standards of conduct expected from pupils and the steps staff should take when behaviour falls short. Leaders intend to train all staff in positive behaviour management, including de ‑ escalation and safe physical intervention. Leaders emphasise building positive relationships. They intend to use an approach based on understanding the effect of past trauma on pupils so as to be able to meet individual needs. Supervision plans intend to ensure that pupils are supported consistently throughout the school day.

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Anti-bullying

The proprietor has ensured that there is an appropriate anti-bullying policy that explains how staff will respond to concerns and support pupils involved. Leaders intend to teach pupils about different forms of bullying and how to seek help through the PSHE curriculum and an online application tool. Staff will follow a clear process to record, investigate and resolve incidents through an online platform.

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Health and safety, fire and first aid

The proprietor has ensured that health and safety procedures are well developed and include regular checks to ensure the site remains safe. Fire safety arrangements meet statutory requirements. There are trained staff, appropriate firefighting equipment and clear evacuation procedures. The school’s first ‑ aid provision is suitable. There are accessible medical supplies throughout the building.

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Admissions and attendance

The proprietor has appropriate arrangements in place to record admissions and attendance electronically. There are clear processes to ensure accuracy and compliance with current regulations. Leaders intend to review each placement carefully to ensure that the school can meet pupils’ needs and remove barriers to attendance. The proprietor plans to admit up to 40 pupils and demonstrates the capacity to support this number effectively. Rosscon Training Ltd, 9 April 2026 6

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Risk assessment

At the previous pre-registration inspection, this standard was judged as not likely to be met. Since then, the proprietor has developed a clear and comprehensive risk assessment policy that sets out high expectations for identifying, evaluating and reducing risks. Risk assessments are specific and include clear control measures that staff can implement consistently. For example, there are risk assessments for the manual handling of equipment and sharp objects for the construction curriculum.

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Risk assessment

The proprietor has also made improvements to the external environment. The car park and surrounding areas have been redesigned to ensure safe movement around the site. New metal fencing, barriers and marked walkways ensure that there are minimal risks for pupils near the car park. These additional measures demonstrate that leaders have carefully considered the risks associated with operating on a multi ‑ use industrial estate and have taken proportionate action to mitigate them.

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Risk assessment

The proprietor has ensured that the standards in this part are now likely to be met 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 has established a secure and well ‑ structured recruitment process. All leaders who are involved in appointing staff have completed safer recruitment training and understand the full range of checks that are required before employment begins. The proprietor uses an online tool to ensure all key information and checks are captured and compliant.

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

Recruitment procedures include verification of identity, qualifications, medical fitness and online screening. Leaders understand the systems for recording overseas checks. The proprietor intends to appoint more qualified teachers, especially staff with experience of working with pupils with additional needs. Leaders also intend to appoint a governing body to further enhance the oversight of the school’s provision. Although the school does not plan to use agency staff or any alternative provision, leaders are fully aware of the vetting requirements should this change.

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The single central record of these recruitment checks

The proprietor has created a well ‑ organised electronic single central record that captures all required information in line with statutory guidance. All checks on senior leaders and the proprietor have been completed appropriately. Leaders Rosscon Training Ltd, 9 April 2026 7 have set up secure employer files to store evidence of recruitment checks, including qualifications, medical fitness and online searches. They also plan to work with the local authority to carry out regular audits of the record to maintain high levels of compliance.

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The single central record of these recruitment checks

The proprietor has ensured that 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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and showers

There are suitable toilet facilities for both staff and pupils in each unit. There are cubicles that lock from the inside and hot water set at a safe temperature. Drinking water is clearly labelled and accessible throughout the day. Shower facilities are available on site.

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Medical room and accommodation for pupils’ therapy needs

There is a well ‑ equipped medical room that is located close to a toilet and washing facilities. It contains appropriate first ‑ aid supplies, secure storage for medication and a suitable space for pupils who may need medical attention during the school day. The room also has a foldable bed for pupils to use when needed. The school has a sensory room, which provides a calm environment for therapeutic work and supports pupils who require help to manage their emotions.

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Ensuring the health, safety and welfare of pupils

The premises have been refurbished to a positive standard and provide a clean, safe and well ‑ maintained environment. Classrooms and specialist areas are appropriately furnished and allow for small teaching groups. Leaders have adapted the premises thoughtfully to reflect the needs of pupils and the proposed curriculum. The salon and barbering areas are fully equipped with appropriate seating, mirrors, storage and hygiene facilities, enabling pupils to gain practical experience in a realistic vocational setting. Similarly, the construction workshops have been fitted out with specialist equipment to support hands ‑ on learning in brickwork, roofing and plastering.

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Lighting and acoustic conditions

Teaching spaces have been fitted with suitable lighting and acoustic treatments to support learning and meet the SEMH needs of pupils. External lighting ensures safe access to and from the buildings during darker hours. Rosscon Training Ltd, 9 April 2026 8

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Outdoor space

The proprietor has set up an indoor sports pitch for social times and this is marked out with metal fencing to ensure safety. This space will be supervised at all times and used for recreation and structured sporting activities. Having acquired more buildings surrounding the estate, the proprietor intends to fence off wider outdoor spaces for social use in the future.

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Outdoor space

The proprietor has ensured that 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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Part 6. Provision of information

The proprietor has set out a clear and well ‑ structured statement of the proposed school’s aims, ethos and core values. This information is already published on the school’s website, alongside the required policies, including those for behaviour, exclusions and complaints. Contact details for the proprietor are available and leaders understand the requirement to make future inspection reports publicly accessible. In preparation for opening, the proprietor also plans to launch a dedicated website for the proposed school so that information for families is clearly separated from the existing alternative provision.

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Part 6. Provision of information

Leaders intend to share written progress updates with families and the local authority so that they are kept informed about pupils’ achievement and attendance.

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Part 6. Provision of information

Leaders understand the processes involved in working with local authorities and virtual schools, including the need to review pupils’ education, health and care (EHC) plans.

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Part 6. Provision of information

The proprietor has ensured that 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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Part 7. Manner in which complaints are handled

The proprietor has established a clear and accessible complaints policy, which is already available on the school’s website. The policy sets out the steps parents and carers should follow if they wish to raise a concern. This includes the expected timescales for responses and the procedures for each stage of escalation.

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Part 7. Manner in which complaints are handled

Leaders intend to maintain a detailed record of all complaints, including the actions taken, outcomes reached and any involvement from external professionals. This will support transparency and allow leaders to monitor patterns over time. Rosscon Training Ltd, 9 April 2026 9 The proprietor has ensured that the standard in this part is likely to be met if the DfE decides to register the provider as an independent school.

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The school’s accessibility plan

The school has ensured that it has a suitable accessibility plan in place. It demonstrates how the school will fulfil its duty under schedule 10 of the Equality Act 2010. For example, the accessibility plan considers how information can be made accessible to all members of the school community.

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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.

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About this inspection

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 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 inspector spoke with the chair of the proprietor body, the headteacher and the business manager during the inspection.

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About this inspection

At the time of this inspection, the proposed school was operating as a part-time alternative provision for 70 pupils. However, at the time of inspection, the school was closed for holidays, so no lessons were visited and no pupils were spoken to.

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About this inspection

This was the proposed school’s second pre-registration inspection.

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About this inspection

The proprietor has appointed 10 full time staff and 7 part-time staff. This includes the deputy headteacher and headteacher.

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About this inspection

It is proposed that the school will provide full-time education for up to 40 pupils, aged between 11 to 18 years. It is intended that the proposed school will cater for pupils with SEMH needs and those with autism. It is expected that pupils will have an EHC plan.

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About this inspection

The proprietor does not intend to make use of any alternative provision. Rosscon Training Ltd, 9 April 2026 10 The proposed school intends to operate from premises located at Cocker Trading Estate, Cocker Street, Blackpool, Lancashire FY1 2EP. The premises are spread across 5 units (2, 3, 5, 6 and 7) and include a sports hall, gym and a sensory room. In addition, the premises include a construction workshop, salon and barbering suite, kitchen, canteen, medical room, showers and staff facilities. The school has fenced off these units so there is no public access.

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About this inspection

The proprietor is registered at Companies House. The proprietor body is Rosscon Training Ltd.

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About this inspection

There is currently no governing body. The proprietor intends to have a governing body in place by the time the school is registered to open to pupils.

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About this proposed school

Chair of the proprietor body Daniel Rossie Headteacher John Moss (Head of School) Type of school Other independent special school Capacity 40

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compulsory school age on roll

Provider’s current position: 2 Provider’s proposal: 40

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compulsory school age on roll

Provider’s current position: 67 Provider’s proposal: 0

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disabilities on roll

Provider’s current position: 67 Provider’s proposal: 40

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authority

Provider’s current position: 56 Provider’s proposal: 40

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authority

Age range of pupils Provider’s current position: 11 to 18 Provider’s proposal: 11 to 18 Gender of pupils Provider’s current position: Mixed Provider’s proposal: Mixed

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per week

Provider’s current position: 25 Provider’s proposal: 30

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per week

Provider’s current position: 20 Provider’s proposal: 25

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teaching staff

Provider’s current position: 10 Provider’s proposal: 17 Rosscon Training Ltd, 9 April 2026 11 Number of part-time teaching staff Provider’s current position: 7 Provider’s proposal: 5 Annual fees for day pupils £40,000 - £80,000 Email address head@rosscontraining.com

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if- – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and – 2(1)(b) the written policy, plans and schemes of work- – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan. – 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 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(g) demonstrates that a framework is in place to assess pupils’ work regularly

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Part 1. Quality of education provided

and thoroughly and use information from that assessment to plan teaching so that pupils can progress.  4 The standard in this paragraph is met where the proprietor ensures that a framework for pupil performance to be evaluated, by reference to the school’s own aims as provided to parents or national norms, or to both, is in place.

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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- Rosscon Training Ltd, 9 April 2026 12 – 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. Rosscon Training Ltd, 9 April 2026 13 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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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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