The Fast Forward School

The Fast Forward School, 19 May 2026 1 The Fast Forward School 80 Scott Street, Hull HU2 8AP

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report:

Overall outcome The school is likely 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 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

The proprietor, governing body and leaders of the proposed school have a firm understanding of the independent school standards. The school currently operates as an alternative provision. The proprietor has drawn on expertise from the schools that they currently work with, as well as using independent external consultants, to ensure they understand their obligations in relation to, for example, safeguarding. This means that record-keeping and policies related to many of the standards are already in place and working effectively.

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Part 8. Quality of leadership in and management of schools

The governing body comprises individuals with expertise and knowledge in various aspects of education, including safeguarding. In addition, each member of the governing body has been assigned specific parts of the standards for which they will have strategic oversight. Governors have a clear view of the time frames for meetings, the information they will require from school leaders and the ways in which they will assure themselves of the accuracy of information they receive. The Fast Forward School, 19 May 2026 2 The proprietor has ensured that the standards are likely to met if the Department for Education (DfE) registers the provider as an independent school.

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Curriculum

The proposed school’s curriculum is suitably broad. The focus on vocational qualifications, alongside qualifications in English and mathematics ensures that pupils will gain the necessary qualifications for their next steps. In addition to this, there are plans for subjects covering the breadth of the standards. The proprietor has considered the ways in which the curriculum will need to be adapted for pupils of compulsory school age and older students. They have also considered the ways in which the curriculum subjects may differ depending on the qualifications that pupils have already hold when they enter the school.

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Curriculum

There is a clear process to ensure that the proposed school leaders and staff have a good understanding of the needs of any pupils who attend the school and there are systems in place to ensure that important information from education, health and care (EHC) plans is shared with staff through individual learning plans. The proprietor has given due consideration to how the school will meet the needs of pupils and students with special educational needs and/or disabilities (SEND) and has already appointed a qualified special educational needs coordinator.

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Curriculum

In addition to the academic curriculum, the proprietor has planned for therapeutic provision and preparation for adulthood sessions within the school day. The organisation of the school’s facilities is already setup to support the delivery of the whole curriculum. Individual learning plans will outline reasonable adjustments required for pupils, and the proprietor will also commission external support as necessary, for example speech and language therapy.

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Curriculum

The relationships and sex education and personal, social health and economic (PSHE) curriculums are also appropriate. The proprietor has plans to consult with parents as appropriate if the school is registered to open. Careers provision has been suitably considered. The school intends to use the Gatsby benchmarks to enable them to assess the quality of this provision.

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Teaching

The proposed school already has sufficient teachers for the numbers of pupils they intend to admit. This is because they are currently operating as an alternative provision. Staff in leadership positions are suitably qualified and experienced, for example in supporting pupils with social, emotional and mental health (SEMH) needs. The proprietor has a planned programme of training to ensure that staff The Fast Forward School, 19 May 2026 3 across the school develop the skills and knowledge they need to support pupils and to adapt the curriculum, as necessary. Staff currently employed have received training on curriculum planning, they are provided with resources to help them deliver the curriculum and they are given detailed information about pupils, which helps them to adapt materials appropriately.

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Assessment

The proprietor has set out suitable arrangements to assess pupils when they join the school. This includes checking whether pupils are able to read sufficiently well to access the curriculum. Regular progress checks against curriculum milestones are planned alongside progress against EHC plans.

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Assessment

The proprietor has ensured that these standards are likely to be met if the DfE registers the school to open.

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pupils

The proposed school’s personal development programme will focus on developing pupils’ independence and preparation for adulthood, as well as supporting pupils to regulate their emotions. The school has specific spaces to support pupils’ emotional regulation and has employed a pastoral lead to oversee this aspect of the proposed school’s work.

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pupils

Pupils will have dedicated PSHE lessons delivered by appropriately trained staff. The planned PSHE curriculum takes account of the SEND needs of pupils, for example by foregrounding work on mental health. There are suitable systems to monitor and assess the PSHE programme.

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pupils

Leaders also plan to weave themes related to PSHE into other aspects of the curriculum. There is to be dedicated enrichment time in the curriculum every week. Trips and visits related to the local context are planned to support pupils’ wider development.

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pupils

The proprietor has ensured that these standards are likely to be met if the DfE registers the school to open.

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Safeguarding

The proposed school’s safeguarding policy takes account of the latest statutory guidance. The safeguarding team already in place in the school is sufficient for the The Fast Forward School, 19 May 2026 4 number of pupils that the proposed school wishes to admit. The proprietor has plans to ensure that more staff are trained as safeguarding leads when the school opens. School leaders demonstrate a clear understanding of the risks that pupils attending the school may face. There are clear plans to support staff induction. These are already operational for staff employed by the provider as part of the work they do as an alternative provision. There are plans for regular updates about pupils to ensure staff have all the information they need.

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Safeguarding

Staff have been trained to use the school’s management information system so that they are able to raise concerns and make referrals to safeguarding leaders if they have concerns about any pupils or students. The records that leaders currently keep related to safeguarding demonstrate an understanding of the need to make timely and clear entries when information is received about pupils and students.

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Behaviour and supervision of pupils

The proposed school has clear policies and procedures around behaviour. The pastoral lead at the school will play a key role in ensuring pupils are supported and each pupil will have a key worker assigned to them. This will ensure that pupils have several points of contact who can help them.

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Behaviour and supervision of pupils

The proprietor has planned a programme of therapeutic interventions to support pupils with SEMH needs. Training for staff will further enhance their ability to ensure that the school is likely to be a calm place of learning.

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Anti-bullying

The proposed school’s anti-bullying policy sets out clear definitions of bullying and approaches that the school will take if bullying should occur. The proprietor has plans to ensure that records are kept, which will allow them to track instances of bullying and take appropriate action.

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Health and safety, fire and first aid

Leaders have robust systems in place to ensure that the proposed school will comply with relevant legislation around health, safety and first aid. Records around checks on legionella, gas, fire and electrical safety were all available for scrutiny during the inspection. Leaders currently carry out and maintain weekly records on the site. They have plans to add daily checks on the school site should the school be registered to open. Areas identified as needing action in the most recent fire risk assessment have been addressed.

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Health and safety, fire and first aid

The school has 5 trained first aiders and has appropriate first-aid kits already in place, including travel kits for when pupils are transported to the site intended for The Fast Forward School, 19 May 2026 5 use when pupils undertake physical education, or on school trips. The accident book currently used shows that the proprietor understands how to record and maintain a record of minor incidents and act as appropriate.

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Admissions and attendance

The proposed school has appropriate systems to monitor the attendance of pupils and to encourage good attendance. The attendance policy clearly defines expectations of parents, pupils and the school. The policies around admission and attendance ensure that leaders have a good understanding of whether the proposed school can meet pupils’ needs prior to pupils being offered a place, for example through home visits.

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Risk assessment

The risk assessment policy is supported by appropriate risk assessments for the proposed school. This includes comprehensive risk assessments related to the on- site workshops used for the school’s vocational subjects. Off-site risks have also been considered. For example, the school has risk assessments related to the use of a local sports centre for physical education and an agreement is in place with the sports centre for the use of this facility.

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Risk assessment

Leaders have taken account of the needs of the pupils. For example, the high number of staff to pupils ensures that that pupils can be appropriately supervised in the different activities that the proposed school will offer.

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Risk assessment

The building is designed in such a way as to reduce risk. For example, doors are secured with maglocks, which release when the fire alarm is activated. Protective clothing is provided for pupils who access, for example, the motor vehicle workshop and the building is appropriately secured to prevent public access.

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Risk assessment

The proprietor has ensured that these standards are likely to be met if the DfE registers the school to open.

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

Leaders, including the proprietor, have an appropriate understanding of the checks which need to be made on proposed staff members. The school does not intend to use agency staff, given the needs of the pupils that they will serve. The Fast Forward School, 19 May 2026 6

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The single central record of these recruitment checks

The single central record that the school currently maintains shows appropriate checks on staff before they commence work at the school. The proprietor is aware of the need to add checks on staff who may be prohibited from teaching if the proposed school is registered to open. There are already regular audits of the information of the single central record to ensure that it is up to date.

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The single central record of these recruitment checks

The proprietor has ensured that the standards are likely to be met if the DfE registers the school to open.

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and showers

The school has ample toilet and washing facilities. Drinking water is available at various locations throughout the building and is clearly labelled. One of the toilets also has a showering facility. At the time of this inspection, it was in use as a staff toilet. Leaders plan to adapt this so that it is a space only for the use of pupils and students. There are ample toilet facilities available for alternative use by staff. The school will use the changing facilities at the local sports centre for physical education.

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Medical room and accommodation for pupils’ therapy needs

The proposed school has an appropriate medical room, equipped with a sink and near to a toilet. It has a lockable fridge for the safe storage of medication. Staff responsible for administering medication understand how to record this and the need to seek parental permission.

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Medical room and accommodation for pupils’ therapy needs

First-aid kits in the medical room are appropriately stocked.

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Ensuring the health, safety and welfare of pupils

The proposed school is maintained to a high standard. The hair and beauty salon and motor vehicle workshop on site are appropriately secured so that pupils cannot enter unsupervised. There is appropriate storage for hazardous substances in each area of the school.

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Ensuring the health, safety and welfare of pupils

The school proposes to use a local alternative provision to deliver the construction vocational qualification. This facility is owned and operated by the same group applying to open The Fast Forward School. Inspectors visited this facility and found that it is suitable for the intended purpose. The Fast Forward School, 19 May 2026 7 Fire exits operate as intended and the school site is kept clean and clear. Procedures to sign in and out of the school, along with maglock doors throughout the building, mean that the proprietor can keep the school site secure.

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Ensuring the health, safety and welfare of pupils

The design of the school building takes account of pupils’ needs. For example, there is a ‘tranquillity room’ and a room set up as a typical flat. This will form part of the preparation for adulthood curriculum.

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Lighting and acoustic conditions

The school is a welcoming space, and the buildings have been refurbished to a high standard. Classrooms are spacious, well equipped and suitable for the intended purposes. Lighting and acoustic conditions are appropriate for the intended use.

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Outdoor space

The proposed school has appropriate outdoor spaces on the school site where pupils can socialise. It is well maintained and secure.

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Outdoor space

The school has an agreement in place with a local sports facility where the planned programme of physical education can be delivered. This is a short car journey from the school. The proprietor has ensured that appropriate risk assessments, insurance and first-aid provision is in place for school staff to transport pupils to this facility.

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Outdoor space

The proprietor has ensured that these standards are likely to be met if the DfE registers the provider as an independent school.

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Part 6. Provision of information

The proposed school already has a website which includes all necessary information required by this part of the standards. In addition, leaders understand the information and policies that they must make available. The proprietor has a clear understanding of the need to report to parents and has already planned for the ways in which they will provide relevant information to the local authority, for example related to allocation of financial resources for pupils with an EHC plan.

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Part 6. Provision of information

The proprietor has ensured that these standards are likely to be met if the proposed school is registered to open. The Fast Forward School, 19 May 2026 8

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Part 7. Manner in which complaints are handled

The complaints policy meets the requirements of the standards. It provides clear timescales for dealing with complaints and appropriate recording systems. It also provides for independent oversight of complaints to ensure a fair process.

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Part 7. Manner in which complaints are handled

The proprietor has ensured that these standards are likely to be met if the proposed school is registered to open.

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The school’s accessibility plan

The proposed school’s accessibility plan is likely to be suitable in meeting Schedule 10 of the Equality Act. There are clear actions related to the development of the building as well as to the provision of information and the development of the curriculum. The proprietor has also considered the allocation of resources to bring the plans to fruition.

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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

Inspectors spoke with the proposed school’s headteacher, proprietor and other senior leaders, including the special educational needs coordinator.

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About this inspection

The proposed school intends to cater for pupils with social, emotional and mental health needs and pupils with speech, language and communication needs.

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Lead inspector

Matthew Vellensworth His Majesty’s Inspector

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Team inspector

Mehnaz Kauser Ofsted Inspector The Fast Forward School, 19 May 2026 9

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proprietor body

FFVT Holdings Ltd Callum Thompson Headteacher Rachel Richardson Type of school Other independent special school Capacity 50

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authority

Age range of pupils Provider’s proposal: 15 to 19 Gender of pupils Provider’s proposal: Mixed

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teaching staff

Number of part-time teaching staff Provider’s proposal: 0 Annual fees for day pupils £35,000 to £40,000 Email address info@fastforwardschool.com The Fast Forward School, 19 May 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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