Yew Tree Farm School

Yew Tree Farm School, 3 June 2026 1 Yew Tree Farm School Swanton Street, Sittingbourne, Kent ME9 8AT

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report:

Overall outcome The school is likely to meet the relevant independent school standards if the material changes relating to the school provision are implemented

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report:

This inspection was commissioned by the Department for Education (DfE), which is the registration authority for independent schools. The school has applied to the DfE to make a material change to its registration. The school proposes to change the age range of pupils and increase the maximum number of pupils attending.

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report:

The purpose of the inspection is to advise the Secretary of State for Education about the school’s likely compliance with the independent school standards that are relevant to the material change that the school has applied to make.

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Part 8. Quality of leadership in and management of schools

When we carry out material change inspections of independent schools, we report on the school’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

Leadership across the school is effective. The headteacher, who also operates as the proprietor, and other leaders bring relevant expertise to their roles. They forge meaningful connections with other professional networks, such as being part of local working groups with other independent schools. Leaders also utilise an Executive Board, who have significant and broad ranging educational and wider expertise. This expertise is brought to bear to further develop the provision and offer support and challenge to leaders. Yew Tree Farm School, 3 June 2026 2 Current pupils are happy and feel safe and secure. They trust staff and develop positive relationships rapidly. High staff ratios mean that pupils are supported to develop and maintain effective relationships through tailored support. Staff receive appropriate training so that they can undertake their roles effectively.

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Part 8. Quality of leadership in and management of schools

Leaders have made significant developments to the school site to ensure that there is sufficient space and resources for the proposed additional pupil numbers to be educated, including creating additional classrooms. Careful thought has been given to designing a curriculum that meets the needs of the proposed secondary- age pupils that leaders wish to cater for. Leaders are planning sensibly to grow their provision steadily over time so as to maintain the quality of their provision.

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Part 8. Quality of leadership in and management of schools

Leaders demonstrate a secure understanding of the independent school standards and take actions to ensure that they are readily met. They are, therefore, likely to meet these if the material change application is approved.

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Curriculum, teaching and assessment

Leaders have developed an appropriate curriculum offer for the proposed secondary-age pupils they plan to cater for. This builds effectively on the foundations of their primary curriculum, and is likely to meet pupils’ specific special educational needs and/or disabilities (SEND). Pupils all receive English and mathematics teaching in one-to-one lessons, and access a wider curriculum offer in small groups, which is built around their needs and aptitudes. This is established in the primary phase and intended to continue in the secondary phase should the material change be approved. There are appropriate plans in place for pupils to receive careers advice and guidance, tailored to their individual needs, as well as an appropriate programme for personal, social, health, relationships and economic education.

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Curriculum, teaching and assessment

Leaders ensure that staff are well trained to deliver the curriculum and adapt lessons to ensure that pupils’ additional needs are met effectively. Careful monitoring of pupil progress ensures that staff and leaders can track pupils’ progress, both through the curriculum and against their individualised targets from education, health and care plans.

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Curriculum, teaching and assessment

Therefore, the standards are likely to be met if the material change is approved. Yew Tree Farm School, 3 June 2026 3

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pupils

Leaders place an effective emphasis on pupils’ spiritual, moral, social and cultural development for current pupils, and intend to do the same for pupils up to the age of 16. Opportunities will be woven through the curriculum for pupils to learn to work collaboratively with others and to develop their confidence, resilience and increasing independence. Leaders intend that positive relationships with staff who model these traits will support pupils with SEND to develop these essential skills into the secondary phase.

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pupils

Leaders intend to maintain an appropriate focus on developing social and emotional resilience that is tailored around pupils’ individual needs. This will include bespoke approaches with specialists as needed. Older pupils will learn how to develop positive and healthy relationships with others as part of an appropriately planned curriculum. Extra-curricular opportunities are likely to be well considered to develop pupils’ experience and confidence in the wider world as they progress into the secondary phase.

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pupils

Leaders have planned programmes to ensure that their well-established provision for primary-age pupils is built upon and develops so that it is suitable for the secondary-age pupils they wish to cater for. Therefore, the standards in this part are likely to be met if the material change is approved.

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Safeguarding

The school’s ‘child protection and safeguarding policy’ is aligned with statutory requirements and published on the school’s website. Staff receive regular and comprehensive safeguarding training. This ensures they can identify when a pupil may be at risk of harm and report any concerns swiftly. Leaders intend to train staff in the potential safeguarding risks for pupils of secondary age. They have made appropriate consideration in risk assessments for mixed age teaching, which will include secondary-age pupils.

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Safeguarding

Leaders are appropriately trained for their role in overseeing the safeguarding culture in their school. This includes 2 senior leaders, who have appropriate training to perform the role of designated safeguarding lead. They work well with external agencies so that pupils and their families receive appropriate and timely support. Records are kept of actions undertaken, which are appropriately detailed and demonstrate that responses are timely. Yew Tree Farm School, 3 June 2026 4 Pupils feel safe, have positive relationships with staff and are confident to share any worries they have. They know who they would speak to if they have any concerns.

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Health and safety, fire and first aid

The school has appropriate health and safety and first-aid policies in place that support the welfare of pupils and staff. These policies are implemented consistently and underpinned by effective systems. Leaders ensure that frequent health and safety checks of the school site are carried out. Any identified issues are addressed swiftly. As a result of these systems, the site is maintained to a high standard and is safe.

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Health and safety, fire and first aid

A compliant fire safety policy is in place. Clear escape routes are supported by ample signage. Robust systems, including frequent checks of alarms, fire extinguishers and emergency lighting are in place. Regular external checks are undertaken of fire extinguishers to ensure these are well maintained. These processes ensure the school maintains ongoing compliance with fire safety regulations.

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Risk assessment

A thorough risk assessment policy is in place, supported by clear systems and processes that are carefully followed. Risk assessments are well written, reflecting the specific needs of pupils and the activities they undertake. This includes for the site-based use of tools, working with animals on the farm, as well as off-site visits, such as trips.

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Risk assessment

Leaders have individual risk assessments in place that are reviewed frequently to ensure they are appropriate to pupils’ needs. These risk assessments are similarly detailed, identifying pupils’ vulnerabilities and any associated risks. These plans clearly set out appropriate mitigating actions to reduce potential risk, meaning that they remain responsive to pupils’ ongoing needs and circumstances.

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Risk assessment

Leaders have carefully considered the demands of increasing the number of pupils on the school site and have made effective provision for this. There has been careful identification of the potential risks posed, for example, for mixed age groups on the school site, which is pertinent given the request to increase the age range of pupils to span both primary- and secondary-age pupils. As a result, the proprietor body has ensured that the standards in this part are likely to be met. Yew Tree Farm School, 3 June 2026 5

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

The school’s recruitment processes are robust and give due regard to safer recruitment requirements. The senior leaders involved in recruitment are appropriately trained.

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

The school has plans to recruit additional staff to meet the needs of the proposed increased capacity, who they will train to deliver the curriculum. They have appropriate training and monitoring programmes in place to ensure that all new staff are able to support pupils safely and effectively.

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The single central record of these recruitment checks

The single central record (SCR) is accurately maintained, kept up to date and includes all staff. The proprietor and executive board representatives check the SCR regularly to ensure that it reflects the most recent statutory guidance. All required checks, including those for individuals in leadership and management roles, are completed and recorded appropriately.

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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.

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and showers

The school site has appropriate toilets and handwashing facilities for pupils that are separate from staff amenities. Showers are accessed at the local leisure centre, where physical education lessons are undertaken.

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and showers

Hot water is set at a safe temperature and is regularly checked. Pupils have access to drinking water throughout the school day, which is clearly labelled.

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Medical room and accommodation for pupils’ therapy needs

An on-site medical room is appropriately located next to a toilet and handwashing facilities are readily available. The room contains a fold out bed and suitable first- aid provisions, as well as an emergency eye-wash station. Medication is stored securely in locked facilities. Yew Tree Farm School, 3 June 2026 6

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Ensuring the health, safety and welfare of pupils

The premises provide a safe and well-resourced environment that is effectively maintained. Leaders have created an appropriate site comprising 3 additional classroom learning areas to serve the additional proposed pupil numbers, as well as break out spaces. A fire-pit is well maintained and appropriately risk assessed so that this can be used safely and comprises a central element of the school day. Outside areas, such as ‘the copse’, are also well maintained and accessed by pupils, when they need to regulate their behaviour. These too are appropriately risk assessed and used under supervision of staff.

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Ensuring the health, safety and welfare of pupils

Staffing levels are appropriate and staff are well trained so that they supervise pupils effectively throughout the day. The school has plans to recruit additional staff to meet the needs of the proposed increased capacity, who they will train to deliver the bespoke curriculum. They have appropriate consideration for high staff to pupil ratios in anticipation of pupils’ SEND needs. They have well-considered induction and training programmes in place to ensure that all new staff are able to support pupils safely and confidently.

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Lighting and acoustic conditions

Learning spaces, including communal areas, have appropriate acoustic conditions and suitable internal lighting that support effective teaching and learning. External lighting is appropriate, contributing to a safe and sufficiently illuminated environment.

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Outdoor space

The external school grounds are well maintained and provide adequate space for physical education, although most physical education lessons are accessed at a local leisure centre. Leaders have ensured that the outdoor areas allow pupils to socialise safely during breaktimes and lunchtimes. These are managed well and supervised so that pupils can use them safely. The space is suitable to be used by secondary-age pupils with SEND. There is enough space to accommodate the extra pupils the school intends to admit.

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Outdoor space

Leaders have ensured that the standards in this part are likely to be met were the material change to be approved.

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About this inspection

Inspectors carried out this inspection under section 162(4) of the Education Act 2002, at the request of the registration authority for independent schools. Inspectors checked the school’s likely compliance with the independent school Yew Tree Farm School, 3 June 2026 7 standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014. 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 body has requested a material change to increase the maximum number of pupils on roll to 24, as well as to increase the age range of pupils to 7 to16.

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About this inspection

The Department for Education commissioned the inspector to inspect the suitability of the school’s provision in relation to the quality of education; the spiritual, moral, social and cultural development of pupils; the welfare, health and safety of pupils; the suitability of staff; the suitability of premises and accommodation; and the quality of leadership and management.

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About this inspection

The inspector checked the suitability of the school premises during their site check. They met with the headteacher and a range of other staff. The inspector also met with a representative of the executive board.

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About this inspection

The inspector visited some learning and spoke with pupils and staff. They also reviewed documents in relation to curriculum, learning and assessment, as well as education, health and care plans. They also reviewed documents related to health and safety, fire safety and risk assessment.

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About this inspection

The inspector also considered the school’s safeguarding arrangements, including the single central record of pre-employment checks and whether the school’s safeguarding policy is available to parents and carers. These requirements of the independent school standards are met.

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About this school

Yew Tree Farm School is an independent special school specialising in supporting pupil with autism spectrum conditions and those with social, emotional and mental health needs. All pupil places are commissioned by the local authority and all pupils at the school have education, health and care plans. The school currently uses no forms of alternative provision. Proprietor Yew Tree Farm School C.I.C Headteacher Edwina Grix Yew Tree Farm School, 3 June 2026 8 Type of school Other independent special school Capacity 10

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compulsory school age on roll

Age range of pupils 7 to 11 Gender of pupils Mixed Annual fees for day pupils £55,000 - £87,000 Email address office@yewtreefarmschool.co.uk Yew Tree Farm School, 3 June 2026 9 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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compulsory school age on roll

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compulsory school age on roll

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compulsory school age on roll

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compulsory school age on roll

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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