Thrive Independent School

Thrive Independent School, 20 May 2026 1 Thrive Independent School 240–242 Plumstead High Street, Plumstead, London SE18 1JL

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report:

Overall outcome The school is likely 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

Leaders now demonstrate a secure and improved understanding of the independent school standards (the standards). During the first pre-registration inspection, this was identified as a weakness. Leaders have addressed this by strengthening the proposed school’s policies and procedures as well as arrangements for oversight so that these are all now likely to be suitable. Leaders have also ensured that statutory requirements are likely to be understood and applied in practice in the proposed school’s day-to-day operation.

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Part 8. Quality of leadership in and management of schools

Risk management systems are now established and likely to support the proposed school’s work to promote pupils’ safety if registration is approved. The single central record continues to be complete and well organised, and leaders have implemented more robust arrangements for monitoring compliance with the standards, including regular checks of fire safety systems, premises management Thrive Independent School, 20 May 2026 2 and safeguarding processes. Leaders have also responded to previous concerns regarding fire safety by completing works identified in the fire risk assessment, including improvements to emergency lighting and exit arrangements.

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Part 8. Quality of leadership in and management of schools

The proprietor demonstrates a clear understanding of the proposed school’s current stage of development and the requirements needed to meet the standards consistently. Documentation and how systems are being refined as the provision develops reflect this. To support the proposed school’s ongoing improvements, leaders also intend to draw appropriately on external advice and maintain links with local authority services.

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Part 8. Quality of leadership in and management of schools

The proprietor has ensured that standards are likely to be met if the Department for Education (DfE) decides to register the provider as an independent school.

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Curriculum

The school has a suitable curriculum policy that reflects the age range and needs of the pupils it intends to admit, including those with special educational needs and/or disabilities and social, emotional and mental health needs.

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Curriculum

Since the first pre-registration inspection, leaders have clarified and strengthened the curriculum offer. The proposed post-16 provision has been removed, and leaders have focused their actions on developing a coherent curriculum model for pupils aged 11 to 16. Suitable schemes of work are in place across required subject areas, including English, mathematics, science, humanities and personal, social and health education (PSHE). Leaders have also ensured that there are suitable plans for subjects such as art, and design and technology.

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Curriculum

The curriculum is structured appropriately, with a clear daily emphasis on English and mathematics, supported by a suitably broad wider curriculum offer. Leaders have designed the curriculum to be flexible so that teaching can be adapted to pupils’ starting points and readiness for learning, and in turn reflect their needs and prior educational experiences. PSHE is well planned and includes coverage of important topics, such as those related to relationships, health, safeguarding and life skills. Careers education is also embedded within the curriculum and wider provision.

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Curriculum

The requirements for relationships and sex education are likely to be met. The school has an appropriate policy in place, and staff will deliver content through a structured PSHE programme. Thrive Independent School, 20 May 2026 3

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Teaching

At the previous pre-registration inspection, the proposed school’s plans for staffing and curriculum delivery were not sufficiently developed to ensure that all aspects of the intended curriculum were likely to be implemented effectively. Leaders have addressed this by putting in place a coherent and suitable staffing structure. For example, it is intended that staff will work flexibly across subjects and pastoral roles to meet pupils’ needs.

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Teaching

The proposed school is currently operating provision for a small number of pupils, on either a part-time or full-time basis. During this pre-registration inspection, discussions with teaching staff and review of lesson materials indicated that suitable teaching approaches were in place. Teaching provides a clear structure to learning and staff adapt activities to support pupils’ engagement and progress from their starting points. Staff demonstrate a consistent emphasis on fostering positive relationships in the classroom, clear routines and adapting learning to pupils’ emotional readiness. Leaders have appropriate plans to strengthen capacity further through additional recruitment of teaching staff as the proposed school grows.

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Assessment

The proposed school has a suitable assessment policy and developed a clear framework for assessing pupils’ work. For example, leaders have established processes for baseline assessment when pupils join the school as well as approaches to ongoing checks of understanding and regular reviews of pupils’ progress. Leaders also intend to use placement reports and ongoing assessment to check on pupils’ academic, social and emotional development.

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Assessment

Leaders intend to ensure that staff make effective use of assessment information to identify gaps in learning and inform teaching. This is likely to support the proposed school’s aim of helping pupils re-engage with education and make progress from their individual starting points.

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Assessment

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

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pupils

The proposed school’s personal development programme is likely to be effective and has been refined further since the first pre-registration inspection. Leaders intend to ensure that pupils benefit from a clear daily routine that helps them to re-engage with education, develop confidence and build positive relationships. This Thrive Independent School, 20 May 2026 4 reflects leaders’ intention that pupils’ social development will be supported through both planned activities as well as the daily routines that the school provides. Examples of these approaches include morning meetings, structured social sessions and regular pastoral support focused on communication, emotional regulation and respectful behaviour.

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pupils

Pupils are likely to receive a well-planned PSHE programme, with wider curriculum opportunities and daily discussion designed to support this. This includes coverage of relationships, health, safeguarding and life in modern Britain. Leaders have ensured that the curriculum is likely to promote pupils’ understanding of fundamental British values and the characteristics that make everyone unique that are protected by law, such as race. Important principles will be taught and revisited through both the formal curriculum and daily interactions. These themes will also be reinforced through discussion of current affairs, mentoring and opportunities for reflection within morning meetings.

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pupils

Leaders have also developed the intended use of enrichment and community- based learning to support pupils’ wider development. For example, pupils will be able to access local facilities such as the gym and park, and leaders have planned out how visits beyond the local area will be used to broaden pupils’ experiences and confidence.

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pupils

The proposed school’s approach demonstrates appropriate regard for those characteristics protected by law set out in the Equality Act 2010. Staff and leaders are likely to promote respect, tolerance and positive relationships as part of everyday practice. The curriculum policy makes clear that partisan political views are not to be promoted, with leaders intending to ensure that staff support pupils to consider different perspectives in a balanced and appropriate way.

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pupils

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

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Safeguarding

The proposed school’s safeguarding policy reflects current statutory guidance. Leaders have put in place arrangements to ensure that staff complete appropriate safeguarding training, including on their responsibilities as set out in ‘Keeping Children Safe in Education’ and under the ‘Prevent’ duty. Staff currently employed at the provision demonstrate a secure understanding of their responsibilities. Leaders have also implemented suitable systems for identifying and recording concerns, including an online system for the recording of child protection concerns. Staff understand reporting procedures, including escalation routes and Thrive Independent School, 20 May 2026 5 referral to external agencies where required. Leaders intend to maintain appropriate links with local authority services and other professionals to support their work to safeguard pupils.

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Behaviour and supervision of pupils

Leaders have established appropriate systems to manage behaviour and support pupils effectively. They have ensured that staff are likely to be able to follow these arrangements consistently. Staff place a clear emphasis on relational approaches, de-escalation and helping pupils to regulate their behaviour. Clear routines and expectations are in place, and staff understand how to adapt approaches to meet pupils’ individual needs. Arrangements for the supervision of pupils are likely to be appropriate, including during off-site activities, where staff will maintain clear ratios and oversight.

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Anti-bullying

The school’s behaviour and anti-bullying policies set out clear expectations and procedures. The anti-bullying strategy provides a comprehensive framework for prevention, identification and response. Leaders have ensured that staff have a clear understanding of bullying within a safeguarding context and that procedures are in place to record, investigate and respond to concerns. There is appropriate emphasis on both supporting victims and addressing behaviours so that concerns do not persist.

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Health and safety, fire and first aid

Leaders have addressed the weaknesses identified at the first pre-registration inspection in relation to health and safety and fire compliance. They have rectified the absence of a fire risk assessment by commissioning an external provider to complete one and have acted on the recommendations. This has included improvements to emergency lighting, fire exit arrangements and additional safety measures within the building. Leaders now demonstrate a secure understanding of fire safety requirements, with systems in place for routine checks of alarms, lighting and equipment, as well as regular fire drills.

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Health and safety, fire and first aid

A suitable health and safety policy and supporting procedures are in place. Leaders have developed suitable systems for monitoring compliance, supported by external contractors. First-aid arrangements are also appropriate. Staff hold relevant first-aid qualifications, and a suitable space is available for pupils who are unwell or injured. Thrive Independent School, 20 May 2026 6

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Admissions and attendance

Leaders have established appropriate arrangements for the admissions register, supported by a clear policy and structured processes. Decisions about placements are likely to take careful account of suitability and safeguarding considerations.

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Admissions and attendance

Appropriate systems for attendance are in place. Leaders have made arrangements to maintain suitable attendance registers and communicate with pupils’ usual settings where pupils are dual registered. Staff are expected to monitor attendance closely, and leaders demonstrate a clear understanding of its importance, particularly for pupils with disrupted educational histories.

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Risk assessment

At the previous inspection, risk assessment arrangements were underdeveloped. Leaders have rectified this by implementing a clear risk assessment policy and producing suitably comprehensive risk assessments covering both on-site provision and off-site activities. These include, for example, the use of local gym and park facilities, with clear control measures relating to supervision, behaviour, medical needs and safeguarding. For pupils currently attending the provision, inspection evidence indicates that day-to-day operational practice aligns with leaders’ intended approach to assessing and reducing risk at the proposed school. Leaders demonstrate a secure understanding of risk management and review processes.

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Risk assessment

The proprietor has ensured that standards are 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

Leaders have established appropriate recruitment procedures and demonstrate a clear understanding of safer recruitment requirements. They ensure that all required checks are completed systematically and recorded accurately. Checks include those required on identity, enhanced Disclosure and Barring Service (DBS), prohibition and section 128 checks, references and verification of qualifications. The headteacher has completed safer recruitment training and oversees the process.

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

Although the proposed school does not currently intend to use supply staff, leaders understand the requirements should this be necessary and have appropriate procedures in place to ensure that any agency staff would be suitable to work with pupils. Thrive Independent School, 20 May 2026 7

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The single central record of these recruitment checks

The single central record is well organised. Leaders record all required information clearly and consistently. The single central record includes all statutory pre- employment checks for current staff. Leaders check records appropriately and demonstrate awareness of requirements, for instance those relating to the retention of DBS information.

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The single central record of these recruitment checks

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

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and showers

Leaders have ensured that there are appropriate toilet and washing facilities in place for pupils. These are easily accessible from the proposed teaching areas. Leaders do not intend for pupils to change or shower on site. Since the previous inspection, leaders have firmed up plans for pupils to access suitable shower facilities at a nearby gym. This arrangement is now in place and ready to function in practice if the proposed school is registered. Risk assessments for these arrangements set out clear expectations for supervision.

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Medical room and accommodation for pupils’ therapy needs

Leaders have identified and established a suitable space for pupils who are unwell or injured. This room contains appropriate first-aid equipment and has access to nearby washing and toilet facilities. This is likely to meet the requirements for providing care to pupils during the school day.

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Ensuring the health, safety and welfare of pupils

At the previous pre-registration inspection, aspects of the premises, particularly in relation to fire safety and the basement area, were not suitable. Leaders have rectified these issues by completing works identified in an external fire risk assessment. This includes improved emergency lighting, fire exit arrangements and additional safety measures. The lower ground floor area is now secured. The proposed school does not intend for this part of the building to be used by pupils and it will only be accessible to leaders and external contractors. Systems are in place to check fire safety and premises compliance, including regular checks of the building’s suitability, with leaders drawing on external guidance to support their oversight. Thrive Independent School, 20 May 2026 8

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Lighting and acoustic conditions

Teaching spaces are appropriate for their intended use. Classrooms and shared areas provide suitable environments for learning, with adequate lighting and space. The building is used purposefully, with 3 classrooms and a shared social space that are likely to support both learning and pupils’ social times.

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Outdoor space

The proposed school does not have extensive outdoor space on site. However, leaders have addressed this by planning to make use of local community facilities. For example, pupils will be able to regularly access a nearby park for outdoor and physical opportunities. Leaders also intend to select locations carefully with regard to safety and supervision, and make sure that appropriate risk assessments are in place.

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Outdoor space

In addition, leaders intend that pupils at the proposed school will be able to attend a nearby gym to support their learning in physical education. These external facilities are likely to extend the range of opportunities available to pupils and support their physical development. The facilities are located a short distance from the school. In making these arrangements, leaders have made suitable provision for the supervision of pupils and the assessment of risk. As such, the arrangements are likely to meet the relevant requirements.

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Outdoor space

The proprietor has ensured that standards 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

Leaders demonstrate a clear understanding of the information that they must make available to parents and carers, local authorities and inspectors. Required policies, including those for safeguarding, admissions, behaviour, suspensions and complaints, are in place. The safeguarding policy is published on the school’s website, and leaders have ensured that other key information is available or ready for publication as the school continues to develop its website.

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Part 6. Provision of information

Leaders intend to provide regular information to commissioning schools and families through placement reports covering key aspects such as attendance, behaviour, progress and next steps. Leaders have also devised appropriate systems to gather and report information about pupils’ academic, social and emotional development. They understand the requirement to publish information about pupils’ academic outcomes when available.

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Part 6. Provision of information

The proprietor has ensured that standards are likely to be met if the DfE decides to register the provider as an independent school. Thrive Independent School, 20 May 2026 9

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Part 7. Manner in which complaints are handled

The proposed school has a suitable complaints policy in place. It sets out clear procedures and timescales for managing concerns, including appropriate stages for escalation where issues are not resolved informally. The policy also includes arrangements for recording complaints and retaining these records over time, so that leaders are able to track and review any concerns. This policy, along with others, will be made available to parents and other stakeholders on the school’s website.

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Part 7. Manner in which complaints are handled

The proprietor has ensured that standards are 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 proprietor has ensured that the proposed school’s accessibility plan is likely to be suitable in meeting schedule 10 of the Equality Act 2010.

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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. 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 met with the headteacher, who is the proprietor. The inspector also met with other members of staff. The inspector considered a wide range of evidence to check the likelihood of the school meeting all the relevant standards. This included carrying out a tour of the premises, reviewing key documents and policies and considering the school’s proposed curriculum.

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About this inspection

The proposed school is currently operating as an unregistered alternative provision. At the time of the inspection, there were 6 pupils recorded on the school’s admissions register. The inspector observed the pupils in lessons and during their free time.

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About this inspection

The proposed school will be based at 240–242 Plumstead High Street, Plumstead, London SE18 1JL. Thrive Independent School, 20 May 2026 10 The school proposes to accommodate up to 30 pupils aged 11 to 16. It will provide education for pupils with special educational needs and/or disabilities, including those with social, emotional and mental health needs. It is expected that all pupils will have an education, health and care plan.

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About this inspection

This is the second pre-registration inspection for a school on this site with the same proprietor. The first pre-registration inspection of Thrive Independent School took place on 7 November 2025 under the unique reference number 152244.

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Chair of the proprietor body

Type of school Other independent day school Capacity 30

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compulsory school age on roll

Provider’s current position: 6 Provider’s proposal: 0

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disabilities on roll

Provider’s current position: 7 Provider’s proposal: 30

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authority

Provider’s current position: 1 Provider’s proposal: 15

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authority

Age range of pupils Provider’s current position: 11 to 16 Provider’s proposal: 11 to 16 Gender of pupils Provider’s current position: Mixed Provider’s proposal: Mixed

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per week

Provider’s current position: 30 Provider’s proposal: 30 Thrive Independent School, 20 May 2026 11

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per week

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

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teaching staff

Provider’s current position: 3 Provider’s proposal: 5 Number of part-time teaching staff Provider’s current position: 1 Provider’s proposal: 0 Annual fees for day pupils £26,000 Email address razwanhussain@hotmail.com Thrive Independent School, 20 May 2026 12 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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teaching staff

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teaching staff

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teaching staff

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