Sunny Hill School

Sunny Hill School, 29 July 2026 1 Sunny Hill School 20 Parkes Street, Brierley Hill, Dudley, West Midlands DY5 3DY

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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 (the 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 has established a clear and coherent framework that is likely to secure consistent compliance with the independent school standards.

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Part 8. Quality of leadership in and management of schools

Leaders have developed a specialist provision that closely matches the needs of pupils with severe, profound and complex special educational needs and/or disabilities. The school's vision is reflected throughout the proposed curriculum, assessment arrangements, therapeutic support and learning environment. Communication, independence and preparation for adulthood are central features of the provision.

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Part 8. Quality of leadership in and management of schools

Leadership roles and responsibilities are clearly defined. The school benefits from oversight at local, regional and organisational levels. These arrangements include executive leadership, governance oversight, safeguarding assurance and quality Sunny Hill School, 29 July 2026 2 assurance activity. Together, these provide appropriate challenge and support, reducing reliance on individual leaders.

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Part 8. Quality of leadership in and management of schools

Leaders have established suitable systems to evaluate the effectiveness of the school's work. These include reviews of safeguarding, compliance, attendance, behaviour, vulnerability and pupils' progress. The information gathered through these processes is intended to support effective monitoring and timely improvement.

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Part 8. Quality of leadership in and management of schools

The proprietor has adopted a phased approach to admissions and staffing growth. Leaders have considered how staffing, therapeutic provision and resources will remain aligned with pupils' needs as the school develops. Suitable arrangements are also in place for staff induction, training and professional development.

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Part 8. Quality of leadership in and management of schools

The proprietor has established appropriate arrangements to monitor compliance with the independent school standards and promote pupils' wellbeing. These arrangements provide appropriate assurance that leaders have the capacity, oversight and expertise required to sustain compliance as the school develops.

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Part 8. Quality of leadership in and management of schools

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

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Curriculum

The proprietor has developed a broad and coherent curriculum that closely matches the needs of pupils with severe, profound, and complex special educational needs and disabilities. The curriculum is organised into pre-formal, semi-formal and formal pathways, enabling pupils to access learning appropriate to their developmental stage and individual needs.

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Curriculum

Leaders have established a total communication approach that includes augmentative and alternative communication, visual supports and speech and language strategies. The curriculum is broad and balanced, including literacy, numeracy, science, humanities, creative subjects, physical development, and preparation for adulthood.

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Curriculum

Reading has a prominent place within the curriculum. Leaders have established an approach that enables pupils to access high-quality literature through adapted texts, sensory stories and communication-supported resources. Preparation for adulthood is embedded throughout the curriculum and supports pupils' independence, community participation and future destinations. Sunny Hill School, 29 July 2026 3

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Teaching

The proprietor has established a clear approach to teaching that is designed to meet the needs of the intended cohort. Teaching is intended to be responsive to pupils' developmental stages and to be supported by detailed planning, assessment information, and individual pupil profiles.

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Teaching

Staff are expected to use a range of communication approaches to support pupils' engagement and participation in learning. Therapeutic approaches are integrated into classroom practice to support pupils' regulation and readiness to learn.

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Teaching

Leaders have established a programme of induction, training and professional development. These arrangements are intended to support consistency in teaching and the effective implementation of the curriculum.

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Assessment

The proposed assessment framework is well tailored to the intended cohort and is likely to enable leaders to accurately identify and monitor small steps of progress. Leaders have established systems to review progress against individual targets and education, health and care plan outcomes.

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Assessment

Assessment information will be reviewed regularly to inform planning and support for pupils. Leaders have also established arrangements to support moderation and consistency in assessment practice.

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Assessment

The proprietor has established an assessment framework that is suitably adapted to the needs of the intended cohort. The framework is designed to identify starting points, capture progress and inform curriculum planning and support. Leaders have also introduced arrangements intended to promote consistency in assessment practice.

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Assessment

Taken together, the curriculum, teaching and assessment arrangements provide appropriate assurance that pupils will access a broad curriculum, develop knowledge and skills over time and make progress from their starting points.

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Assessment

On this basis, the standards in this part are likely to be met if the school is registered. Sunny Hill School, 29 July 2026 4

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pupils

The proprietor has established a coherent approach to pupils' spiritual, moral, social and cultural development that is integrated throughout the curriculum and wider life of the school.

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pupils

Leaders have designed the provision to support pupils' confidence, independence and participation. Opportunities for pupils to make choices, develop self-advocacy and contribute to school life are embedded within daily routines and curriculum activities. Arrangements such as assemblies, celebration events and the proposed school council provide pupils with opportunities to develop a sense of belonging and participate in decision making at a level appropriate to their needs.

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pupils

Pupils' moral and social development is promoted through the school's therapeutic and relational approach. The curriculum supports pupils in understanding relationships, respecting others, and developing positive behaviours. Community participation, work-related learning and preparation-for-adulthood activities provide opportunities for pupils to develop independence and engage with the wider community.

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pupils

Cultural development is promoted through curriculum themes, enrichment activities and access to a wide range of literature and experiences. Pupils will learn about different communities, beliefs and cultures in ways appropriate to their age and developmental stage. The curriculum also includes opportunities for pupils to learn about relationships, diversity, inclusion and life in modern Britain.

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pupils

Nothing in the proposed provision is likely to undermine fundamental British values. Instead, the school's emphasis on participation, respect and positive relationships is intended to support pupils' understanding of these principles.

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pupils

The proposed school is likely to meet the standard in this part if the DfE decides to register the provider as an independent school.

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Safeguarding

The proprietor has established appropriate arrangements to safeguard and promote the welfare of pupils. Leaders have developed clear safeguarding procedures that are supported by designated safeguarding leads, organisational oversight and systems for recording, reviewing and monitoring concerns. Leaders review safeguarding information through regular monitoring processes. Sunny Hill School, 29 July 2026 5 Leaders have established systems to identify vulnerability and consider safeguarding, welfare and attendance information alongside one another. These arrangements provide appropriate assurance that concerns are likely to be identified and acted on promptly.

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Safeguarding

Staff safeguarding training forms part of induction and ongoing professional development. Leaders demonstrate a clear understanding of the additional vulnerabilities that may affect pupils with severe, profound and complex special educational needs and/or disabilities.

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Behaviour and supervision of pupils

The proprietor has established a clear approach to behaviour and supervision that is closely aligned to the needs of the intended cohort. Leaders promote a therapeutic and relational approach that views behaviour as a form of communication and emphasises understanding, support and positive relationships.

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Behaviour and supervision of pupils

Behaviour monitoring systems are linked to wider safeguarding arrangements and are reviewed regularly. Staff are supported through training, behaviour planning and risk assessment processes. Supervision arrangements have been carefully planned and are supported by appropriate staffing, specialist spaces and individual support strategies.

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Anti-bullying

The proprietor has established a clear approach to preventing and responding to bullying. Policies set out appropriate procedures for identifying, recording and addressing concerns.

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Anti-bullying

The proposed curriculum promotes respect, positive relationships and understanding of difference. Systems for monitoring behaviour and safeguarding concerns should provide appropriate oversight and enable leaders to identify any emerging patterns.

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Health and safety, fire and first aid

The proprietor has established appropriate arrangements to promote pupils' health, safety and welfare. Leaders have developed policies, procedures and risk assessments that reflect the needs of the intended cohort.

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Health and safety, fire and first aid

The school has commissioned specialist assessments of the premises, including fire safety and water hygiene. Leaders have acted on recommendations arising from these assessments and established appropriate arrangements for fire safety, evacuation procedures and first-aid provision. Suitable accommodation and Sunny Hill School, 29 July 2026 6 procedures are in place to support pupils who become unwell and those with medical needs.

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Admissions and attendance

The proprietor has established appropriate arrangements for admissions and attendance. Admissions procedures are intended to ensure that pupils' needs are understood before placement and that information is used to inform safeguarding, curriculum planning and support arrangements.

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Admissions and attendance

Leaders have established systems to maintain admission and attendance registers and monitor attendance patterns. Attendance forms part of wider safeguarding and welfare arrangements, enabling concerns to be identified and acted upon promptly.

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Risk assessment

The proprietor has established a comprehensive approach to risk assessment. Systems are in place to assess risks associated with individual pupils, educational activities and the premises.

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Risk assessment

Risk assessments are informed by information gathered through admissions processes, education, health and care plans and multidisciplinary discussions. Leaders have established arrangements to regularly review and update risk assessments, enabling risks to be identified and managed appropriately.

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Risk assessment

The proprietor has established appropriate arrangements to safeguard and promote pupils' welfare, health and safety. These arrangements are supported by clear safeguarding procedures, behaviour systems, attendance monitoring and risk assessment processes. Together, they provide appropriate assurance that pupils will be safeguarded and supported effectively.

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Risk assessment

The proposed school is likely to meet all the standards in this part 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 appropriate arrangements for carrying out recruitment and vetting checks on staff, supply staff and the proprietor. Recruitment processes are supported by a central compliance team and include the checks required by the independent school standards. Sunny Hill School, 29 July 2026 7 Leaders have established recruitment procedures that ensure applicants' suitability is properly considered before appointment. Appropriate emphasis is placed on safeguarding and the suitability of adults working with vulnerable pupils. Arrangements include scrutiny of employment history, references and online checks prior to appointment.

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The single central record of these recruitment checks

The proprietor has established a single central record that includes the required recruitment and vetting information for staff, supply staff and those with leadership and management responsibilities. The record is supported by central compliance systems and forms part of the organisation's wider approach to monitoring staff suitability.

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The single central record of these recruitment checks

Responsibility for maintaining and reviewing the record is shared between school leaders and the central compliance team. Leaders have established clear procedures for updating the record and ensuring that recruitment checks are completed before individuals begin work. These arrangements provide appropriate oversight and support the accuracy of the record.

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The single central record of these recruitment checks

The proprietor has established appropriate arrangements for recruiting suitable staff and maintaining oversight of staff suitability. These arrangements provide appropriate assurance that only suitable adults will be appointed to work with pupils and that recruitment checks will be monitored effectively.

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The single central record of these recruitment checks

The proposed school is likely to meet all the standards in this part if the DfE decides to register the provider as an independent school.

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and showers

The proprietor has established appropriate arrangements for toilet and washing facilities, water supply and personal care provision. Facilities are suitable for the intended cohort and are readily accessible throughout the building.

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and showers

Leaders have ensured that pupils have access to drinking water throughout the school day. The premises have been subject to specialist water hygiene assessments and leaders have addressed identified actions. Arrangements are also in place to manage water temperatures safely. Where shower facilities are provided, they are suitable for the intended use. Sunny Hill School, 29 July 2026 8

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Medical room and accommodation for pupils' therapy needs

The school includes a designated medical room that is suitable for the short-term care of pupils who become unwell or injured.

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Medical room and accommodation for pupils' therapy needs

Leaders have also identified suitable spaces to support therapeutic provision and multidisciplinary working. These arrangements reflect the needs of the intended cohort and support the school's wider therapeutic approach.

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Ensuring the health, safety and welfare of pupils

The proprietor has established appropriate arrangements to promote pupils' health, safety and welfare. The premises are secure and have been adapted to meet the needs of pupils with severe, profound and complex special educational needs and disabilities.

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Ensuring the health, safety and welfare of pupils

Specialist assessments have been commissioned in areas such as fire safety and water hygiene. Leaders have acted upon recommendations arising from these assessments and established appropriate management and monitoring arrangements.

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Lighting and acoustic conditions

The proprietor has ensured that teaching spaces benefit from appropriate lighting and acoustic conditions.

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Lighting and acoustic conditions

Classrooms and specialist areas provide a calm environment that supports learning, communication and engagement. Leaders have considered the sensory needs of the intended cohort when designing and adapting learning spaces.

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Outdoor space

The proprietor has established suitable outdoor provision for the intended cohort. Outdoor areas are intended to support physical development, sensory experiences and learning beyond the classroom.

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Outdoor space

Leaders have incorporated outdoor learning opportunities within the wider curriculum and have established arrangements for pupils to access learning and community experiences beyond the school site where appropriate.

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Outdoor space

The proprietor has established suitable premises and accommodation appropriate to the proposed age range and needs of the intended cohort. The premises have been adapted thoughtfully and appropriate arrangements are in place to promote pupils' health, safety and welfare. Sunny Hill School, 29 July 2026 9 The proposed school is likely to meet all the standards in this part if the DfE decides to register the provider as an independent school.

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Part 6. Provision of information

The proprietor has established appropriate arrangements for providing information to parents, carers, local authorities and other stakeholders.

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Part 6. Provision of information

Information for parents is supported through established organisational systems, including admissions information, policy publication arrangements and parent information resources. Leaders have identified clear arrangements for sharing information about the school's provision, curriculum and support available to pupils. These arrangements are intended to ensure that parents have access to relevant information before admission and throughout their child's time at the school.

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Part 6. Provision of information

Leaders have established systems for communicating with parents about pupils' progress, attendance, well-being, education, and health and care plan reviews. Arrangements are also in place for sharing information with local authorities and other professionals. This supports partnership working and enables leaders to communicate appropriately regarding admissions, safeguarding, attendance and pupils' progress.

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Part 6. Provision of information

Policies and key documents will be published through established organisational systems and made available to parents on request. Leaders have demonstrated an understanding of their responsibilities for providing information and how it will be made accessible.

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Part 6. Provision of information

The proprietor has established appropriate arrangements for providing information to parents, carers and other stakeholders. These arrangements provide appropriate assurance that the information required by the independent school standards will be available.

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Part 6. Provision of information

The proposed school is likely to meet the standard in this part 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 structured approach to handling complaints. The complaints procedure sets out appropriate stages, beginning with informal resolution and progressing to formal consideration where concerns remain unresolved. Sunny Hill School, 29 July 2026 10 Leaders have established arrangements for recording complaints and maintaining oversight of outcomes. Systems are in place to ensure that concerns can be monitored, reviewed and responded to appropriately. Provision is also made for a panel hearing where a complaint cannot be resolved through earlier stages of the process.

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Part 7. Manner in which complaints are handled

The proposed panel arrangements provide for independence and objectivity. Leaders have identified suitable individuals to serve on panel hearings and have demonstrated a clear understanding of the requirements for fairness and impartiality.

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Part 7. Manner in which complaints are handled

Complaints will be recorded through established organisational systems and reviewed through wider oversight arrangements. These procedures provide appropriate assurance that complaints will be handled fairly and transparently.

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Part 7. Manner in which complaints are handled

The proposed school is likely to meet the standard in this part if the DfE decides to register the provider as an independent school.

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The school's accessibility plan

The proprietor has established an accessibility plan that reflects the needs of the intended cohort and the school's responsibilities under the Equality Act 2010.

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The school's accessibility plan

The plan considers access to the curriculum, the physical environment and information. Leaders have established arrangements to support pupils with a wide range of needs. The premises have been adapted to support the intended cohort, and leaders have considered how individual accessibility requirements will be addressed throughout admissions and transition processes.

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The school's accessibility plan

Leaders have also established arrangements to ensure that information can be provided in accessible formats where required. The accessibility plan is subject to review and is intended to support ongoing improvements as the school develops.

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The school's accessibility plan

The proprietor has established an accessibility plan that is likely to meet the requirements of 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. Sunny Hill School, 29 July 2026 11 The inspector visited the proposed school site at 20 Parkes Street, Brierley Hill, Dudley, West Midlands DY5 3DY. The proposed school intends to operate in an adapted building that the proprietor previously used for a different service. The inspection included a review of the proposed premises and whether the accommodation is suitable for the intended cohort.

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About this inspection

The inspector met with school leaders, representatives of the proprietor and leaders responsible for safeguarding, curriculum, quality assurance and special educational needs and/or disabilities provision.

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About this inspection

The inspector reviewed a range of documentation, including policies, curriculum information, premises documentation, safeguarding records, recruitment information, quality assurance arrangements and the single central record. The inspector reviewed the suitability of teaching areas, specialist spaces, welfare facilities, outdoor areas, the medical room and arrangements relating to health and safety, fire safety, accessibility and risk assessment.

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About this inspection

At the time of the inspection, no pupils were on roll. Therefore, it was not possible to evaluate systems and procedures in practice. The inspection focused on whether the proprietor's proposed arrangements are likely to meet the independent school standards if the school is registered.

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About this inspection

Sunny Hill School is seeking registration as an independent special school for pupils aged 5 to 18 with severe learning difficulties, profound and multiple learning difficulties and associated complex needs, including communication, sensory, physical and medical needs. Many pupils are expected to have education, health and care plans and to be placed by local authorities.

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body

Headteacher Jessica Hocknull Type of school Other independent special school Capacity 24

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compulsory school age on roll

Provider's proposal: 0 Sunny Hill School, 29 July 2026 12

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authority

Age range of pupils Provider's proposal: 5–18 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 £117,000 Email address jessica.hocknull@keyseducation.ac.uk Sunny Hill School, 29 July 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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teaching staff

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teaching staff

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teaching staff

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