Seva Education Central Harrow

Seva Education Central Harrow 16 Northwick Park, Harrow, Middlesex, HA1 2NU

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inspection report:

Overall outcome The school is likely to meet all the independent school standards if it is registered

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inspection 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 executive leaders have a secure understanding of the independent school standards (the standards). This is evident through the range of evidence gathered for this pre-registration inspection.

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Part 8. Quality of leadership in and management of schools

Leaders have established mechanisms to check that the proposed school will continually meet the requirements of the standards. The intended governing body has expertise in education and the care sector for pupils with special educational needs and/or disabilities. The proprietor runs other schools, which have been judged positively by Ofsted. This provides further assurance that leaders have a secure understanding of the standards.

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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 DfE decides to register the provider as an independent school.

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Curriculum

The proposed school has written a curriculum policy that is appropriate. It reflects the ages, needs and starting points for pupils the school intends to admit. Leaders plan to build flexibility into the implementation of the curriculum, so that teaching can be adapted in response to pupils’ individual needs.

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Curriculum

The schemes of work cover all the required areas of learning. These include curriculums in English, mathematics, science, physical education, computing, art, history, geography and careers education. This takes into consideration the important information and experiences, and when it will be delivered. The proposed school has designed learning pathways, so that pupils with more complex learning needs are developing knowledge and skills that are most relevant to them.

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Curriculum

The requirements for relationships and sex education (RSE) are likely to be met. The school has the necessary policy relating to RSE. There are plans to consult with parents and carers on this policy when the school opens. RSE will be delivered as part of pupils’ personal, social, health and economic (PSHE) education.

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Teaching

The proposed school intends to employ qualified teachers and has an agreement in place to redeploy teachers from their other schools to ensure there is continuation of quality. There is a rigorous induction for all staff, which provides professional learning tailored to the needs of the prospective cohort of pupils. This training includes understanding neurodiversity and how to support adaptations in the classroom.

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Teaching

Leaders propose to provide targeted interventions to complement classroom teaching and to address specific needs, including, where necessary, support from relevant health professionals.

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Assessment

The proposed school’s assessment policy is appropriate. Leaders have set out suitable arrangements to identify any gaps in pupils’ knowledge when they join the school. The school’s intended assessment framework is likely to support adults in checking and recording pupils’ progress and achievement effectively. This includes progress through the curriculum and in monitoring the outcomes set out in pupils’ education, health and care plans. 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 planned personal development programme will focus on developing pupils’ independence, confidence and resilience. The school has considered how interventions and support will be used to develop pupils’ social, communication and sensory profile.

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pupils

Pupils will receive timetabled lessons in PSHE. This will be supplemented by assemblies, visits and contributions from guest speakers to promote pupils’ understanding of fundamental British values, including British institutions, equality and democracy.

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pupils

The school has given appropriate consideration to how it will have due regard to the characteristics that are protected by law, such as race, as set out in the Equality Act 2010.

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pupils

The proposed school’s curriculum does not promote partisan political views. Leaders intend to ensure that pupils are exposed to a balanced range of perspectives across the curriculum, including through the use of external visitors and enrichment activities.

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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 the latest statutory guidance. It is available online on the organisation’s website. The policy clearly defines the roles and responsibilities of staff. Leaders have outlined appropriate arrangements to ensure that all staff receive regular, up ‑ to ‑ date safeguarding training. Leaders, including the proprietor, have undertaken appropriate safeguarding and safer ‑ recruitment training. They demonstrate a robust understanding of their statutory responsibilities and of the potential risks and challenges that pupils may encounter.

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Safeguarding

Leaders recognise the importance of establishing and sustaining a robust safeguarding culture and have identified mechanisms to ensure this is embedded across the school. They plan to implement suitable systems for identifying and recording safeguarding concerns, including referrals and any subsequent actions taken.

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Behaviour and supervision of pupils

Leaders of the proposed school have identified appropriate systems to support the effective management of negative behaviour, including robust pastoral provision. They are likely to be suitably implemented, because there is a robust professional learning programme in place for staff.

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Behaviour and supervision of pupils

Leaders plan to use the curriculum, alongside therapies, to help pupils develop the skills needed to manage and regulate their own behaviour. Leaders have also established clear procedures for recording and logging behavioural incidents, including any sanctions applied.

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Anti-bullying

The school’s behaviour and anti ‑ bullying policy sets out clear expectations for pupils. It clearly sets out aims and consistent response to any bullying incidents. It provides information on how to prevent bullying and if incidents were to occur how to deal with them effectively.

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Health and safety, fire and first aid

Leaders, including the proprietor, have the knowledge to make sure that the school will likely comply with health and safety legislation and the Regulatory Reform (Fire Safety) Order 2005. They intend to provide clear structures and guidance, such as health and safety policies and checklists. They have worked with external providers to ensure an external fire risk assessment has taken place and any actions relating to the building have been addressed.

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Health and safety, fire and first aid

The proposed school has in place a first-aid policy that details procedures for administering first aid competently and timely. Several intended members of staff have received first-aid training. The proposed school’s first-aid resources have already been purchased and there is a schedule in place to ensure they are checked routinely.

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Admissions and attendance

The proposed school has an admissions register in place that is likely to meet the standard and complies with relevant legislation. Leaders demonstrate an understanding of the necessary information it must contain. The proposed school has clear admission processes, that will be monitored closely by executive leaders.

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Admissions and attendance

Suitable systems for monitoring pupils’ attendance have been identified. Leaders intend to promote the importance of regular attendance and to monitor any absences closely.

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Risk assessment

The school has considered a suitable range of risks associated with both on ‑ site provision and planned off ‑ site activities. Leaders have produced risk assessments that include thoughtful and appropriate mitigating measures. They intend to deploy staff appropriately, maintaining a pupil ‑ to ‑ staff ratio of at least 1 to3.

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Risk assessment

The design of the proposed school building has been considered to reduce risks, for example electronic access controls and the layout of the different spaces.

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Risk assessment

Leaders intend to put additional measures in place to further secure the outside spaces, such as additional fences to mitigate pupils accessing spaces behind the newly built garden classroom.

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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, including those responsible for maintaining the single central record, have undertaken safer ‑ recruitment training. Should the school use agency staff, appropriate procedures are in place to ensure that supply teachers are suitable to work with pupils.

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The single central record of these recruitment checks

The single central record is in place and contains all required information. Statutory pre ‑ employment checks for staff and the proprietor have been completed in line with relevant guidance.

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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

The proposed school has ensured that the premises include suitable toilet and washing facilities for pupils and staff. This includes separate facilities for males and females. There is an adequate drinking water supply throughout the building, which is made clear through appropriate signage. Changing accommodation and showers are also provided.

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Medical room and accommodation for pupils’ therapy needs

The proposed school has a medical room, which will likely meet the requirements of the standards. It is on the ground floor, has washing facilities and a toilet nearby.

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Ensuring the health, safety and welfare of pupils

The proposed school premises, along with the accommodation and facilities provided, are maintained to a standard that secures, so far as is reasonably practicable, the health, safety and welfare of pupils.

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Lighting and acoustic conditions

The proposed school’s premises are bright and welcoming. The ground floor learning environments are conducive to effective teaching and learning. Classrooms are spacious and benefit from appropriate lighting and acoustics. Leaders have in place a maintenance schedule to ensure first-floor classrooms are finished to the same high standard as the ground floor.

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Outdoor space

There is a suitable outdoor space available for pupils to take part in physical education and active play. It is well maintained and spacious. It already has a range of play equipment and designated spaces for outdoor learning, such as horticulture.

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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 of the proposed school demonstrate a secure understanding of the information and policies that must be made available to parents and carers, inspectors and the local authority. Some of these are already published on the organisation’s website, others will be available on the proposed school’s own webpage when launched.

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Part 6. Provision of information

Leaders have also developed an appropriate template for reporting to parents on a half ‑ termly basis. This will provide clear information about pupils’ progress and attainment across all areas of learning.

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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.

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Part 7. Manner in which complaints are handled

The proposed school’s complaints policy sets out clear procedures and timescales for managing any concerns raised. It includes appropriate systems for recording complaints so that they can be retained and reviewed over time. This provides assurances that leaders intend to treat complaints with due seriousness. 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 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.

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About this inspection

Inspectors checked the school’s likely compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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About this inspection

Following our updated inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs. The inspector discussed the proposed school with the proprietor and school leaders during the inspection.

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About this inspection

The inspector confirmed the following information about the school:

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About this inspection

The chair of the proprietor body is Peter Behan.

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About this inspection

The school proposes to admit up to 50 boys and girls aged 5 to 16 with special educational needs and/or disabilities. The school proposes to cater for pupils with cognitive and learning needs, speech, language and communication needs, autism spectrum disorder, social, emotional and mental health needs and pupils with a moderate learning difficulty.

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About this inspection

The school does not intend to use alternative provision.

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About this proposed school

Proprietor Seva Education, Health and Care Ltd Headteacher Gary Hawkins Type of school Other Independent Special School Capacity 50 Annual fees for day pupils £66,000 to £85,000 Email address education@sevacaregroup.com 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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About this proposed school

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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About this proposed school

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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About this proposed school

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About this proposed school

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

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