MI Education Ltd

MI Education Ltd, 1 July 2026 1 MI Education Ltd Stratford Town Football Club, Knights Lane, Stratford-upon-Avon CV37 7BZ

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report:

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

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report:

The purpose of this inspection was to advise the Secretary of State for Education about the proposed school’s likely compliance with the independent school standards and associated requirements that are required for registration as an independent school.

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Part 8. Quality of leadership in and management of schools

When we carry out pre-registration inspections of proposed independent schools, we report on the provider’s likely compliance with part 8 of the independent school standards first. Under part 8, the proprietor is required to ensure that the school meets all of the independent school standards consistently. The standard in part 8 is intended to ensure that the quality of leadership and management at the school is sufficient for that purpose.

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Part 8. Quality of leadership in and management of schools

The proprietor and staff share a clear commitment and passion to open an inclusive school with a broad and balanced curriculum. The proprietor has significant experience of supporting pupils to access learning, as they currently run as an apprenticeship provider. Staff in the setting have experience of working with young people with social, emotional and mental health needs.

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Part 8. Quality of leadership in and management of schools

The proprietor has ensured that policies and procedures to keep pupils safe are in place. Leaders have systems in place to review the effectiveness of processes, including reviewing the quality of the curriculum and teaching. Since the previous pre-registration inspection, leaders have addressed weaknesses in the school’s key stage 3 and 4 curriculums. In addition, leaders have ensured that the school meets the requirements of the Regulatory Reform (Fire Safety) Order 2005. The school has also addressed unmet standards by installing portable toilets close to the school’s building, that are appropriate for the sole use of pupils. MI Education Ltd, 1 July 2026 2 Since the previous pre-registration inspection, the proprietor has changed the pre- registration application to include an additional 100 pupils, and to increase the age from 11 to 16, to 11 to 19. These pupils would be taught in the football club’s

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Part 8. Quality of leadership in and management of schools

main building, near to the existing teaching block. While leaders have worked to address the unmet standards from the first pre-registration, due to the change in age range and the use of an additional building, there remains some standards that are unlikely to be met. The additional building proposed to accommodate the sixth form students is not appropriate, as this would mean learning in a bar area. In addition, there is no drinking water accessible to pupils inside this building. Also, while the key stage 3 and 4 curriculums are well thought through and appropriate, the key stage 5 curriculum does not yet have adequate detail to ensure it is suitable for the students.

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Part 8. Quality of leadership in and management of schools

The school is unlikely to meet the standards in this part, if the Department for Education (DfE) decides to register the provider as an independent school.

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Curriculum

The proposed school has a suitable curriculum in place for key stages 3 and 4, that is likely to take account of the varying needs of the pupils the school wishes to admit. The schemes of work are clear, and all include a ‘bridging’ unit to fill any existing knowledge gaps which pupils may have. The curriculum for key stage 3 and 4 is broad and balanced. Leaders at the school have a clear vision for the school’s curriculum. It plans to build up pupils’ knowledge and skills and to support pupils’ wider development and wellbeing.

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Curriculum

The curriculum is less developed for students in the sixth form. There exists a ‘Transition policy - key stage 4 to sixth Form’ for pupils from the school’s own key stage 4 cohort. However, this does not take into account the significant number of pupils who will join the school’s sixth form from other settings. The sixth form schemes of work are a standalone entity and do not appropriately follow on from the school’s key stage 4 curriculum. Planning is discrete and does not suitably account for the potential needs of the students the school proposes to admit.

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Curriculum

Leaders have carefully thought about the curriculum for key stage 3 and key stage 4. The same clarity does not exist in the sixth form. The plans are too vague about how learning will be adapted for students when they enter the provision and how the school is likely to cater for up to 100 of them, many of whom are likely to have a greater variety of needs or no needs compared to lower down the school. This means that the programme of activities is unlikely to be appropriate to all students’ needs. MI Education Ltd, 1 July 2026 3 Leaders have put in place an appropriate relationships and sex education curriculum. This covers age-appropriate learning. Leaders plan to consult with parents and carers about this curriculum, if the school is registered. The proprietor has outlined a suitable careers programme. They plan for all pupils to access impartial careers advice and guidance.

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Teaching

Leaders have ensured that within the schemes of work, there are clear expectations about how they want the curriculum to be taught. There is support in place to ensure that staff are confident in adapting the methodologies of teaching, rather than making the content easier. Leaders plan to put professional learning in place to allow teachers to continue to develop their skills in adaptive teaching.

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Teaching

The proposed school plans for key stages 3 and 4 will be taught by qualified teachers, who are already teaching at the alternative provision. In the sixth form, teaching will be done by sports coaches, with some teaching being done by the key stage 3 and 4 staff. However, this has not been formalised.

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Assessment

Assessment practices are clearly laid out and follow a topic approach with a summative assessment at the end of each unit. There is a baseline assessment in each subject so that staff find out what gaps in learning pupils may have. The system to assess pupils’ progress is suitable. It is likely to inform leaders of how well their curriculum is being learned by pupils in key stages 3 and 4; this is less clear for key stage 5.

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Assessment

The school is unlikely to meet the standards in this part, if the DfE decides to register the provider as an independent school.

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pupils

There is a clear plan in place to ensure that pupils learn all the important things they need to in personal, social and health education and relationships and sex education. This includes all of the requirements of any statutory guidance. In the sixth form, leaders plan to use a ‘stepping stone’ assessment to gauge students’ starting points and prior knowledge. They plan to adapt learning to reflect their knowledge and their needs. If implemented well, this is likely to ensure that pupils gain the knowledge they need to be well informed citizens of modern Britain and have a secure understanding of leading healthy lives and relationships. MI Education Ltd, 1 July 2026 4 The proprietor has ensured that the standards in this part are likely to be met if the DfE decides to register the provider as an independent school.

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Safeguarding

Leaders have a very detailed and secure understanding of safeguarding policies and procedures. As the leaders already run an alternative provision, they understand the needs of vulnerable pupils in their current provision. They work closely with the local authority to ensure that all staff are highly trained in the vulnerability of the pupils in the school. Leaders work closely with the local authority to keep up to date with emerging issues and concerns.

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Safeguarding

The designated safeguarding lead is trained and understands the requirements of ‘Keeping children safe and education, 2025’. Leaders have ensured that all policies and procedures reflect the latest guidance including, for example, Benedict’s law.

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Behaviour, anti-bullying and supervision of pupils

The school’s behaviour policy and anti-bullying policy have been very well considered. Leaders know the needs of the pupils in detail and this has ensured that the behaviour policy reflects the pupils’ needs. Leaders have an appropriate approach for managing behaviour which is based on strong relationship and restorative approaches. The behaviour policy highlights appropriate rewards and sanctions in detail.

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Behaviour, anti-bullying and supervision of pupils

Leaders have ensured that they have taken into account the additional paragraphs in standard 16A. Leaders have a system for reporting and recording any incidents of seclusion, restraint or immobilising a pupil. This will be logged on a spreadsheet, although this has not been used yet.

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Behaviour, anti-bullying and supervision of pupils

The school will ensure that there is an appropriate number of staff to supervise pupils throughout the day. It intends to employ a suitable number of staff to ensure that pupils are kept safe.

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Health and safety, fire and first aid

At the previous pre-registration inspection, the school had not met the fire safety standards as the fire risk assessment was out of date and some policies and procedures were not in place. Since then, leaders have acted to address all of these unmet standards. The fire risk assessment is detailed, and checks are carried out at the appropriate times. For example, pupils have half-termly fire drills which are logged in the fire risk assessment logbook. MI Education Ltd, 1 July 2026 5 Health and safety policies and procedures are detailed and up to date. Staff are trained in the school’s approach to health and safety, for example lone working.

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Health and safety, fire and first aid

There is an appropriate health and safety policy in place. In addition, the school’s first aid policy is detailed. The school has ensured that an appropriate number of staff will be trained in first aid. The school has appropriate medical equipment. The medical kits are checked regularly.

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Admissions and attendance

The school has appropriate admission and attendance registers in place. It will record attendance electronically. Leaders plan to use this to identify any trends or patterns of absence.

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Risk assessment

Risk assessments are detailed and appropriate. Leaders have put in place individual risk assessments for pupils who may need bespoke planning and consideration. The planned level of supervision is generally appropriate for the number of pupils in the school.

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Risk assessment

The proprietor has ensured that the standards in this part 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 show a secure understanding of the checks needed on staff. Leaders plan to ensure that all staff have the right checks in place before working with pupils. The single central record contains appropriate information about the checks completed, including medical suitability, right to work and prohibition from teaching. Appropriate staff have completed safer recruitment training.

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

Leaders do not plan to use supply staff. They plan to cover any illnesses through currently used staff. However, leaders are aware of the checks that would need to be carried out should they decide to use supply staff.

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The single central record of these recruitment checks

The single central record that the school currently maintains shows appropriate checks on staff before they start work at the school. There are already regular audits of the information of the single central record to ensure that it is up to date. MI Education Ltd, 1 July 2026 6 The proprietor has ensured that the standards in this part are likely to be met if the DfE decides to register the provider as an independent school.

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and showers

The previous pre-registration inspection looked to see if a teaching block, housed in temporary buildings in a secure area of Stratford Town Football Club’s premises, was suitable to house the 18 pupils. At this pre-registration, leaders wanted to also include the football club’s main building, which will accommodate the additional 100 key stage 5 students. The temporary building is suitable to accommodate 18 key stages 3 and 4 pupils. It provides ample space for lessons and the flexibility to group pupils in a variety of ways, depending on needs. The interior of the building is well maintained and provides a space with suitable lighting and acoustics for effective education.

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and showers

Leaders plan to teach the key stage 5 pupils in the football club’s main building. This consists of 2 classrooms, one of which could be split into 2, to make 3 classrooms, changing rooms and separate toilet for the sole use of pupils. However, the classrooms are also used as a bar when not being used by the school. Leaders plan to securely cordon off the bar area and the alcohol within it. However, these classrooms are not conducive to a school environment.

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and showers

There are an adequate number of toilets in the school. In the main building there are separate toilets for boys and girls, changing rooms and showers. Next to the temporary classroom, leaders have put in place some event-style mobile toilets. The temporary classroom does not have a drinking-water supply, so leaders have installed a water cooler dispenser. In other areas of the proposed school, drinking water is not labelled or available. Leaders stated they would allow pupils to access an outdoor drinking tap, but this is not labelled as drinking water.

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space

The proposed school has a medical room, changing and showering facilities for pupils aged 11 years and over, in the football club main building. There is a vast amount of outdoor space for pupils to play. The external space includes an extensive all-weather games area, providing sufficient space for pupils to participate in physical education and to play outside. MI Education Ltd, 1 July 2026 7

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Ensuring the health, safety and welfare of pupils

Leaders have ensured that fire exits and procedures are appropriate. The mobile classroom is well presented and tidy. The site where the mobile classroom is situated is secure. However, the fence around the main football club building is an anti-climb fence with spiked tops. The fence itself is quite low and could therefore put pupils at risk if they chose to abscond. In addition, some toilets and showers in the main building and not presented to a high enough standard.

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Lighting and acoustic conditions

Each classroom benefits from sufficient levels of natural and artificial light. Acoustics are appropriate. Outdoor lighting is in place and in working order.

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Lighting and acoustic conditions

The school is unlikely to meet 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 school has in place the appropriate policies to meet the independent school standards. Leaders and the proprietor have ensured that the documents needed on a website are in place for the school. Although the school’s website is not yet ‘live’, leaders have planned to put in place a website that meets the standards. Leaders understand the information that needs to be put online, including the proprietor’s contact details, policies, and forms for parents.

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Part 6. Provision of information

There is a clear way of reporting to parents. This includes support, interventions, learner voice and achievements, as well as any qualifications the pupil may have accomplished.

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Part 6. Provision of information

The proprietor has ensured that the standards in this part 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 school’s complaints policy sets out steps for parents to follow if they wish to raise concerns. Leaders plan to put in place a panel that includes a person who is independent from the school’s leadership team. The policy defines clear timescales for the school to respond to a complaint.

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Part 7. Manner in which complaints are handled

The complaints policy is detailed and contains all of the necessary information to meet the standards in this part. MI Education Ltd, 1 July 2026 8 The proprietor has ensured that the standards in this part 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 has an accessibility plan in place. It 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 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 inspectors spoke with the proprietor and the joint headteachers during the inspection.

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About this inspection

The proprietor of the proposed school is MI education Ltd. The chair of the proprietor body school is Karen Hyde.

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About this inspection

This was the second pre-registration inspection of the proposed school. The previous inspection was conducted on 12 November 2025.

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Team inspector

Bianka Zemke His Majesty’s Inspector MI Education Ltd, 1 July 2026 9

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About this proposed school

Proprietor MI Education Ltd Joint headteachers Kevin Piper and Hannah Parry Type of school Other independent special school Capacity 118

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compulsory school age on roll

Provider’s current position: 0 Provider’s proposal: 118

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compulsory school age on roll

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

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disabilities on roll

Provider’s current position: 0 Provider’s proposal: 118

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authority

Provider’s current position: 0 Provider’s proposal: 118

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authority

Age range of pupils Provider’s proposal: 11 to 19 Gender of pupils Provider’s proposal: mixed

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teaching staff

Number of part-time teaching staff Provider’s proposal: 0 Annual fees for day pupils £50,000 to £66,000 Email address karen-hyde@mi-et.co.uk

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Part 1. Quality of education provided

– 2(2)(g) where the school has pupils above compulsory school age, a programme of activities which is appropriate to their needs;

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Part 5. Premises of and accommodation at schools

MI Education Ltd, 1 July 2026 10  25 The standard in this paragraph is met if the proprietor ensures that the school premises and the accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured.  28(1) The standard in this paragraph is met if the proprietor ensures that- – 28(1)(a) suitable drinking water facilities are provided; – 28(1)(c) cold water supplies that are suitable for drinking are clearly marked as such; and

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and – 34(1)(c) actively promote the well-being of pupils. MI Education Ltd, 1 July 2026 11 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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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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