The Goldhill Learning Foundation - the Willow

The Goldhill Learning Foundation - the Willow, 29 July 2026 1 The Goldhill Learning Foundation - the Willow The What Cabin, Willow Street, Leicester LE1 2HR

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report:

Overall outcome The school is unlikely to meet all the independent school standards. 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 (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 standards first. Under part 8, the proprietor is required to ensure that the school meets all of the 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 leaders share a clear vision for the proposed school, centred on meeting the needs of pupils with a primary need of autism and social, emotional and mental health (SEMH). The proposed school intends to provide a personalised approach to education and therapeutic support. Leaders have considered the needs of the intended cohort and have developed a curriculum, behaviour systems and a personal development offer designed to support pupils' learning, wellbeing and preparation for the next stage of their education.

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Part 8. Quality of leadership in and management of schools

However, the proprietor has not ensured that those with leadership and management responsibilities demonstrate the knowledge and understanding required to ensure that the standards are met consistently. Although policies and procedures are largely in place, the leaders of the proposed school rely on The Goldhill Learning Foundation - the Willow, 29 July 2026 2 documentation, systems and operational arrangements from a partner school. Consequently, leaders are unable to demonstrate sufficiently clear governance, accountability and oversight arrangements that are distinct to the proposed school. The arrangements do not make clear how St Matthew's Children's Action Group would provide effective oversight and assurance that compliance is monitored, reviewed and maintained on an ongoing basis.

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Part 8. Quality of leadership in and management of schools

Leaders can identify some risks relevant to the intended cohort. However, they do not have a clear enough understanding of safeguarding requirements, particularly in relation to safer recruitment and the wider range of safeguarding risks that pupils may face. In addition, leaders have not established appropriate arrangements to ensure compliance with the requirements relating to complaints handling. As a result, the proprietor has not demonstrated that leadership and management arrangements are sufficient to secure compliance with all the standards consistently.

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Part 8. Quality of leadership in and management of schools

The requirements of the standard in this part are unlikely to be met if the Department for Education (DfE) decides to register the provider as an independent school.

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Curriculum

Leaders have designed a broad and balanced curriculum to meet the needs of the pupils the proposed school intends to admit. The curriculum will be personalised to pupils’ starting points and informed by discussions with families and pupils, outcomes identified in pupils’ education, health and care plans, and ongoing checks. The curriculum will prioritise communication, emotional regulation and personal development, while ensuring that pupils have access to linguistic, mathematical, scientific, technological, human and social, physical and aesthetic areas of learning. Learning will be adapted to meet pupils’ individual needs while ensuring that they build knowledge over time

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Curriculum

The curriculum is designed to prepare pupils for the next stage of their education and for life in modern Britain. Leaders have incorporated a personal development programme and opportunities for pupils to develop their understanding of the fundamental British values throughout the curriculum and wider school experiences. Pupils will learn about relationships, different faiths and cultures, equality, respect, the British values and their responsibilities as members of society. Planned opportunities, such as electing a school council and engaging with the local community, are intended to support pupils’ understanding of the wider world and their role in it. The Goldhill Learning Foundation - the Willow, 29 July 2026 3

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Teaching

Leaders have developed a teaching approach intended to support the needs of the proposed cohort. The approach places emphasis on positive relationships, structured routines and emotional regulation to help pupils to engage with learning. Leaders intend that staff will use a range of strategies, including modelling and targeted adaptations, to help pupils access the curriculum. They have also planned professional learning to support staff to deliver the curriculum and respond to pupils’ individual needs.

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Assessment

Leaders have established arrangements to identify pupils’ starting points and monitor their progress. They intend to gather information from a range of sources, including parents and carers, previous settings and relevant professional reports, to inform their understanding of pupils’ needs when they join the proposed school. Leaders plan to monitor pupils’ academic, social and emotional development over time and use this information to review support and identify any emerging needs. These arrangements are intended to help leaders to evaluate pupils’ progress and inform future planning.

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Assessment

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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pupils

Leaders have established a programme to promote pupils’ spiritual, moral, social and cultural development. Through the curriculum and wider personal development offer, pupils will learn about relationships, different faiths and cultures, equality, diversity, the British values and life in modern Britain. Planned opportunities for discussion and reflection are intended to help pupils develop respect for others and an understanding of the world around them.

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pupils

Leaders intend that pupils will develop confidence, resilience, independence and social skills through the proposed school's personal development programme. Pupils will have opportunities to contribute to decisions about their learning, school routines and wider school activities. Community engagement activities will support pupils' understanding of their role in the local community and wider society.

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pupils

The planned curriculum ensures that pupils learn about relationships, health and well-being, citizenship and preparation for adult life. Leaders intend that pupils will be presented with opposing views in a balanced way where relevant, while ensuring that teaching promotes respect for the British values. The Goldhill Learning Foundation - the Willow, 29 July 2026 4 Additional opportunities, including sports, physical education, art and outdoor learning, are intended to broaden pupils' experiences and support their personal development.

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pupils

The requirements of the standard 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

The proposed school has established safeguarding arrangements and identified designated safeguarding leads who have undertaken relevant training. Leaders have established systems to record, monitor and escalate concerns. Leaders intend to provide safeguarding training for staff through induction and ongoing professional development. Arrangements are in place to work with families, local authorities and external agencies to support pupils and promote their welfare.

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Safeguarding

However, some aspects of safer recruitment are not undertaken with sufficient rigour. In particular, leaders do not consistently ensure that any gaps in employment history are checked for and fully scrutinised.

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Safeguarding

Leaders’ understanding of the range of contextual safeguarding risks relevant to the intended cohort is not sufficiently secure. They have not given sufficient thought to how safeguarding arrangements and curriculum provision would be adapted to mitigate these risks and keep pupils safe.

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Safeguarding

The proprietor has not fully ensured that all arrangements are securely in place to safeguard and promote the welfare of pupils.

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Behaviour and supervision of pupils

Leaders intend to adopt a relational and therapeutic approach to behaviour that reflects the needs of the proposed cohort. The planned approach is based on positive relationships, clear routines and personalised support. Leaders have established systems to record, monitor and review behaviour incidents so that patterns can be identified and support adjusted when necessary. Staffing arrangements are intended to provide appropriate supervision and support throughout the school day.

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Anti-bullying

The proposed school has established suitable arrangements to prevent and respond to bullying. Pupils will be taught about respectful relationships, equality, diversity and online safety through the curriculum and wider personal development The Goldhill Learning Foundation - the Willow, 29 July 2026 5 programme. Leaders intend to record, monitor and review any incidents of bullying and provide support where required. The curriculum is intended to help pupils understand the impact of bullying and develop positive relationships with others.

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Health and safety, fire and first aid

Leaders have established suitable arrangements to promote pupils' health, safety and welfare. Appropriate procedures are in place for health and safety, first aid, fire safety, site maintenance and risk management. Required checks relating to fire safety, emergency lighting, electrical equipment, first-aid provision and site safety have been completed.

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Admissions and attendance

Leaders have established an admissions process intended to identify how the proposed school can meet prospective pupils’ needs. They plan to gather information from parents, previous settings and relevant professionals to inform admission decisions and support transition arrangements. Leaders have also established procedures for monitoring attendance and intend to work with families and external agencies where concerns arise.

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Risk assessment

Leaders have established arrangements for the assessment and management of risk. They intend to use information about pupils’ needs, circumstances and vulnerabilities to identify and manage risks. Risk assessments will be reviewed regularly and updated when circumstances change. These arrangements are intended to support leaders in promoting pupils’ welfare and safety.

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Risk assessment

The standards relating to safeguarding in this part are unlikely 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

Despite not having a secure understanding of all aspects of safer recruitment, leaders have established arrangements for completing the mandatory pre- employment vetting checks as outlined in the standards. They undertake these vetting checks before staff begin work at the proposed school. Appropriate checks are in place for appointed staff, and leaders understand the additional checks required for agency staff, volunteers and those in leadership positions. Suitable procedures are in place to verify checks completed by employment agencies where required. The Goldhill Learning Foundation - the Willow, 29 July 2026 6

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The single central record of these recruitment checks

The proposed school maintains an electronic single central record (SCR) which contains the required recruitment and vetting information for staff. The appropriate checks have been recorded. Governors and leaders will check the SCR often to ensure it meets requirements.

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The single central record of these recruitment checks

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 proposed school provides suitable toilet and washing facilities for the number, age range and gender of pupils it intends to admit. An accessible toilet is also available. Appropriate washing facilities are available, including hot and cold running water. Drinking water is available within the building and in the outdoor area.

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Medical room and accommodation for pupils' therapy needs

Suitable accommodation is available for the provision of first aid. The medical room contains a bed, washing facilities and access to a toilet. The room is not intended to be used for teaching activities and is available for pupils who require medical attention. Several first aid boxes are located around the site.

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Ensuring the health, safety and welfare of pupils

Leaders have established suitable arrangements to promote pupils’ health, safety and welfare. Appropriate procedures are in place for the inspection and maintenance of the premises, including gas, electrical and water systems. Leaders maintain records of the checks undertaken. Secure perimeter fencing, controlled access arrangements, CCTV and external lighting are intended to support site security.

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Lighting and acoustic conditions

The lighting throughout the premises is suitable. Classrooms and teaching spaces benefit from both natural and artificial light. External lighting is provided around the perimeter and entrance to the building. Acoustic conditions are suitable for the activities that are intended to take place within the proposed school.

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Outdoor space

The Goldhill Learning Foundation - the Willow, 29 July 2026 7 The proposed school has access to suitable outdoor space to support play, recreation and physical education. This includes a secure grassed area surrounding the building and access to an adjacent community-owned outdoor space. Leaders have completed appropriate risk assessments for the use of these areas. Pupils will also have access to a nearby multi-use games area. Established trees within the grounds provide natural shade.

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Outdoor space

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 6. Provision of information

Required policies and information are available to parents and the local authority. Leaders understand their responsibilities with regards to the publication of information, including policies, inspection outcomes and other statutory information. Information relating to pupils' progress, attendance and wellbeing will be shared with parents through regular communication and reporting arrangements.

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Part 6. Provision of information

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 has established procedures for receiving, recording and responding to complaints. The complaints policy sets out informal and formal stages and includes appropriate timescales for managing complaints. However, leaders have not established suitable arrangements to ensure that a complaints panel, should it be required to hear a formal complaint, includes at least one person who is independent of the management and proprietorship of the school.

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Part 7. Manner in which complaints are handled

The standard in this part is unlikely 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 prepared an accessibility plan that is consistent with the requirements of the Equality Act 2010.

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The school's accessibility plan

The school is likely to meet the regulation in this part.

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About this inspection

The Goldhill Learning Foundation - the Willow, 29 July 2026 8 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 updated inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

The inspectors met the chair of the proprietor body, the headteacher and other members of the senior leadership team. The inspectors conducted a tour of the proposed site to check the suitability of the premises. They considered a wide range of documentation including policies and information related to all parts of the standards. They sampled the school’s SCR and considered available staff personal files.

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About this inspection

This was the proposed school’s first pre-registration inspection.

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About this inspection

The inspector confirmed the following information about the proposed school:

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About this inspection

The proposed school currently operates as an unregistered alternative provision. The provision was not in use at the time of the inspection, due to the provision being closed for the summer holidays. Consequently, inspectors were unable to visit any learning.

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About this inspection

The proposed school also provides after-school provision, which is registered separately on the Early Years Register.

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About this inspection

The proposed school does not intend to use alternative provision.

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About this inspection

The proposed school intends to provide full-time education for up to 12 pupils from 5 to 11 years old.

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About this inspection

The school is proposing to be a special school providing education for pupils with a primary need of autism and/or SEMH. The proprietor expects that all pupils that attend this proposed school will each have an education, health and care plan. Most pupils are likely to be placed at the proposed school by a local authority.

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About this inspection

The headteacher, senior leaders and several staff will provide leadership across this school and one other. The other school does not belong to St Matthew's Children's Action Group. The Goldhill Learning Foundation - the Willow, 29 July 2026 9

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About this proposed school

Proprietor St Matthew's Children's Action Group

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About this proposed school

Type of school Other independent special school

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authority

Age range of pupils Provider's proposal: 5 to 11

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authority

Gender of pupils Provider's proposal: Mixed

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per week

Provider's proposal: 30 hours The Goldhill Learning Foundation - the Willow, 29 July 2026 10

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teaching staff

Provider's current position: 2 Provider's proposal: 5

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teaching staff

Number of part-time teaching staff Provider's proposal: 0

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teaching staff

Annual fees for day pupils £65,000 to £75,000

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teaching staff

Email address Office@thegoldhilllearningfoundation.co m

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Part 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that- – 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and – 7(b) such arrangements have regard to any guidance issued by the Secretary of State.

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Part 7. Manner in which complaints are handled

 33 The standard about the manner in which complaints are handled is met if the proprietor ensures that a complaints procedure is drawn up and effectively implemented which deals with the handling of complaints from parents of pupils and which- – 33(g) ensures that, where there is a panel hearing of a complaint, one panel member is independent of the management and running of the school.

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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 The Goldhill Learning Foundation - the Willow, 29 July 2026 11 – 34(1)(c) actively promote the well-being of pupils. The Goldhill Learning Foundation - the Willow, 29 July 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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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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