Imagine Wellbeing Primary Ltd

Imagine Wellbeing Primary Ltd, 27 July 2026 1 Imagine Wellbeing Primary Ltd Neuven Stadium, Colshaw Close East, Radcliffe, Manchester M26 3PE

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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 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 a clear, well-informed rationale for the school. It articulates a clear vision for providing a safe and nurturing environment for pupils with a range of special educational needs and/or disabilities (SEND). Leaders understand the needs of the proposed intake well, including of those pupils with speech, language and communication needs and those with social, emotional and mental health (SEMH) needs. They have carefully organised the curriculum, classrooms and other spaces in the school with those needs in mind.

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Part 8. Quality of leadership in and management of schools

The proprietor and school leaders have carefully considered how they will promote pupils’ wellbeing effectively. Leaders’ planning and policies demonstrate a deliberate focus on pupils’ holistic wellbeing. For example, proposed personalised support, therapeutic approaches and developing positive relationships indicates that pupils’ wellbeing is a priority from the outset. Through appropriate training, Imagine Wellbeing Primary Ltd, 27 July 2026 2 staff will adopt a nurturing and inclusive approach so that pupils feel a sense of belonging and are able to thrive.

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Part 8. Quality of leadership in and management of schools

The proprietor and the school leaders are knowledgeable and experienced. They demonstrate a secure understanding of the independent school standards (the standards) and of their statutory responsibilities. The proprietor has ensured that suitable processes are in place to check and assure the quality of provision over time. These systems include checks on the curriculum, teaching, behaviour, health and safety and safeguarding. Additionally, the proprietor has established agreed approaches for leaders to review and evaluate their work, such as through regular leadership meetings.

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Part 8. Quality of leadership in and management of schools

The proprietor has set clear expectations for staff and leaders to follow. Staff will receive a comprehensive training package on taking up their roles so that they have the knowledge they need to keep pupils safe and to help them to be successful. A robust induction process is in place to support this.

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Part 8. Quality of leadership in and management of schools

The proprietor will manage admissions so that the number of staff and pupils on roll will increase gradually. This aims to ensure that pupils benefit from a high- quality offer at each stage of the proposed school’s development.

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Part 8. Quality of leadership in and management of schools

The proprietor has ensured that the standard in this part is likely to be met if the Department for Education (DfE) decides to register the provider as an independent school.

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Curriculum

The proprietor intends for the proposed school to provide education for pupils with SEND aged 5 to 11. It is likely that most pupils will have an education, health and care (EHC) plan. The proposed curriculum is designed specifically to meet the needs that they are likely to have. It covers a broad range of subjects through thoughtfully designed curriculum pathways. These pathways are well aligned to the diverse range of needs the school expects to support, for example, catering for pupils who have not begun to communicate verbally through to those ready to engage with a curriculum closely matched to the national curriculum.

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Curriculum

Within each pathway, all subjects have clear and well-considered schemes of work. These set out what pupils will be taught and when. These are sequenced so that pupils should have the opportunity to make progress from their starting points. Leaders plan to use information from EHC plans, alongside insight from therapeutic professionals, to identify the extra help pupils will need to access the curriculum successfully. Imagine Wellbeing Primary Ltd, 27 July 2026 3 The curriculum includes a well-considered personal, social, health and economic education offer. Leaders have woven opportunities for pupils to learn important knowledge about life beyond school throughout the curriculum. This includes an age-appropriate relationships and health education programme that leaders will consult on with parents and carers.

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Curriculum

Leaders place a sharp emphasis on promoting the development of pupils’ reading, language and communication skills. Leaders propose working closely with speech and language therapists, when needed. Leaders have put in place provision to support pupils at the earliest stage of reading. A suitable phonics programme has been selected. The school intends to use a range of assessment methods to establish where any gaps in pupils’ phonics knowledge are when they join.

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Teaching

The proprietor has employed a suitably qualified and experienced headteacher with relevant experience and understanding of working with pupils with SEND. The proposed school intends to employ teaching staff with similar experience and a range of subject specialisms. Induction processes and regular training are planned so that staff understand how to adapt the curriculum to meet pupils’ needs effectively.

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Teaching

Leaders have ensured that the school’s policies, including the curriculum policy, the SEND policy and policy for adaptive teaching provide staff with helpful and accessible guidance about how to teach the curriculum well. Leaders have devised quality assurance systems to check the quality of teaching and to inform subsequent staff training.

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Assessment

The school has developed a suitable assessment framework. The proprietor has ensured that the school has systems for staff to identify pupils’ academic, social and other needs when they join the school. Staff will use a wide range of strategies to assess how well pupils are progressing in lessons and over time. Regular reflections on pupils’ progress will help staff to adapt their provision in response to pupils’ changing needs.

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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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pupils

Imagine Wellbeing Primary Ltd, 27 July 2026 4 Leaders intend to provide a range of opportunities to promote pupils’ spiritual, moral, social and cultural development. The aim is for a wide range of learning activities, assemblies and events. Pupils will learn about different cultures, traditions and important aspects of the Equality Act 2010. For example, the proposed school plans to organise events such as litter-picking and charity craft stalls to develop pupils’ roles as active citizens in their community.

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pupils

Leaders have built in an understanding of fundamental British values to the curriculum. They have outlined how concepts such as democracy will be taught through practical experiences including participation in the school council, creating a class pledge and voting on class trips and enrichment activities. For pupils with more complex barriers to learning, leaders have outlined targeted activities that build turn ‑ taking, sharing and understanding difference as essential foundations for developing pupils’ awareness of tolerance and respect.

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pupils

The proposed school intends to prioritise meaningful outdoor learning experiences, providing pupils with opportunities to build resilience, independence and teamwork.

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pupils

The standard in this part is 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 arrangements for safeguarding are robust and fit for purpose. There is an appropriate set of policies in place that reflect the most recent statutory guidance. The safeguarding policy will be published on the school’s website when it goes live. The proprietor and school leaders have the necessary training to ensure that they can carry out their responsibilities. They are knowledgeable about the risks their pupils may face in relation to their specific SEND needs and the prevalent risks in the local area.

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Safeguarding

Leaders make clear what staff should do in the event of a safeguarding concern or disclosure. This information will be recorded on an electronic platform. When new staff join the school, the proprietor will provide a thorough induction, so that staff understand how to report any concerns about pupils to the designated safeguarding lead. Should concerns arise, leaders have clear systems to respond swiftly to ensure pupils receive appropriate help.

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Behaviour and supervision of pupils

The proprietor and leaders have written a behaviour policy that takes into account the likely needs of the proposed school’s pupils. The policy sets out clear expectations for pupils’ behaviour and places appropriate emphasis on helping Imagine Wellbeing Primary Ltd, 27 July 2026 5 pupils understand and manage their emotions. It explains how the proposed school’s trauma-informed and restorative approach will work in its daily routines. The proprietor intends to provide detailed training for all staff in how to implement the school’s approach consistently, including training in de-escalation and restorative practices. There are clear procedures for the use of any physical intervention. The proprietor is aware of the requirement to inform parents when such an incident has occurred.

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Behaviour and supervision of pupils

The proposed staffing ratios are appropriate to ensure safe supervision. Leaders have considered the needs of the cohort carefully in determining these ratios.

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Anti-bullying

The proprietor and leaders have written an appropriate anti-bullying policy. The policy outlines clear expectations and aligns with the school’s intended ethos.

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Health and safety, fire and first aid

The proprietor has ensured there is an appropriate health and safety policy in place. Leaders have established a comprehensive schedule of daily, weekly, monthly and annual health and safety checks. All the required checks on the property relating to health and safety have been carried out. This includes recent checks on the electricity and water supplies, emergency lighting and the general condition of the premises.

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Health and safety, fire and first aid

The proprietor has put the necessary checks in place regarding fire safety. They have worked with external specialists to ensure that the proposed school premises comply with the Regulatory Reform (Fire Safety) Order 2005, including the carrying out of a fire risk assessment. There is clear guidance about how pupils and staff will evacuate in the event of a fire. Pupils will take part in regular fire evacuation drills. Leaders understand how to design personal evacuation plans that take account of proposed pupils’ SEND, ensuring staff understand how to support each child safely and effectively.

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Health and safety, fire and first aid

The school has a written first-aid policy, which sets out that first aid will be administered promptly and competently. There are clear systems for storing medicines safely and recording any accidents. Leaders have given thoughtful consideration and have in place suitable policies, procedures and training in anticipation of any pupils joining the school who may require intimate care.

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Admissions and attendance

The school has prepared an electronic system for recording pupils’ attendance. Absences will be categorised using the codes set out by the DfE. The school’s admissions register contains the required information. Imagine Wellbeing Primary Ltd, 27 July 2026 6

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Risk assessment

The proposed school has a clear and consistent approach to risk assessment. There is an appropriate policy in place that outlines how risks will be assessed and managed. Leaders have already used this policy to produce a range of accurate and appropriate assessments and templates in readiness for implementation, including individual pupils’ risk assessments and those relating to the premises and off-site activities. They are sufficiently detailed and set out appropriate ways to reduce risks.

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

The proprietor understands its responsibility for safe recruitment. New members of staff and supply staff will not be allowed to start work at the school until the relevant pre-appointment checks have been undertaken. Sampling of recently appointed staff shows that approaches to conducting these checks are thorough.

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The single central record of these recruitment checks

The proprietor has ensured that an electronic single central record is in place. This allows it to record the checks that it has undertaken on staff in a clear and accurate way. Relevant school leaders have access to the single central record so that they can maintain oversight of it. All appropriate checks have been made on current staff.

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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

Suitable toilet and handwashing facilities are provided for the number of pupils expected to attend. Toilets are self-contained, offer appropriate privacy and are lockable from the inside. Hot water does not pose a scalding risk. Pupils will be able to access clearly marked drinking water throughout the day.

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and showers

A fully accessible toilet is suitably adapted for pupils with mobility or physical needs. Leaders have ensured there is a suitable designated space available for pupils who may require intimate care and changing facilities. Imagine Wellbeing Primary Ltd, 27 July 2026 7

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Medical room and accommodation for pupils' therapy needs

Leaders have ensured that there is appropriate provision in place to cater for pupils’ medical needs. The dedicated medical room includes a toilet, washing facilities and a bed. It will provide comfort to pupils when they are sick or injured. The medical room holds a full range of first-aid supplies.

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Medical room and accommodation for pupils' therapy needs

Pupils’ medicines will be kept in a lockable cabinet. When medicine is administered to pupils, there are clear procedures in place for staff to follow.

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Medical room and accommodation for pupils' therapy needs

Specialist spaces show how leaders have planned thoughtfully for pupils’ therapeutic needs. For example, the sensory rooms are calm and soothing. A smaller classroom provides a safe space for pupils to access speech and language work or other therapeutic interventions.

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Ensuring the health, safety and welfare of pupils

The school building is purpose-built and has been prepared to a high standard. Spaces have been devised with the needs of the pupils the school plans to admit in mind. Classrooms are well organised and conducive to learning. New, higher fencing around the school building gives the grounds a purposeful, protective feel and helps keep the site secure. The premises are clean, safe and ready for pupils.

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Ensuring the health, safety and welfare of pupils

The proposed school sits within the perimeter of an existing football club. The proprietor has ensured that the school site is securely separated from other areas within the wider grounds. Arrangements are in place to ensure appropriate separation between different areas of the school. For example, leaders have planned appropriate supervision for pupils moving between the main school building and the artificial turf pitches and forest school areas, ensuring safe and well-managed transitions across the site.

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Lighting and acoustic conditions

The proprietor has ensured that there is enough external lighting so that staff and pupils can use the environment unhindered. Classrooms are well lit with appropriate consideration given to pupils’ SEND. They are set out to promote a calm learning environment. Both lighting and acoustics are suitable for learning.

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Outdoor space

The proposed school’s site has a large amount of outdoor space for the sole use of pupils, including two secure artificial turf pitches and a forest school area. These are safe and offer suitable opportunities for play, physical education and outdoor learning. Imagine Wellbeing Primary Ltd, 27 July 2026 8 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

Leaders have prepared a school website that is ready to go live if the DfE approves the school’s registration. It includes all the information required by the standards. School policies, including the safeguarding policy, are up to date and available to parents and carers on the website. There are also contact details for the headteacher and the proprietor so that parents can contact them should they wish to. The website will also include inspection reports and the number of formal complaints from the previous year.

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Part 6. Provision of information

The proposed school has effective processes for reporting pupil performance, including academic performance, attendance, behaviour and progress towards pupils’ individual targets. Leaders have set up systems for sharing information with placing authorities, including taking part in reviews of EHC plans.

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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

A well-structured complaints policy and process is in place. It is available to parents and carers and will be published on the school’s website when it goes live.

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Part 7. Manner in which complaints are handled

The complaints policy sets out clear timescales for managing complaints. It also gives the option for complaints to be dealt with informally before any formal process begins. The policy also indicates that parents will have recourse to a panel hearing with independent members.

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Part 7. Manner in which complaints are handled

The proprietor is aware of the need to record the number of complaints in the current and proceeding academic year. There are systems in place to ensure that complaints will be recorded and stored correctly.

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Part 7. Manner in which complaints are handled

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

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The school's accessibility plan

The proprietor has ensured that the proposed school has a suitable accessibility plan in place that meets the requirements of schedule 10 of the Equality Act 2010. Imagine Wellbeing Primary Ltd, 27 July 2026 9

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About this inspection

Inspectors carried out this inspection under section 99 of the Education and Skills Act 2008, at the request of the registration authority for independent schools. Inspectors checked the school's likely compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

During this inspection, the lead inspector spoke with the chair of the proprietor body, the headteacher and the school business manager.

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About this inspection

The proprietor for this school is Imagine Wellbeing Primary Ltd. The chair of the proprietor body is Anthony Johnson. The proprietor does not currently have any other registered independent schools.

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About this inspection

The proprietor intends the school to cater for pupils with a range of needs, including cognitive and learning needs, speech, language and communication needs, hearing and visual impairment, autism, multi-sensory impairments, physical disabilities, moderate and severe learning difficulties and SEMH needs. The provider also seeks to cater for children who are looked after by the local authority. All pupils will have an EHC plan. Most pupils are likely to be placed at the school by a local authority. The school will accommodate up to 30 pupils aged 5 to 11 years.

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About this inspection

The proposed school does not intend to use any alternative provision.

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About this proposed school

Proprietor Imagine Wellbeing Primary Ltd

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About this proposed school

Headteacher Caroline Butler Type of school Other independent special school Capacity 30

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compulsory school age on roll

Provider's proposal: 30 Imagine Wellbeing Primary Ltd, 27 July 2026 10

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authority

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

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teaching staff

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

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

Email address carolinebutler@imaginewellbeing.co.uk Imagine Wellbeing Primary Ltd, 27 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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Annual fees for day pupils £65,000 to £75,000

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

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

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

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