Stansfield House

Stansfield House

Address: 103 Crescent Road, Dukinfield, SK16 4HG Unique reference number (URN): 151670

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

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Achievement Urgent improvement

As a specialist setting, the school has failed over time to effectively engage the majority of pupils sufficiently well in their learning. As a result, pupils are significantly underachieving.

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Achievement Urgent improvement

Pupils have substantial gaps in their foundational knowledge. Leaders have begun to establish baselines for some pupils in core subjects. However, this work is too limited and does not give staff a sufficiently precise understanding of pupils’ starting points. Consequently, leaders and teachers do not identify and address gaps in pupils’ foundational knowledge quickly or accurately enough. For example, many pupils have significant gaps in English and mathematics. Many struggle to read or do not have a secure grasp of number facts. These gaps limit pupils’ ability to access the curriculum and make progress.

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Achievement Urgent improvement

Weaknesses in curriculum design and delivery, together with poor attendance and disruptive behaviour, are causing pupils’ achievement to stall or decline. Pupils struggle to recall prior learning and to make links between the topics they have studied. The work they produce does not reflect the planned curriculum. The specialist provision does not enable most pupils to re-engage successfully with learning. As a result, pupils are not prepared well enough for the next stage of education, employment or training.

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Attendance and behaviour Urgent improvement

Leaders do not have a consistent, whole-school approach to tackling the complex behaviour and attendance issues that are characteristic of the cohort. They fail to act swiftly enough during pupils' crucial transition points in order to set clear expectations and secure positive engagement. Consequently, although most pupils show initial improvement in their attendance from extremely low starting points, for the vast majority, leaders' strategies have not been effective in sustaining this. Over time, overall attendance has declined. The majority of pupils are persistently or severely absent from school and a significant number do not attend at all.

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Attendance and behaviour Urgent improvement

Leaders do not set clear expectations for pupils' behaviour. Staff lack any shared understanding of how to manage behaviour consistently. This creates an environment of continual disorder, both in lessons and around the school site. Pupils do not learn how to regulate their own behaviour or how to behave appropriately in basic social situations. They frequently ignore or flout staff requests. The majority of pupils express the attitude that they have given up on their own learning as they have lost faith that the school will be able to help them to achieve academically. Recently the school has strengthened its approach to tackling bullying, physical abuse and violent behaviour. This is effective and pupils feel safe. However, in the past, effective action has not always been taken swiftly enough to reassure and re-engage pupils back into their education following serious incidents.

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Curriculum and teaching Urgent improvement

The curriculum set out in the school's policy is not implemented in practice. Since opening the school, leaders have made many adaptations to curriculum content and qualifications to try and better meet pupils' needs and interests, for example introducing vocational options. Most attempts have been unsuccessful and discontinued. The curriculum lacks ambition and coherence.

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Curriculum and teaching Urgent improvement

Pupils are taught in mixed ages and are grouped in an attempt to manage their behaviour without appropriate consideration for their academic ability. Teachers lack clarity about pupils' starting points and routes for progression through the curriculum. Assessment systems focus on pupils completing tasks but do not sufficiently identify and address gaps in pupils' subject knowledge. As a result, these gaps persist and widen. Support for pupils who need extra academic help is underdeveloped and ineffective. Teachers do have some appropriate subject expertise. However, they do not deliver the curriculum well. Pupils often experience lessons that are disjointed or confusing because staff do not consistently follow the planned curriculum. This makes it difficult for pupils to link ideas and to build their learning over time. Leaders' failure to secure pupils' positive engagement and behaviour further prevents teachers from delivering the intended curriculum effectively.

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Inclusion Urgent improvement

Leaders have not established a consistent and effective process to accurately identify pupils' complex range of special educational needs and/or disabilities with precision. Leaders have failed to ensure that staff follow a systematic approach to identifying and adjusting support. Pupils' needs are not met effectively. The individual targets set for pupils are too broad and are not appropriately rooted in their education, health and care (EHC) plans. A minority of pupils are provided with one-to-one support for their social, emotional and mental health needs. This isolated support is not built on effectively to support pupils to re-engage with their learning and achieve well.

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Inclusion Urgent improvement

Pupils do not receive the full range of appropriate support that their EHC plan entitles them to. Leaders do work with a range of external agencies. This helps the school to maintain oversight of pupils' challenging circumstances and safeguard them in difficult situations. However, this often takes place at a point of crisis for pupils and does not translate into positive engagement in learning. This insight is not used by the school to shape the provision that pupils receive. Pupils' complex barriers are managed but not diminished and they continue to negatively limit their access to education and positive personal development.

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Leadership and governance Urgent improvement

The proprietor has failed to secure consistent and coherent strategic leadership of the school over time. As a result, many areas of the independent school standards are not currently being met. Since opening, the school has experienced staffing challenges and some turbulence in senior leadership. This instability has contributed to the significant and serious weaknesses that now prevail. The quality of education that vulnerable pupils are receiving is unacceptable. This is negatively impacting on their wellbeing and personal development.

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Leadership and governance Urgent improvement

More recently, the proprietor, supported by newly appointed school leaders and governors, has started to identify some appropriate priorities for improvement. This work is in its infancy. The proprietor and leaders acknowledge that they misjudged the expertise and capacity needed to successfully lead a specialist setting in this context. The proprietor and executive leaders do not hold school leaders fully to account for how well pupils are learning, achieving or failing to thrive. The proprietor does not gather sufficiently detailed information from school leaders to challenge underperformance in these areas and this has led to a fragile understanding of complex weaknesses. While some aspects of the school's provision are quality assured rigorously to ensure compliance with the independent school standards, those related to pupils' education, personal development and wellbeing, lack coherent systems and oversight.

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Leadership and governance Urgent improvement

Staff do receive regular professional development. However, this does not link closely enough to what staff actually need, in order to effectively overcome pupils' complex barriers and deliver the curriculum well. Staff expertise has not improved as quickly as it should. Staff report that leaders think carefully about workload and wellbeing and that they receive appropriate support when it is needed. This positive consideration for staff support, development and training is not currently leading to positive improvements for pupils in the school.

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Personal development and wellbeing Urgent improvement

There is a limited set of experiences planned for pupils beyond the academic curriculum. Although weak, the planned programme for pupils' personal development does include important aspects such as relationships and sex education and online and offline risks. There are also occasional visits from external speakers, for example to explore and discuss the issue of racism. Despite this, the programme is not coherently delivered or adapted to reflect the gaps in knowledge that pupils have when they arrive at the school. Pupils experience ad hoc and incoherent provision that does not help them to develop a secure understanding of these important topics. Pupils do not learn to treat each other with respect and tolerance, many do not develop a deep understanding of fundamental British values or the personal characteristics that are protected by law. This is limited further by high rates of absence. Leaders have made no attempt to ensure that pupils who attend infrequently, or

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Personal development and wellbeing Urgent improvement

not at all, can benefit from the basic school offer.

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Personal development and wellbeing Urgent improvement

Leaders ensure that all pupils receive some level of pastoral support. Pupils on the school site have staff that they trust. Staff take time to listen to pupils and talk to them about their worries and concerns. Those who do not attend school regularly appreciate the daily phone calls and often, weekly video calls to check on their wellbeing and safety. Although inclusive, this support is not extensive enough to effectively aid and build pupils' personal development and wellbeing to a sufficient level.

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Personal development and wellbeing Urgent improvement

Some pupils access careers information, advice and guidance. For example, through visits to local colleges and further education providers or independent careers advisers. The implementation of this programme is in its early stages and it is not currently comprehensive enough to meet the needs of all pupils.

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What it's like to be a pupil at this school

All pupils who join this school have special educational needs and/or disabilities. They have experienced significant turmoil in their education prior to joining. The main aim of the school is to help pupils to overcome these significant barriers and re-engage them in education. Leaders at the school acknowledge that they are failing to do this. Pupils do not receive an acceptable standard of education. Pupils' extensive and complex needs are not identified and addressed quickly and effectively. As a result, pupils are not suitably supported to achieve as well as they should. Pupils experience a curriculum that is not matched well to their needs and it is poorly delivered. Teaching does not support pupils to learn well. They are ill prepared for the next stage of their education.

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What it's like to be a pupil at this school

Pupils have positive relationships with the adults who work with them and they feel safe. However, staff expectations for their behaviour and achievement are far too low. Pupils lack clear boundaries and routines. Low-level disruption and disrespectful behaviour is frequent, normalised and condoned. This chaotic environment compounds many of the social and emotional needs that pupils have. Although many pupils initially improve their rates of attendance when they start at the school, currently the majority of pupils do not attend school full time or at all.

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What it's like to be a pupil at this school

The broader experiences the school provides, beyond the academic curriculum, are limited. Low attendance and unaddressed behavioural barriers prevent the majority of pupils from accessing any wider development opportunities that the school does provide. Pupils do not feel a sense of belonging or inclusion. Many pupils are not provided with the vital knowledge that they need to be well equipped for life in modern Britain. This negatively impacts pupils' achievement and personal development.

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Next steps

The proprietor and leaders must establish a clear process to identify, assess and support pupils with special educational needs and/or disabilities so that they can access learning effectively. The proprietor and leaders must ensure that the curriculum meets the needs and abilities of all pupils. They must also support teachers to design and deliver the curriculum so that it builds pupils’ knowledge securely from their starting points. The proprietor and leaders must implement a consistent approach to assessment so that teachers identify pupils’ starting points and gaps in knowledge accurately, and address weaknesses in pupils’ foundational knowledge swiftly. The proprietor and leaders must raise staff expectations of pupils’ behaviour and attendance. They must urgently implement a consistent whole-school approach to tackling complex behaviour and attendance issues, especially at transition points, so that

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Next steps

disruption reduces and pupils can engage in learning and feel that they belong at school. The proprietor and leaders must address the significant weaknesses in the personal development programme so that pupils benefit from a broad and rich range of experiences beyond the curriculum.

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Independent school standards

Independent school standards are either met or not met for each category. The proprietor must take swift action to address serious weaknesses in leadership and quality assurance so that the school secures improvement promptly, meets the independent school standards and reduces the negative impact of the provision on pupils’ academic and personal development.

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About this inspection

The name of the proprietary body is First Steps Together Education. The chair of the proprietary body is Matthew Higham.

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About this inspection

The fees currently charged are £35,000 to £45,000. The school's email address is manager@firststepstogether.uk

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About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008, and checked the school’s compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014. 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

Inspectors spoke with the chair of the proprietary body, the headteacher, a range of other executive leaders and representatives from Tameside local authority during the inspection.

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About this inspection

All pupils at the school have special educational needs and/or disabilities (SEND) related to their social, emotional and mental health needs. All pupils at the school have an education, health and care plan (EHC). The school uses no alternative provision. The school has undergone a significant change since the last inspection. The school is registered to admit 45 pupils. There are currently 23 pupils on roll. This is the school's first standard inspection. The school was registered by the DfE on 14 July 2025. The proprietor has decided to serve notice for a significant number of pupils to be removed from the school roll. This is due to happen imminently. The proprietor has applied to the DfE for a material change to alter the age range of the pupils admitted to the school. This has not currently been undertaken.

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About this inspection

1. Quality of education provided Standards not met The following standards have not been met: Paragraph 2(1)

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About this inspection

The standard in this paragraph is met if–

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About this inspection

(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and

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About this inspection

(b) the written policy, plans and schemes of work– (i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; and

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About this inspection

For the purposes of paragraph (2)(1)(a), the matters are–

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About this inspection

(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education; (b) that pupils acquire speaking, listening, literacy and numeracy skills;

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About this inspection

(d) personal, social, health and economic education which– (i) reflects the school's aim and ethos; and

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About this inspection

(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that– (ii) enables them to make informed choices about a broad range of career options; and (iii) helps to encourage them to fulfil their potential;

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About this inspection

(h) that all pupils have the opportunity to learn and make progress; and (i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.

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About this inspection

The standard in this paragraph is met if the proprietor–

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About this inspection

(b) ensures that every registered pupil who is provided with secondary education at the school is provided with relationships and sex education, except in so far as the pupil is excused as mentioned in sub-paragraph (2), (d) in making arrangements for the purposes of paragraphs (a), (b) or (c), has regard to any guidance under section 80A of the Education Act 2002 that applies in relation to the provision of education by maintained schools, (e) makes and keeps up to date a separate written statement of its policy with regard to the provision of education as required by each of paragraphs (a) and (b), Paragraph 3

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About this inspection

The standard in this paragraph is met if the proprietor ensures that the teaching at the school–

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About this inspection

(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; (b) fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves; (c) involves well planned lessons and effective teaching methods, activities and management of class time; (d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; (e) demonstrates good knowledge and understanding of the subject matter being taught; (f) utilises effectively classroom resources of a good quality, quantity and range; (g) demonstrates that a framework is in place to assess pupils' work regularly and thoroughly and use information from that assessment to plan teaching so that pupils

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About this inspection

can progress; (h) utilises effective strategies for managing behaviour and encouraging pupils to act responsibly;

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About this inspection

2. Spiritual, moral, social and cultural development of pupils Standards not met

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About this inspection

The following standards have not been met:

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About this inspection

The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor–

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About this inspection

(b) ensures that principles are actively promoted which– (i) enable pupils to develop their self-knowledge, self-esteem and self-confidence; (ii) enable pupils to distinguish right from wrong and to respect the civil and criminal law of England; (iii) encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely; (iv) enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England; (v) further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own and other cultures; 3. Welfare, health and safety of pupils Standards not met

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About this inspection

The following standards have not been met: Paragraph 9

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About this inspection

The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that–

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About this inspection

(b) the policy is implemented effectively; and

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About this inspection

4. Suitability of staff, supply staff, and proprietors Standards met

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About this inspection

5. Premises of and accommodation at schools Standards not met

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About this inspection

The following standards have not been met: Paragraph 23(1)

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About this inspection

Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that–

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About this inspection

(a) suitable toilet and washing facilities are provided for the sole use of pupils; (b) separate toilet facilities for boys and girls aged 8 years or over are provided except where the toilet facility is provided in a room that can be secured from the inside and that is intended for use by one pupil at a time; and (c) suitable changing accommodation and showers are provided for pupils aged 11 years or over at the start of the school year who receive physical education.

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About this inspection

The standard in this paragraph is met if the proprietor ensures that suitable accommodation is provided in order to cater for the medical and therapy needs of pupils, including–

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About this inspection

(a) accommodation for the medical examination and treatment of pupils; (b) accommodation for the short term care of sick and injured pupils, which includes a washing facility and is near to a toilet facility; and

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About this inspection

Paragraph 24(2) The accommodation provided under sub-paragraphs (1)(a) and (b) may be used for other purposes (apart from teaching) provided it is always readily available to be used for the purposes set out in sub-paragraphs (1)(a) and (b). Paragraph 25

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About this inspection

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.

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About this inspection

The standard in this paragraph is met if the proprietor ensures that the acoustic conditions and sound insulation of each room or other space are suitable, having regard to the nature of the activities which normally take place therein.

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About this inspection

The standard in this paragraph is met if the proprietor ensures that–

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About this inspection

(a) the lighting in each room or other internal space is suitable, having regard to the nature of the activities which normally take place therein; and (b) external lighting is provided in order to ensure that people can safely enter and leave the school premises.

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About this inspection

The standard in this paragraph is met if the proprietor ensures that–

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About this inspection

(a) suitable drinking water facilities are provided; (b) toilets and urinals have an adequate supply of cold water and washing facilities have an adequate supply of hot and cold water; (c) cold water supplies that are suitable for drinking are clearly marked as such; and (d) the temperature of hot water at the point of use does not pose a scalding risk to users.

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About this inspection

The facilities provided under sub-paragraph (1)(a) will be suitable only if–

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About this inspection

(a) they are readily accessible at all times when the premises are in use; and (b) they are in a separate area from the toilet facilities.

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About this inspection

The standard in this paragraph is met if the proprietor ensures that suitable outdoor space is provided in order to enable– (a) physical education to be provided to pupils in accordance with the school curriculum; and (b) pupils to play outside.

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About this inspection

6. Provision of information Standards not met

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About this inspection

The following standards have not been met:

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About this inspection

The standards about the provision of information by the school are those contained in this Part.

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About this inspection

(1) The standard in this paragraph is met if the proprietor— (a) ensures that the procedures for recording use of force incidents and seclusion and restraint incidents referred to in paragraph 16A(1)(a) and (b) include procedures for information about each such incident (except where the pupil concerned is aged 20 or over or provision made under sub-paragraph (2) applies) to be provided to each parent of the pupil as soon as practicable after the incident; and (b) takes all reasonable steps to ensure that those procedures are complied with.

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About this inspection

(2) A procedure under sub-paragraph (1)(a) must include provision to the effect— (a) that a person (“R”) who would otherwise be required by the procedure to provide a parent with information about an incident must not provide it to that parent if it appears to R that doing so would be likely to result in significant harm to the pupil; and (b) that if it appears to R that there is no parent of the pupil to whom R could provide information about the incident without that being likely to result in significant harm to the pupil, R must provide information about the incident to the local authority (within the meaning of the 1989 Act) within whose area the pupil is ordinarily resident.

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About this inspection

The standard in this paragraph is met if the proprietor ensures that–

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About this inspection

(a) the information specified in sub-paragraph (2) is provided to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector[1], the Secretary of State or an independent inspectorate[2]; (b) the information specified in sub-paragraph (3) is made available to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector, the Secretary of State or an independent inspectorate; (c) particulars of the arrangements for meeting the standard contained in paragraph 7 are published on the school's internet website or, where no such website exists, are provided to parents on request; (f) an annual written report of each registered pupil's progress and attainment in the main subject areas taught is provided to the parents of that registered pupil except that no report need be provided where the parent has agreed otherwise; (g) any information reasonably requested in connection with an inspection under

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About this inspection

section 109 of the 2008 Act which is required for the purposes of the inspection is provided to the body conducting the inspection and that body is given access to the school's admission and attendance registers; (h) where a pupil wholly or partly funded by a local authority (except where funding is solely for free of charge early years provision in accordance with the duty contained in section 7 of the Childcare Act 2006[1]) is registered at the school, an annual account of income received and expenditure incurred by the school in respect of that pupil is provided to the local authority and, on request, to the Secretary of State; (i) where a pupil with an EHC plan wholly or partly funded by a local authority or other body through public funds is registered at the school, such information as may reasonably be required for the purpose of the annual review of the EHC plan is provided to the responsible local authority;

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About this inspection

The information specified in this sub-paragraph is–

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About this inspection

(a) the school's address and telephone number and the name of the head teacher;

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About this inspection

(b) either– (ii) where the proprietor is a body of persons, the address and telephone number of its registered or principal office;

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About this inspection

(c) where there is a governing body, the name and address for correspondence of its Chair; and (d) a statement of the school's ethos (including any religious ethos) and aims.

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About this inspection

The information specified in this sub-paragraph is–

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About this inspection

(a) particulars of the school's policy on and arrangements for admissions, misbehaviour and exclusions; (b) particulars of educational and welfare provision for pupils with EHC plans and pupils for whom English is an additional language; (c) particulars of the policy referred to in paragraph 2; (d) particulars of arrangements for meeting the standards contained in paragraphs 9, 10, 11 and 13; (e) particulars of the school's academic performance during the preceding school year, including the results of any public examinations; (f) details of the complaints procedure referred to in paragraph 33, and the number of complaints registered under the formal procedure during the preceding school year; and (g) a copy of the report of any inspection carried out under sections 108 or 109 of the 2008 Act or section 87(1) of the 1989 Act.

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About this inspection

7. Manner in which complaints are handled Standards not met

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About this inspection

The following standards have not been met: Paragraph 33

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About this inspection

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–

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About this inspection

(a) is in writing; (b) is made available to parents of pupils; (c) sets out clear time scales for the management of a complaint; (d) allows for a complaint to be made and considered initially on an informal basis; (e) where the parent is not satisfied with the response to the complaint made in accordance with sub-paragraph (d), establishes a formal procedure for the complaint to be made in writing; (f) where the parent is not satisfied with the response to the complaint made in accordance with sub-paragraph (e), makes provision for a hearing before a panel appointed by or on behalf of the proprietor and consisting of at least three people who were not directly involved in the matters detailed in the complaint; (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; (h) allows for a parent to attend and be accompanied at a panel hearing if they wish;

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About this inspection

(i) provides for the panel to make findings and recommendations and stipulates that a copy of those findings and recommendations is– (i) provided to the complainant and, where relevant, the person complained about; and (ii) available for inspection on the school premises by the proprietor and the head teacher;

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About this inspection

(j) provides for a written record to be kept of all complaints that are made in accordance with sub-paragraph (e) and– (i) whether they are resolved following a formal procedure, or proceed to a panel hearing; and (ii) action taken by the school as a result of those complaints (regardless of whether they are upheld); and

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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45

(k) provides that correspondence, statements and records relating to individual complaints are to be kept confidential except where the Secretary of State or a body conducting an inspection under section 109 of the 2008 Act requests access to them.

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45

8. Quality of leadership in and management of schools Standards not met

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45

The following standards have not been met:

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45

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–

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45

(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; (b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and (c) actively promote the wellbeing of pupils.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school.

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Insufficient evidence

services 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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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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

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