Holme Court School Dorset

Holme Court School Dorset, 19 August 2026 1 Holme Court School Dorset Tower Hill, Iwerne Minster, Blandford Forum, Dorset DT11 8LU

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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 proposes an inclusive special school for pupils with special educational needs and/or disabilities (SEND). All pupils will have an education, health and care (EHC) plan for autism, speech, language and communication needs or social, emotional and mental health (SEMH) needs. Leaders are passionate and committed to establishing a school that meets the needs of its pupils and prepares them well for their next stage of education, employment or training.

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Part 8. Quality of leadership in and management of schools

Leaders have relevant experience in running schools for pupils with SEND. The proposed head of centre will take up the post in September 2026. The proprietor will continue to recruit staff with a shared commitment and the knowledge and skills to implement the school’s policies and procedures effectively. Holme Court School Dorset, 19 August 2026 2 The proprietor has established a governance model that includes executive oversight, advisory challenge, safeguarding review and planned monitoring of pupils’ progress.

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Part 8. Quality of leadership in and management of schools

However, at the time of the inspection, the proprietor had not ensured that the proposed school was ready to operate. Arrangements for implementing and assuring the quality of the curriculum are underdeveloped. Important actions relating to the premises, including fire safety and risk assessment, remain incomplete. Decisions regarding the implementation of the school’s behaviour policy, curriculum, teaching, assessment, and the use of the sports facilities at the neighbouring Inspired Learning Group (ILG) school are not finalised. Safer recruitment records for staff known to the proprietor are inaccurate.

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Part 8. Quality of leadership in and management of schools

Consequently, the proprietor could not demonstrate that the standards would be met securely and consistently. These weaknesses could place pupils’ safety and academic development at risk.

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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 proprietor understands the importance of pupils receiving a curriculum of suitable breadth and ambition, aligned with the standards. The proposed curriculum is based on the national curriculum. Teaching is intended to be rooted in understanding child trauma and adapted to meet pupils’ SEND. The curriculum plans to build pupils’ knowledge, skills and to support pupils’ wider development and wellbeing. Key stage 2 and 3 plans include English, mathematics, science, humanities, the arts, physical education and technology. The personal, social, health and economic (PSHE) education, relationships and sex education (RSE) curriculums are detailed and carefully sequenced. They cover age-appropriate learning. Leaders intend to consult with parents and carers about this curriculum if the school is registered. The proprietor has written a careers policy. It outlines plans for all pupils to receive impartial careers advice and guidance. The details of

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Curriculum

how this aim will be achieved are in their infancy. Leaders intend to link integrated therapy, and functional, vocational and academic pathways to pupils’ EHC plan targets and preparation for adulthood.

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Curriculum

Important aspects of curriculum design are still being formalised. Schemes of work, the phonics programme and the detailed translation of the curriculum vision into classroom practice has not been finalised. Leaders know that many pupils are likely to join the school with large gaps in their educational experience and Holme Court School Dorset, 19 August 2026 3 knowledge. They may not be able to learn the Year 3 curriculum, where the schemes of work begin. The current proposed schemes of work do not show consideration of pupils’ likely prior knowledge. Likewise, the key stage 4 curriculum overview lacks sufficient detail to help teachers know what should be taught or when. At the time of the inspection, leaders had not selected the school’s systematic synthetic phonics programme. Therefore, the curriculum does not suitably account for the potential needs of the pupils the school proposes to admit.

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Curriculum

Relevant policies and plans demonstrate credible intent, but do not demonstrate a sufficiently coherent, operational curriculum across the proposed age range.

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Teaching

The proprietor intends that teaching will combine high academic expectations with reasonable adjustments, therapeutic support and appropriate adaptations informed by pupils’ individual needs. Leaders intend to provide staff training to ensure the curriculum policies and procedures are delivered consistently well.

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Teaching

At the time of the inspection, agreed teaching and assessment methods, detailed classroom routines and behaviour management were not sufficiently established. Recruitment was continuing and the proposed head of centre was not in post. As a result, the proprietor could not demonstrate that teaching would be well planned, delivered by staff with sufficient subject knowledge, or enable pupils to make good progress.

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Assessment

Leaders plan to establish pupils’ starting points through home visits, knowledge of pupils’ EHC plans, professional reports and assessments of literacy, numeracy and communication. They intend to use this information in medium-term planning and to monitor progress against individual outcomes.

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Assessment

These arrangements are at an early stage of development. Leaders indicated that baseline approaches might change. The assessment framework has not been sufficiently finalised to show how staff would use assessment consistently to adapt teaching or to measure pupils’ progress.

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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

Holme Court School Dorset, 19 August 2026 4 The proposed school intends to promote pupils’ spiritual, moral, social and cultural development through PSHE, RSE, pupil voice, assemblies, community engagement, visits and preparation for adult life lessons. There is a clear curriculum, supported by schemes of work, in place to ensure that pupils learn all the important things they need to become active citizens in modern Britain. This includes all the requirements of any statutory guidance. Leaders intend that fundamental British values, equality and respect for protected characteristics will underpin the whole-school curriculum. Plans include age-appropriate discussion of current affairs and sensitive contemporary issues. Leaders understand the need to present opposing views in a balanced way and to prevent partisan political influence.

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pupils

The proposed school’s approach to ensuring that pupils develop their SEMH is coherent. The school’s ethos and behaviour principles would likely support pupils in being able to show respect and empathy towards others. The available policies and plans provide an appropriate basis for this work.

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pupils

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

The proprietor has established a safeguarding framework that includes governance scrutiny, designated safeguarding leadership, staff induction and training. Leaders understand their responsibilities and the risks pupils may face. This includes online harm. The proprietor has therefore installed appropriate filtering and monitoring software, which will be checked frequently to ensure that any necessary action is taken to educate and protect pupils.

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Safeguarding

Links with local safeguarding partners are being established to ensure that local and national safeguarding issues, such as radicalisation, harmful social media and child-on-child abuse are fully understood. Leaders intend to use an integrated recording system to identify patterns and respond to concerns appropriately and in a timely manner. This programme is already used by the ILG of schools.

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Safeguarding

The safeguarding policy and planned culture provide a suitable basis for protecting pupils. The school’s safeguarding policy will be published on the school’s website. It reflects statutory guidance.

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Behaviour and supervision of pupils

The proposed school’s behaviour management arrangements will be based on trauma-informed, relational and neuro-affirming practice. Leaders intend to use Holme Court School Dorset, 19 August 2026 5 trained approaches to help pupils recognise and manage their feelings and actions. If restrictive interventions are used, they will be appropriately recorded and reported to parents. Leaders will debrief with staff after each incident and ensure that restorative work is always completed with pupils when appropriate to do so. Clear expectations for mobile phone restrictions and pupil attendance are planned.

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Behaviour and supervision of pupils

The proprietor will ensure that there are enough staff to supervise pupils throughout the day. Drop-off and home time arrangements are well-planned to help pupils start the school day effectively.

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Behaviour and supervision of pupils

However, some of these operational details are not yet fully reflected in policy, including how the wider behaviour system would operate beyond the proposed points approach.

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Anti-bullying

An appropriate anti-bullying strategy is in place. The proposed school’s policies recognise child-on-child abuse, bullying and behaviour linked to protected characteristics. Leaders intend to promote respectful relationships, use pupil voice and respond through recording, restorative work and safeguarding oversight. Pupils will be taught what to do if they experience bullying, including online. The anti-bullying policy sets out how incidents are managed.

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Health and safety, fire and first aid

Detailed health and safety and first-aid policies are in place. Staff training to implement these policies is planned. However, some important systems are not operational, preventing the effective implementation of the policies. At the time of the inspection, for example, the external fire risk assessment had not been issued. Necessary work identified by leaders had not been completed and fire extinguishers had not been correctly installed. The premises, therefore, remained exposed to unidentified or uncontrolled fire risks.

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Admissions and attendance

The proposed online programmes provide for attendance registers to be completed twice daily and analysed for patterns. The admissions register includes the required pupil and parent information, dates of admission and previous school details. Leaders understand the need to notify the local authority of relevant changes and to record destinations when pupils leave.

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Risk assessment

The proprietor has a suitable risk assessment policy in place. Some risk assessments adhere to the policy and identify suitable controls for activities in the Holme Court School Dorset, 19 August 2026 6 local area. However, not all written risk assessments were in place or sufficiently personalised to the proposed school. In particular, the sport facility site assessment did not set out controls for a pupil leaving through an unalarmed fire exit that opens onto a public space. This creates an avoidable risk that pupils may leave the premises without staff being alerted.

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

Relevant staff have received safer recruitment training and have a clear under- standing of the statutory requirements for recruitment and vetting. They ensure that safe recruitment procedures and checks are thorough and completed before staff members begin working at the school. The proprietor does not intend to use agency staff and is aware of their duty to refer a person deemed unsuitable to work with children to the Disclosure and Barring Service.

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The single central record of these recruitment checks

The single central record includes the statutory pre-employment checks. However, it did not include all staff already known to the proprietor and expected to undertake regulated activity. For example, swimming coaches and lifeguards. The omission means that leaders could not demonstrate, in one complete record, that every relevant adult had been subject to the required checks.

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The single central record of these recruitment checks

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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and showers

Separate toilet facilities and hand washing for pupils and staff are easily accessible. Leaders intend to relabel facilities to create gender neutral spaces. A shower, toilet and washbasin are located in the medical room. There are adequate changing facilities and additional showers located at the sports facility that pupils will use. Drinking water is readily available and mostly clearly marked.

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Medical room and accommodation for pupils' therapy needs

Holme Court School Dorset, 19 August 2026 7 A designated first-aid room is available. Leaders intend that therapies will be integrated into pupils’ education rather than routinely delivered through isolated withdrawal. The premises include accommodation capable of supporting pupils’ medical and therapy needs. This includes plans to equip a ‘sensory room’ to support pupils when managing their emotions.

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Ensuring the health, safety and welfare of pupils

The proposed school building is freshly painted with new, purpose-built resources being installed. Access to the proposed school’s entrance is well managed via electromagnetic locks operated by staff. Nevertheless, the premises were not ready for pupils at the time of inspection. Some classrooms had little or no ventilation. An accessible oil tank, shut-off tap and associated pipework in the pupils’ outdoor area presented a safety risk. Some first-aid boxes did not contain the required equipment and leaders were unclear about the frequency of checks. A Legionella report was outstanding, and follow-up to water-temperature alerts was unclear, presenting a risk of scalding to the user.

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Ensuring the health, safety and welfare of pupils

While some of the individual standards are likely to be met, the oversight of ongoing maintenance is not sufficiently rigorous to ensure the health, safety and welfare of pupils.

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Lighting and acoustic conditions

Suitable lighting inside and outside the building and emergency lighting are installed. Rooms are well-lit and have appropriate acoustics.

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Outdoor space

Usable outdoor areas are available and routine checks of the spaces are planned. The site is secure. Pupils will be transported to and from the local sports facility on an ILG minibus for physical education lessons.

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Outdoor space

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 proprietor plans to publish a website that outlines the school’s aims, ethos, and required policies, including the behaviour policy. These policies will be available in paper form. Leaders intend to provide local authorities with information about looked-after children and pupils with EHC plans when requested. Parents will receive regular reports on pupils’ progress, attendance, personal development, behaviour, engagement and wider opportunities. Holme Court School Dorset, 19 August 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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Part 7. Manner in which complaints are handled

The proprietor has prepared a detailed complaints policy intended for parents. It sets out informal and formal stages, includes appropriate timescales and provides for secure records to be retained and made available for inspection. The proposed panel arrangements include a member who is independent of the school’s management.

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Part 7. Manner in which complaints are handled

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. 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

Inspectors spoke with the chair of the proprietor body, the director of education and the head of special educational needs and/or disabilities (SEND) for the Inspired Learning Group with responsibility for the proposed school. Inspectors also met with the head of inclusion and SEND during the inspection. The proposed head of centre was also present.

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About this inspection

Inspectors held virtual meetings with the chair of the advisory board, Priya Nanda and a representative from Hampshire local authority (LA) before the onsite inspection. Email correspondence was received from Dorset LA.

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About this inspection

The inspectors confirmed the following information about the proposed school: Holme Court School Dorset, 19 August 2026 9 The proposed school will cater for pupils with special educational needs and/or disabilities, including autism, social, emotional and mental health difficulties and speech, language and communication needs. All pupils will have an education, health and care plan.

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About this inspection

Pupils will access the sports facilities, including the swimming pool, at the neighbouring Clayesmore School, Iwerne Minster, Blanford Forum, Dorset DT11 8LL. Clayesmore School is an independent co-educational school and part of the Inspired Learning Group.

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About this inspection

The proposed school does not plan to use alternative provision.

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Team inspector

Gavin Summerfield His Majesty's Inspector

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Chair of the proprietor body

Type of school Other independent special school

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disabilities on roll

Provider's proposal: 36 Holme Court School Dorset, 19 August 2026 10

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authority

Age range of pupils Provider's proposal: 7 to 16

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authority

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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teaching staff

Email address admindorset@inspiredlearninggroup.co. uk

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Part 1. Quality of education provided

2(1) The standard in this paragraph is met if– 2(1)(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 2(2) The standard in this paragraph is met if– 2(2)(e) pupils receiving secondary education, access to accurate, up-to-date careers guidance that – 2(2)(e)(i) is presented in an impartial manner; 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and 2(2)(e)(iii) helps to encourage them to fulfil their potential; Holme Court School Dorset, 19 August 2026 11 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school– 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop

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Part 1. Quality of education provided

their skills in the subjects taught; 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; 3(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; 3(e) demonstrates good knowledge and understanding of the subject matter being taught; 3(f) utilises effectively classroom resources of a good quality, quantity and range; 3(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 can progress;

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Part 3. Welfare, health and safety of pupils

9 The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that– 9(a) a written behaviour policy is drawn up that, amongst other matters, sets out the sanctions to be adopted in the event of pupil misbehaviour; 9(b) the policy is implemented effectively; and 9(c) a record is kept of the sanctions imposed upon pupils for serious misbehaviour.

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Part 3. Welfare, health and safety of pupils

11 The standard in this paragraph is met if the proprietor ensures that relevant health and safety laws are complied with by the drawing up and effective implementation of a written health and safety policy.

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Part 3. Welfare, health and safety of pupils

12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005.

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Part 3. Welfare, health and safety of pupils

16 The standard in this paragraph is met if the proprietor ensures that– 16(a) the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy; and 16(b) appropriate action is taken to reduce risks that are identified.

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Part 4. Suitability of staff, supply staff, and proprietors

21(1) The standard in this paragraph is met if the proprietor keeps a register which shows such of the information referred to in sub-paragraphs (3) to (7) as is applicable to the school in question. Holme Court School Dorset, 19 August 2026 12 21(3) For this requirement to be met all of the requirements in paragraphs 21(3)(a) to 21(3)(b) must be met 21(3)(a) For this requirement to be met all of the requirements in relation to each member of staff (“S”) appointed on or after 1st May 2007, whether– 21(3)(a)(i) S’s identity was checked; 21(3)(a)(ii) a check was made to establish whether S is barred from regulated activity relating to children in accordance with section 3(2) of the 2006 Act; 21(3)(a)(iii) a check was made to establish whether S is subject to any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or restriction which takes effect as if contained in such

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Part 4. Suitability of staff, supply staff, and proprietors

a direction; 21(3)(a)(iv) checks were made to ensure, where appropriate, that S had the relevant qualifications; 21(3)(a)(v) an enhanced criminal record certificate was obtained in respect of S; 21(3)(a)(vi) checks were made pursuant to paragraph 18(2)(d); 21(3)(a)(vii) a check of S’s right to work in the United Kingdom was made; and 21(3)(a)(viii) checks were made pursuant to paragraph 18(2)(e), 21(3)(b) in relation to each member of staff (“S”), whether a check was made to establish whether S is subject to a prohibition order or an interim prohibition order, including the date on which such check was completed.

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Part 5. Premises of and accommodation at schools

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.

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Part 5. Premises of and accommodation at schools

28(1) The standard in this paragraph is met if the proprietor ensures that– 28(1)(c) cold water supplies that are suitable for drinking are clearly marked as such; and 28(1)(d) the temperature of hot water at the point of use does not pose a scalding risk to users.

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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 Holme Court School Dorset, 19 August 2026 13 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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