Oak Bridge School

Oak Bridge School, 22 July 2026 1 Oak Bridge School Coombe Road, Croydon CR0 5RD

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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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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 the proprietorship and management at the school is sufficient for that purpose.

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schools

The proprietors have planned the proposed provision carefully. They have developed documentation that reflects a clear understanding of the needs of pupils with special educational needs and/or disabilities. The proprietors have established coherent systems intended to support safe, inclusive and effective practice from the point of opening.

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schools

The proprietors have developed a comprehensive range of policies, procedures and operational systems. They aim to use these to provide a well-organised and responsive learning environment.

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schools

The proprietors have also established clear arrangements for governance and oversight. Documentation shows that they have put systems in place to enable the Oak Bridge School, 22 July 2026 2 proprietor body to provide appropriate support, challenge and accountability. Governance arrangements establish clear lines of responsibility between the school, the proprietors and the wider group - the proprietorship team.

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schools

The proprietors have developed systems for quality assurance, professional development, attendance monitoring and safeguarding. Through these arrangements, they aim to monitor the effectiveness of the provision and drive continuous improvement. They have also established clear communication processes for parents and carers, including reporting arrangements, admissions procedures and complaints processes. Processes are designed with the intention of promoting transparency and positive partnerships with families.

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schools

Safeguarding is embedded within the proprietorship structures. The proprietors have appointed designated safeguarding leads. The proprietors and established clear reporting procedures. They have created clear links between safeguarding, behaviour and pupil wellbeing. The proprietors intend for these arrangements to help ensure that pupils are safe and well supported.

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schools

The proprietors have developed comprehensive health and safety systems. These includes site-specific risk assessments, fire safety procedures, visitor management arrangements and systems for meeting pupils’ medical needs. The arrangements are intended to support a safe environment for pupils, staff and visitors.

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schools

Recruitment and governance processes have also been established. The proprietors intend to use these systems to maintain compliance with statutory requirements, promote effective oversight and ensure clear accountability across all aspects of the school’s work.

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schools

The school is likely to meet the Independent School Standards (the standards) in this part if the Department for Education decides to register the school.

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Part 1. Quality of education provided

The proprietors have established ambitious expectations for pupils’ academic, personal and social development. They have designed a curriculum that combines project-based learning with a relational approach. Through this approach, leaders aim to engage pupils positively in education and support their wider development. The curriculum is organised around 9 pillars, including literacy, mathematics, science, physical development, technology, personal development and preparation for adulthood.

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Part 1. Quality of education provided

The proprietors have developed a curriculum pathway that enables pupils to progress through 3 stages: overcoming barriers, 21st century skills and community ready. Curriculum planning demonstrates that the proprietors have carefully Oak Bridge School, 22 July 2026 3 considered progression and mapped how knowledge, skills and understanding will build over time. Through this structure, they aim to prepare pupils increasingly well for their future lives.

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Part 1. Quality of education provided

The proprietors have plans in place to structure the curriculum around pupils’ interests, strengths and aspirations. They intend to use these as a gateway to broader learning opportunities, helping pupils access new experiences and develop their knowledge and understanding. The proprietors have designed teaching to be personalised and responsive to pupils’ individual needs, interests and starting points. Their intention is to ensure that pupils make progress from their own starting points rather than being measured against a single pathway. They hope that this approach will help pupils develop confidence, achieve success and sustain engagement in learning.

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Part 1. Quality of education provided

The proprietors have also developed assessment systems intended to identify pupils’ strengths, needs and barriers to learning from the point of admission. They plan to use assessment information to inform teaching, monitor progress and evaluate the impact of the provision. Through accredited qualifications, preparation for adulthood pathways and personalised outcomes, the proprietors aim to equip pupils with the knowledge, skills and confidence needed to move successfully into further education, employment and adult life.

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Part 1. Quality of education provided

The school is likely to meet the ISS in this part if the DfE decides to register the school.

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pupils

The proprietors have placed personal development at the centre of the school’s vision. They have designed their approach to help pupils develop confidence, resilience, independence and self-awareness. The proprietors plan to support pupils to become successful learners and active members of their communities.

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pupils

Spiritual, moral, social and cultural development forms an integral part of the planned curriculum. The proprietors have woven these areas into project-based learning and real-world experiences. They aim to help pupils develop a deeper understanding of themselves, others and the world around them.

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pupils

Leaders have embedded wellbeing, emotional development and learning throughout the curriculum. They have developed a therapeutic model that focuses on supporting pupils’ communication, emotional regulation, social skills and mental health. Through this approach, the proprietors aim to help pupils overcome barriers to learning and develop positive relationships with others. Oak Bridge School, 22 July 2026 4 The proprietors actively promote equality, diversity and inclusion through the planned curriculum. They have developed personal, social, health and economic education and relationships and sex education programmes that meet statutory requirements. These programmes cover topics, such as wellbeing, relationships, consent, online safety, citizenship and diversity. The proprietors intend for these areas to help pupils make informed decisions, stay safe and develop respectful relationships.

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pupils

Leaders have also designed enterprise projects, community learning opportunities and real-world experiences to make learning meaningful and engaging. Through these experiences, they aim to increase pupils’ motivation and demonstrate the relevance of learning beyond the classroom. Preparation for adulthood features throughout the curriculum rather than as a separate subject, reflecting leaders’ intention to develop pupils’ knowledge and skills in a connected and purposeful way.

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pupils

Leaders have planned a range of opportunities for pupils to develop leadership, teamwork, volunteering and community participation skills. They intend for these experiences to broaden pupils’ horizons, build confidence and encourage active engagement in the wider community.

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pupils

The proprietors have established careers education and independent living programmes that include opportunities for work experience, employability skills development, travel training, budgeting, food preparation and community participation. They aim for these programmes to prepare pupils for their next stages of education, employment and adult life. Independent living provision has been designed to help pupils develop practical skills, including managing money, travelling independently, maintaining a household and making healthy lifestyle choices.

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pupils

Online safety, healthy relationships, consent and personal wellbeing feature prominently within personal development programmes. Through this work, leaders aim to equip pupils with the knowledge, understanding and confidence needed to stay safe, make informed choices and manage the challenges of everyday life.

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pupils

The school is likely to meet the ISS in this part if the DfE decides to register the school.

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Part 3. Welfare, health and safety of pupils

The proprietors have established comprehensive safeguarding arrangements characterised by clear systems, robust oversight and a proactive approach to risk management. Oak Bridge School, 22 July 2026 5 Safeguarding information is planned to be reviewed regularly at multiple levels. This will enable leaders to identify concerns promptly and coordinate effective responses. Recruited staff benefit from ongoing training, supervision and support. Attendance and engagement strategies demonstrate a commitment to removing barriers and helping vulnerable pupils reconnect with education. Admissions processes are thorough and designed to ensure placements are appropriate and safe.

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Part 3. Welfare, health and safety of pupils

The proprietors presented a culture of vigilance, transparency and continuous review, underpinned by a shared commitment to keeping pupils safe and helping them succeed.

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Part 3. Welfare, health and safety of pupils

The proprietors have developed a suitable relational approach and behaviour support policy that sets out clear procedures for recording concerns, as well as the use of rewards and sanctions. The behaviour model focuses on building positive relationships, supporting pupils to regulate their emotions and helping them repair relationships following incidents. Through this policy, they aim to create a positive school culture that promotes appropriate behaviour and supports pupils’ wellbeing.

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Part 3. Welfare, health and safety of pupils

Leaders have based their approach to behaviour on relational and trauma- informed principles. They view behaviour as a form of communication. They have designed systems that aim to encourage staff to understand the underlying reasons for pupils’ behaviour rather than rely solely on punitive responses. Leaders intend for this approach to support pupils in developing self-awareness, self- regulation and positive interactions with others.

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Part 3. Welfare, health and safety of pupils

The proprietors have established clear expectations for staff and intend for all adults to use consistent approaches to behaviour management. Through these arrangements, they aim to promote a sense of safety, belonging and wellbeing and create an environment in which pupils can engage positively with learning and school life.

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Part 3. Welfare, health and safety of pupils

The school’s anti-bullying policy is appropriate and clearly defines bullying, including the different forms it can take. It sets out preventative measures and effective procedures for responding to concerns when they arise. The policy reflects the school’s vision of creating an environment, where pupils feel safe, respected and included, with a strong sense of belonging.

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Part 3. Welfare, health and safety of pupils

There is a suitable health and safety policy in place. The proprietors have ensured that the premises are maintained to a high standard and provide suitable accommodation for the age, number and needs of the proposed pupils. They have carefully designed the environment to support the school’s therapeutic and relational ethos while meeting statutory requirements relating to health and safety, fire safety, medical accommodation, welfare, security, acoustics, lighting, ventilation and outdoor provision. Oak Bridge School, 22 July 2026 6 The proprietors have established a comprehensive programme of maintenance, compliance checks and statutory testing, which is overseen by the estates manager. This includes routine monitoring, inspection and certification relating to general site maintenance, including fire safety, emergency lighting, intruder alarm systems, legionella, asbestos management. Through these arrangements, the

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Part 3. Welfare, health and safety of pupils

proprietors aim to ensure that the premises remain safe, compliant and well maintained.

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Part 3. Welfare, health and safety of pupils

The proprietors made all relevant fire safety documentation available during the inspection. Fire procedures are displayed clearly throughout the building, emergency exits are appropriately signposted, and the designated assembly point is clearly identified. Appropriate firefighting equipment is located across the site, including within specialist areas, such as science, food technology and catering spaces. Emergency lighting systems are in place, and the associated certification was available for review. These arrangements demonstrate that the proprietors have established suitable systems to promote the safety of pupils, staff and visitors.

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Part 3. Welfare, health and safety of pupils

Admissions and transition arrangements are carefully designed and supported by detailed information gathering, robust risk assessment and effective partnership working. The proprietors have established processes that are likely to help ensure placements are suitable, well supported and aligned to the school’s core offer.

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Part 3. Welfare, health and safety of pupils

Attendance and engagement strategies demonstrate a clear commitment to understanding and addressing the barriers faced by vulnerable pupils. The planned approach reflects the proprietors’ determination to promote belonging, improve engagement and support pupils to re-establish positive relationships with education.

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Part 3. Welfare, health and safety of pupils

The proprietor’s risk assessment policy is detailed and comprehensive. Leaders demonstrate a clear understanding of the range of risk assessments required to support the safe operation of the proposed school. They ensure that the premises remain safe and well maintained, that appropriate risk assessments are in place and regularly reviewed.

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Part 3. Welfare, health and safety of pupils

The school is likely to meet the ISS in this part if the DfE decides to register the school.

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

The proprietors have established comprehensive recruitment, onboarding and safeguarding systems prior to opening. Lines of accountability are clear, and Oak Bridge School, 22 July 2026 7 multiple layers of oversight provide assurance that recruitment checks are completed accurately and scrutinised regularly.

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

Staff receive thorough induction and safeguarding training, while robust visitor and contractor procedures reduce risk. Sampling of records confirmed that statutory requirements were being met and that leaders have created a culture where safeguarding is understood as everyone’s responsibility.

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

The single central record is complete, accurate and up to date. It includes all required statutory pre-employment checks for staff and the proprietor, ensuring that the proprietors maintain clear and comprehensive records of safeguarding and recruitment requirements.

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

The school is likely to meet the ISS in this part if the DfE decides to register the school.

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Part 5. Premises of and accommodation at schools

The proprietors have worked closely with a wide range of agencies and professionals during the development of the site, including building control, architects, the local authority and local residents. As the building has Grade II listed status, the proprietors have carefully balanced the need to preserve its historic character with the requirements of the proposed provision. The proprietors have carefully designed the environment to support the school’s therapeutic and relational ethos, while ensuring compliance with all statutory requirements

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Part 5. Premises of and accommodation at schools

Extensive refurbishment has transformed the site into a welcoming and fit-for- purpose environment. The proprietors have retained many original features while adapting the building to meet the needs of pupils with special educational needs and/or disabilities, including social, emotional and mental health needs. For instance, they have chosen low-level lighting, muted colour schemes, low-arousal décor and soft furnishings to create a calm and purposeful atmosphere. The proprietors have also incorporated elements inspired by the outdoors to help pupils feel comfortable, develop a sense of belonging and regulate their emotions.

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Part 5. Premises of and accommodation at schools

The main building spans four floors. The lower-ground level contains well- equipped design areas that includes appropriate risk assessments and emergency shut-off systems. Office spaces located throughout the building support the proprietorship, administration and specialist services.

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Part 5. Premises of and accommodation at schools

Additional buildings on the site further enhance the provision. One building will support an early years-style approach, with direct access to outdoor learning and opportunities for continuous provision. Another will provide a quieter environment Oak Bridge School, 22 July 2026 8 for pupils experiencing significant anxiety and will include sensory experiences designed around pupils’ needs and preferences.

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Part 5. Premises of and accommodation at schools

The proprietors have established comprehensive security arrangements across the site. These include secure entry systems, suitable classroom accommodation and appropriate welfare facilities.

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Part 5. Premises of and accommodation at schools

Pupils have access to a range of toilet facilities, regulated hot and cold water for handwashing and drinking water in a communal area. The fixtures and fittings throughout the school provide suitable levels of functionality.

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Part 5. Premises of and accommodation at schools

The medical room for the short-term care of sick or injured pupils is appropriately sized. The proprietors have put suitable first-aid and medical arrangements in place.

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Part 5. Premises of and accommodation at schools

Teaching and communal spaces provide suitable levels of heating, ventilation and natural light. The school maintains rooms to a good standard, creating comfortable environments for learning and social interaction.

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Part 5. Premises of and accommodation at schools

Classrooms, referred to as ‘bases’, reflect the principles of the ‘Beautiful Schools’ approach and have been designed thoughtfully. They benefit from both natural and artificial lighting, helping to support learning and reduce visual strain.

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Part 5. Premises of and accommodation at schools

Suitable acoustic conditions minimise external noise and help pupils concentrate, particularly those with additional sensory needs. The overall design creates calm, spacious environments that support engagement.

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Part 5. Premises of and accommodation at schools

The proprietors have completed significant landscaping work and intend to involve pupils in shaping the outdoor environment as it continues to develop. Raised planters have yet to be installed and will support future learning and therapeutic activities.

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Part 5. Premises of and accommodation at schools

The outdoor areas provide valuable opportunities for sensory development, outdoor learning and recreation. The proprietors believe that involving pupils in the ongoing development of the grounds will promote ownership, belonging and engagement while ensuring that the environment reflects their needs and interests.

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Part 5. Premises of and accommodation at schools

The site also includes a fenced multi-use games area and benefits from access to a neighbouring public park, providing further opportunities for physical activity, outdoor learning and recreation.

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Part 5. Premises of and accommodation at schools

In addition, the proprietors have established a long-term programme of maintenance and improvement to ensure that the premises continue to meet operational needs and the statutory requirements associated with a listed building. Oak Bridge School, 22 July 2026 9 The school is likely to meet the ISS in this part if the DfE decides to register the school.

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Part 6. Provision of information

The school publishes the required information on its website, including key policies and details about the curriculum. This information is up to date and includes the safeguarding and child protection policy, as well as information about the school’s safety arrangements. The website also provides current contact details for the proprietor and headteacher, enabling parents to contact the school when needed.

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Part 6. Provision of information

The school is likely to meet the ISS in this part if the DfE decides to register the school.

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Part 7. Manner in which complaints are handled

The complaints policy is clear, easy to access and meets statutory requirements. It sets out the informal and formal stages of the complaints process, including how investigations will be carried out and the timescales involved. The policy promotes transparency and fairness and aims to ensure that concerns are handled consistently and appropriately.

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Part 7. Manner in which complaints are handled

The school is likely to meet the ISS in this part if the DfE decides to register the school.

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The school’s accessibility plan

The proprietors have put an accessibility plan in place that shows how the school will improve access for pupils with disabilities. The plan sets out suitable actions to increase access to the curriculum, the physical environment and information over time.

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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 (HMIs) or by Ofsted Inspectors (OIs) who have previously Oak Bridge School, 22 July 2026 10 served as HMIs. The inspection was commissioned by the DfE to check whether the proposed school is likely to meet all the standards if it were to open.

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About this inspection

This was the proposed school’s first pre-registration inspection. The inspection visit was conducted with 2 days’ notice.

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About this inspection

The inspectors met with a representative of the proprietor body, members of the central and regional teams to discuss their vision for the school, including its ambitions, values and governance arrangements.

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About this inspection

The inspectors also spoke with staff from the central team regarding the premises and facilities. This included a tour of the buildings and grounds.

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About this inspection

The inspectors reviewed a range of documentation, including materials relating to the curriculum, safeguarding, pupils’ welfare, health and safety, risk assessments, and the proprietors’ recruitment processes, including the procedures for checking and recording the suitability of staff.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The proposed school will be a special school supporting pupils with a range of special educational needs and/or disabilities, including social, emotional and mental health needs.

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About this inspection

The proprietors do not intend to use any alternative provision.

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About this inspection

The school operates from The Farthings, Coombe Road, Croydon, CR0 5RD.

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About this inspection

The chair of the proprietor body is Stephen Bradshaw.

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Lead inspector

Lascelles Haughton His Majesty’s Inspector

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About this proposed school

Proprietor Spaghetti Bridge Ltd Headteacher Rob Harding Type of school Other independent special school Capacity 120 Oak Bridge School, 22 July 2026 11

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compulsory school age on roll

Provider’s current position: 0 Provider’s proposal: 120

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compulsory school age on roll

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

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disabilities on roll

Provider’s current position: 0 Provider’s proposal: 120

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authority

Provider’s current position: 0 Provider’s proposal: 120

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authority

Age range of pupils Provider’s current position: Not applicable Provider’s proposal: 6 -19 Gender of pupils Provider’s current position: Not applicable Provider’s proposal: Mixed

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per week

Provider’s current position: 0 Provider’s proposal: 40

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per week

Provider’s current position: 0 Provider’s proposal: 25

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Provider’s proposal: 8

Number of part-time teaching staff Provider’s current position: 0 Provider’s proposal: 0 Annual fees for day pupils £72,468 Email address kirsty.thomas@spbridge.co.uk Oak Bridge School, 22 July 2026 12 providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people

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Provider’s proposal: 8

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Provider’s proposal: 8

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Provider’s proposal: 8

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Provider’s proposal: 8

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

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