Walney House Independent School

Walney House Independent School, 21 July 2026 1 Walney House Independent School Walney House, 2a Moor Park Avenue, Preston PR1 6AS

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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 (ISS) 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 ISS first. Under part 8, the proprietor is required to ensure that the school meets all of the ISS 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 is an experienced education leader with a successful record of establishing and developing similar provisions. Leaders have developed a clear vision for the proposed school that places pupils’ individual needs and successful engagement in education at its centre. The proprietor demonstrates a secure understanding of the ISS and has established suitable systems to support compliance.

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Part 8. Quality of leadership in and management of schools

Leaders have designed a provision that reflects the needs of pupils with social, emotional and mental health needs, autism and other special educational needs and/or disabilities. Appropriate staffing structures are in place, including experienced leaders, specialist teachers and access to therapeutic support. Leaders have considered carefully how support will be tailored to individual pupils through personalised provision mapping and regular review processes. Walney House Independent School, 21 July 2026 2 The proprietor has established robust quality assurance systems. These include learning walks, book scrutiny, curriculum reviews and external school improvement support. Leaders also benefit from established systems operating across the organisation, including safeguarding oversight, compliance monitoring and external challenge. These arrangements provide appropriate support and accountability.

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Part 8. Quality of leadership in and management of schools

The proprietor demonstrates a secure understanding of statutory responsibilities and has established suitable arrangements to promote pupils’ welfare, achievement and personal development.

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Part 8. Quality of leadership in and management of schools

The proprietor has ensured that standards are likely to be met if the DfE decides to register the provider as an independent school.

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Curriculum

Leaders have developed a broad and ambitious curriculum that takes account of pupils’ ages, aptitudes and special educational needs and/or disabilities.

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Curriculum

Appropriate curriculum plans and schemes of work are in place. The curriculum is designed to support pupils’ academic achievement, personal development and successful participation in society.

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Curriculum

The curriculum includes English, mathematics, science and a broad range of additional subjects. Leaders have adopted a highly personalised approach to curriculum planning and have considered carefully how provision will be adapted to meet pupils’ education, health and care plan outcomes and individual starting points. Pupils will have opportunities to work towards GCSEs, functional skills qualifications and entry-level courses. Vocational opportunities include areas such as construction, motor engineering and hair and beauty.

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Curriculum

Careers education forms an important part of the curriculum. Pupils will participate in weekly careers lessons alongside careers fairs, encounters with employers, college visits and work experience opportunities. Leaders have embedded preparation for adulthood throughout the curriculum from Year 7 onwards.

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Teaching

Leaders have planned a highly personalised approach to teaching and learning. Schemes of work provide suitable guidance to support teachers in revisiting prior learning and building pupils’ knowledge over time. Assessment information and individual targets will be used to support curriculum delivery. Walney House Independent School, 21 July 2026 3 Appropriate arrangements are in place to employ suitably qualified teachers and specialist staff. Leaders have established comprehensive induction and professional development arrangements, including training relating to trauma-informed practice, adaptive teaching and positive behaviour support.

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Teaching

Pupils will be taught in small groups of up to 4 pupils. These arrangements are intended to allow staff to develop positive relationships with pupils and provide effective support for learning, behaviour and wellbeing.

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Assessment

Leaders have established suitable systems for assessing and monitoring pupils’ attainment, progress and wider development. Baseline assessments will help leaders to identify pupils’ starting points accurately. Information gathered from reading, spelling, numeracy and cognitive assessments, alongside pupils’ education, health and care plans and previous educational information, will be used to inform personalised provision.

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Assessment

Appropriate review arrangements are in place. Pupil targets will be reviewed regularly, and leaders have established systems to monitor pupils’ progress towards education, health and care plan outcomes.

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Assessment

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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pupils

Leaders have planned a range of opportunities to promote pupils’ spiritual, moral, social and cultural (SMSC) development. These opportunities are evident across the curriculum and in dedicated personal development sessions. Pupils will participate in regular SMSC activities and wider enrichment opportunities.

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pupils

Fundamental British values are embedded throughout the curriculum. Leaders intend for pupils to explore important topical issues, different cultures and a range of viewpoints in an age-appropriate manner. Pupils will learn about equality, democracy, mutual respect and tolerance of those with different beliefs and backgrounds.

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pupils

Leaders have planned extensive opportunities for pupils to engage with the wider community. These opportunities include local charity work, visits to places of worship, library projects, university outreach activities and wider enrichment experiences. Such opportunities will help pupils to develop confidence, responsibility and an understanding of the wider world. Walney House Independent School, 21 July 2026 4 The standard in this part is likely to be met if the DfE decides to register the provider as an independent school.

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Safeguarding

The proprietor understands how to establish and maintain a strong culture of safeguarding. A suitable safeguarding policy is in place and reflects current statutory guidance. Leaders responsible for safeguarding have received appropriate training, and suitable arrangements are in place for staff induction and ongoing safeguarding updates.

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Safeguarding

Leaders have established appropriate systems for recording and monitoring safeguarding concerns. Safeguarding information will be recorded electronically and reviewed regularly. Leaders intend to analyse safeguarding and behaviour information routinely to identify patterns and emerging concerns. Appropriate arrangements are in place to work with external agencies and support vulnerable pupils effectively.

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Safeguarding

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

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Behaviour and supervision of pupils

Leaders have established a behaviour policy that reflects the needs of the intended cohort. The policy adopts a positive behaviour support approach and considers pupils’ social, emotional and mental health needs. Staff will receive appropriate training to support them in managing behaviour safely and consistently.

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Behaviour and supervision of pupils

Small class sizes and favourable staff-to-pupil ratios will allow staff to develop positive relationships with pupils. Weekly key-worker meetings, personalised risk assessments and pupil passports are intended to support pupils’ engagement and personal development.

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Anti-bullying

The proprietor has established a suitable anti-bullying policy. Leaders have clear arrangements in place for identifying, recording and responding to incidents of bullying. Pupils will participate in activities including Anti-Bullying Week, assemblies and tutorial activities to promote respectful relationships. Walney House Independent School, 21 July 2026 5 Leaders intend to monitor incidents carefully and use information from any concerns to adapt curriculum and pastoral support where necessary.

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Health and safety, fire and first aid

The proprietor has established suitable health and safety procedures. Appropriate systems are in place to ensure that the premises are maintained to a high standard. Risk assessments have been completed for a range of activities and environments, including local leisure facilities, parks and on-site provision. Leaders have ensured that appropriate control measures are in place to minimise risks to pupils and staff.

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Health and safety, fire and first aid

The first-aid policy provides suitable guidance for staff. First-aid equipment is readily available around the school and is appropriately stocked. Several members of staff have already completed first-aid training, and leaders have suitable plans in place to ensure that sufficient numbers of staff are trained as the school grows. Appropriate arrangements are in place for the safe storage and administration of medication.

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Health and safety, fire and first aid

The proprietor has ensured that the premises comply with the Regulatory Reform (Fire Safety) Order 2005. External fire risk assessments have been completed, and any identified actions have been addressed. Fire safety equipment, emergency lighting and evacuation routes are appropriately maintained and clearly identified.

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Health and safety, fire and first aid

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

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Admissions and attendance

Leaders have established suitable arrangements for maintaining admissions and attendance records. They demonstrate a secure understanding of statutory requirements and have appropriate systems in place to ensure records are maintained accurately.

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Admissions and attendance

The proposed school has carefully considered how it will support pupils whose previous attendance has been poor. Leaders have established procedures to promote attendance and engagement, including close working with families, home visits where appropriate and support for pupils experiencing emotionally based school avoidance.

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Risk assessment

The proprietor has established a suitable risk assessment policy. Leaders have developed a range of risk assessments covering the premises, individual pupils and off-site activities. These identify appropriate control measures and demonstrate a Walney House Independent School, 21 July 2026 6 clear understanding of how risks will be reduced and monitored. Leaders understand the importance of reviewing and updating risk assessments regularly to ensure that they remain effective and responsive to pupils’ needs.

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Risk assessment

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

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

The proprietor demonstrates a secure understanding of safer recruitment requirements. Appropriate arrangements are in place to ensure that the required pre-employment checks are completed before staff begin work at the school. Leaders understand the different checks required for different staff roles and have established suitable procedures to monitor compliance.

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

The proprietor does not intend to employ supply staff. However, leaders demonstrate a secure understanding of the checks that would be required should supply staff be employed in the future.

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The single central record of these recruitment checks

Leaders have established a single central record and have already begun recording the required information. Appropriate arrangements are in place to ensure that recruitment checks are recorded accurately and reviewed regularly. Safeguarding leaders provide additional oversight of recruitment compliance arrangements across the organisation.

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The single central record of these recruitment checks

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

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and showers

The proprietor has ensured that suitable toilet and washing facilities are available throughout the premises. Toilet cubicles can be secured from the inside. Running water is available and does not pose a scalding risk. Drinking water is clearly identified and readily accessible to pupils. Appropriate shower facilities are available on site. Walney House Independent School, 21 July 2026 7

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Medical room and accommodation for pupils’ therapy needs

Leaders have established a suitable medical room for pupils who become unwell. The room contains a bed, sink and suitable facilities to support pupils with short- term medical needs. It provides easy access to toilet and shower facilities and has been furnished appropriately to support pupils’ comfort and wellbeing.

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Ensuring the health, safety and welfare of pupils

The proprietor has ensured that the premises are maintained to a high standard. The accommodation is clean, well organised and suitable for the proposed number and needs of pupils. Classrooms, communal areas and specialist spaces support the intended curriculum and wider provision effectively. The site is secure, and appropriate arrangements are in place to manage access to the premises.

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Lighting and acoustic conditions

The proprietor has ensured that lighting throughout the premises is suitable for teaching and learning. Acoustic conditions are appropriate and support pupils’ learning and wellbeing. External lighting enables pupils, staff and visitors to move safely around the site during periods of reduced daylight.

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Outdoor space

Leaders have ensured that pupils will have access to secure outdoor areas which are suitable for recreation and physical activity. The outdoor spaces are spacious, well maintained and equipped with resources that meet the needs of pupils across the proposed age range.

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Outdoor space

Outdoor provision has been planned to support pupils’ wider development and wellbeing. Pupils will have opportunities to participate in gardening and sporting activities alongside other enrichment opportunities. These experiences are intended to support independence, teamwork, physical development and preparation for adulthood.

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Outdoor space

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

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Part 6. Provision of information

The proprietor has established a website for the proposed school. It contains the information required by the ISS, including contact details for both the school and the proprietor, together with a range of policies and procedures. The website is organised in a manner that will allow additional information, including inspection reports, to be published when required. Walney House Independent School, 21 July 2026 8 Leaders have established suitable arrangements to report pupils’ attainment, progress and emotional wellbeing to parents and carers. Planned arrangements include termly reports, regular communication with families and opportunities for parents and carers to discuss their child’s development with staff.

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Part 6. Provision of information

Leaders understand their responsibilities to contribute to annual reviews of pupils’ education, health and care plans. Appropriate arrangements are in place to provide information to local authorities and other professionals when required.

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Part 6. Provision of information

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

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Part 7. Manner in which complaints are handled

The proprietor has established a complaints policy that meets requirements. The policy sets out clear procedures and timescales for managing complaints. It provides an opportunity for concerns to be addressed informally before progressing to the formal stages of the complaints process.

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Part 7. Manner in which complaints are handled

Leaders have established suitable arrangements for recording and managing complaints. The proprietor has identified appropriate arrangements for the involvement of an independent person at the later stages of the complaints process where required.

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Part 7. Manner in which complaints are handled

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

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The school’s accessibility plan

The proprietor has established a suitable accessibility plan for the proposed school. The plan identifies how pupils’ access to the curriculum, information and premises will be improved where necessary. Leaders have considered carefully the needs of the intended cohort, including sensory, communication and emotional needs. Appropriate arrangements are in place to make reasonable adjustments where required.

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The school’s accessibility plan

The proposed school is likely to meet schedule 10 of the Equality Act 2010 if the DfE decides to register the provider as an independent school. Walney House Independent School, 21 July 2026 9

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About this inspection

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

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About this inspection

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

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About this inspection

During the inspection, the inspector met with senior leaders, including the proposed headteacher, special educational needs coordinator and organisational leaders responsible for quality assurance and compliance. The inspector reviewed a range of documentation, including curriculum information, safeguarding records, risk assessments and recruitment records. The inspector also toured the premises to consider the school’s likely compliance with the ISS.

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About this inspection

The proposed school is located at Walney House, 2a Moor Park Avenue, Preston PR1 6AS. It intends to provide full-time education for up to 20 pupils aged 11 to 16 years who have special educational needs and/or disabilities, including social, emotional and mental health needs and autism.

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Lead inspector

Rebecca Sharples His Majesty’s Inspector

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Chair of the proprietor body

Walney House Independent School Ltd Sophie Taylor Headteacher Sophie Taylor Type of school Other independent special school Capacity 20

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disabilities on roll

Provider’s proposal: 20 Walney House Independent School, 21 July 2026 10

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authority

Age range of pupils Provider’s proposal: 11 to 16 Gender of pupils Provider’s proposal: Mixed

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teaching staff

Number of part-time teaching staff Provider’s proposal: 0 Annual fees for day pupils £40,000 to £90,000 Email address st@tailorededucationgroup.com Walney House Independent School, 21 July 2026 11 providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people

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teaching staff

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teaching staff

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teaching staff

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