Blackpool Skills Academy

Blackpool Skills Academy

Address: Stanley House, Stanley Road, Blackpool, Lancashire, FY1 4QL Unique reference number (URN): 151774

p.1

Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects pupils from harm. Therefore, standard 7 of the independent school standards is not met.

p.2

Safeguarding standards not met

Leaders' records of the school's actions in response to concerns raised about pupils' wellbeing are weak. This gives limited assurances that leaders take suitable and timely action to protect pupils from potential harm.

p.2

Safeguarding standards not met

Leaders do not carry out rigorous safer recruitment checks ahead of employing new staff. In particular, they do not establish thoroughly the full employment history of prospective staff before offering them employment. Furthermore, the proprietor has not ensured that leaders have current safer recruitment training. While staff have had general safeguarding training, they are not clear on whistleblowing procedures should they have concerns about colleagues.

p.2

Safeguarding standards not met

Leaders were unable to demonstrate, through their records, that the school consistently makes timely enquiries and interventions to check that pupils are safe, when they have not arrived at school. Additionally, leaders do not maintain accurate records of pupils' attendance and some leaders are unsure of the correct procedure to follow. Leaders are not clear on pupils’ whereabouts over time. This means that pupils’ safety and wellbeing cannot be assured.

p.2

How we evaluate safeguarding

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

p.2

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.

p.2

Achievement Needs attention

Pupils do not achieve as well as they should in some parts of the curriculum. This includes disadvantaged pupils and those with special educational needs and/or disabilities. This is because in subjects such as English, mathematics and science, the curriculum is underdeveloped. It is also because leaders do not identify pupils’ individual starting points effectively and tailor curriculum content to address gaps in their knowledge. This prevents some pupils from gaining the basics of knowledge in these curriculum subjects as quickly as they should. Pupils achieve more successfully in other subjects. Many gain the knowledge and qualifications in vocational subjects that they need to move on to further education or training. Some pupils have also recently gained qualifications in foundational skills in English and mathematics, which further helps them to access their chosen career pathways.

p.2

Curriculum and teaching Needs attention

In some curriculum subjects, leaders have not outlined sufficiently detailed curriculum intentions. For instance, they are still developing the curriculum in English, mathematics and science. Furthermore, leaders are in the initial stages of designing curriculum content to cater for pupils, who have gaps in the basics of knowledge in these subjects, including phonics. At times, teachers do not tailor the content of these curriculums to suit the academic needs and aptitudes of pupils, including those with special educational needs and/or disabilities. Consequently, in these curriculum subjects, some pupils are not supported to close gaps in their knowledge as effectively as they should.

p.3

Curriculum and teaching Needs attention

The school's vocational subjects are better established. Staff have secure subject knowledge and deliver these curriculums well. In these subjects, staff explain learning concepts clearly and model a range of learning techniques effectively. Pupils learn well in these areas of the school's curriculum.

p.3

Curriculum and teaching Needs attention

Staff are particularly effective at supporting pupils with social, emotional and mental health needs to access their learning. For these pupils, the general concept of schooling is a significant barrier. Staff tackle this through tailored teaching and small-group sizes. However, because leaders do not fully establish pupils' academic starting points, staff's ability to adapt learning to what pupils already know across the curriculum is hampered. In some curriculum subjects, this limits pupils’ ability to close their knowledge gaps as quickly as they should.

p.3

Personal development and wellbeing Needs attention

Leaders do not ensure that pupils develop a full appreciation for the various backgrounds, faiths and beliefs of others or of the fundamental British values. Similarly, pupils' appreciation of some people having characteristics which are protected by law and, therefore, should be treated fairly, is under developed. In part, this is because the school’s approaches to supporting pupils’ spiritual, moral, social and cultural development are not finalised and are, at times, limited in scope. This lessens pupils’ awareness of, and readiness for, life in modern, multicultural Britain.

p.3

Personal development and wellbeing Needs attention

Leaders have largely designed a suitable personal development programme for pupils. They ensure that pupils are provided with suitable, age-appropriate relationships and sex education. For instance, pupils learn about concepts such as coercion and peer pressure, which helps them to better understand risks to their personal safety. This includes strategies to remain safe when using the internet. Pupils also learn about important topics from substance abuse to mental health. Staff provide pupils with a range of strategies to manage their own mental health and emotional wellbeing. This includes an in-house therapist for pupils that need help to manage particularly challenging personal circumstances. This support is particularly helpful for pupils, who are disadvantaged or have social, emotional and mental health needs. It helps them to feel cared for at school and encourages them to

p.3

Urgent improvement

re-engage in their school life, often after significant disruption to their education before joining this school.

p.4

Urgent improvement

Pupils are provided with independent careers advice, which helps them to consider their future, particularly within their chosen vocational studies. This helps pupils to commit to further training and a pathway into the world of work.

p.4

Urgent improvement

Pupils have some opportunities to engage in enrichment activities outside of the classroom. They have social places where they can play games, such as pool. They have also had an opportunity to visit the local theatre, and some pupils visit a nearby boxing club.

p.4

Attendance and behaviour Urgent improvement

Leaders have weak oversight of pupils' attendance. They do not monitor, analyse or evaluate pupils' attendance effectively. Consequently, leaders do not have a clear and accurate understanding of how many pupils are either persistently or severely absent. Similarly, leaders do not have systematic approaches to identifying and addressing pupils' barriers to attendance. Their actions to improve attendance are insufficient. This has led to inconsistent levels of attendance among pupils, and leaders cannot demonstrate that appropriate actions are consistently in place to support pupils whose attendance has fallen.

p.4

Attendance and behaviour Urgent improvement

Leaders' shortcomings extend to the upkeep of accurate attendance registers. They do not ensure that registers are maintained effectively, which has led to some pupils' attendance being recorded incorrectly and not in accordance with the School Attendance Regulations 2024. Leaders cannot be sure of the whereabouts of pupils who are absent, or whether they are safe.

p.4

Attendance and behaviour Urgent improvement

Many pupils join this school with significant behavioural issues and social, emotional and mental health needs. Although they often find it difficult to regulate their emotions and behaviour, staff help pupils to generally behave well. They are respectful towards others and have positive attitudes to learning. This is especially true in vocational studies. Leaders and staff are particularly adept at de-escalating situations, when pupils display more challenging forms of behaviour. They routinely calm down tense situations in a respectful and caring way, which pupils appreciate. Leaders ensure that discrimination is not tolerated. When incidents of bullying occur, they take appropriate action.

p.4

Inclusion Urgent improvement

Leaders do not have appropriate systems and processes to identify and assess the needs of pupils and the barriers that they face. The school has limited expertise to spot the signs that pupils may have additional or unidentified needs. This is especially true for pupils with special educational needs and/or disabilities (SEND). Leaders have provided staff with very limited training and meaningful guidance on the types and indicators of SEND. Consequently, when some pupils show particular behaviours that are suggestive of an unmet need, staff have limited expertise and, therefore, do not explore these signs further. Leaders do not have a secure insight into the progress that disadvantaged pupils, and those with SEND, make across the curriculum from their starting points. Leaders do not ensure that any funding to support these pupils makes a substantive difference. Systems for establishing pupils' starting points and overseeing the way that these pupils progress

p.4

Inclusion Urgent improvement

through the curriculum are underdeveloped, too anecdotal and are not adhered to consistently by staff. Consequently, leaders are not suitably assured that pupils are doing well across different aspects of their learning and wellbeing.

p.5

Inclusion Urgent improvement

Despite significant shortcomings elsewhere, leaders and staff develop caring relationships that encourage disadvantaged pupils to re-engage with their education, often after negative educational experiences previously. Leaders also arrange bespoke, high-quality emotional support for these pupils. For example, pupils access regular therapist sessions that help them to manage difficult life experiences.

p.5

Leadership and governance Urgent improvement

Leaders and governors have been ineffective in ensuring that the independent school standards (the standards) are met. Consequently, many parts of the standards were found to be unmet at the outset of the inspection, and many remained unmet by its conclusion. While leaders have implemented some suitable systems to enable compliance, the proprietor has not ensured that these systems are consistently understood and applied effectively by staff.

p.5

Leadership and governance Urgent improvement

Despite significant shortcomings in oversight, the proprietor does demonstrate some capacity to improve. In part, the issues found in this inspection have been more a result of a lack of rigour and diligence than due to a lack of overall capacity. During the inspection, the proprietor demonstrated a suitable appreciation for the issues at hand and took immediate remedial action where possible. Nonetheless, there are significant issues that remain.

p.5

Leadership and governance Urgent improvement

Those responsible for governance do not have sufficient oversight. They do not hold the proprietor and school leaders sufficiently to account. This has allowed numerous shortcomings to go unnoticed and has contributed to the standards not being consistently met.

p.5

Leadership and governance Urgent improvement

Staff are happy at the school. They feel well supported by leaders, who they report as being highly visible around the school. Leaders are on hand to support staff with pupils who display difficult behaviour. Leaders are responsive to staff’s need for support to manage their workload. Leaders provide some appropriate professional development opportunities for staff, such as how to support pupils with emotional difficulties. However, they have not provided staff with sufficient training or guidance on how to identify and assess pupils’ needs, especially those with unidentified special educational needs and/or disabilities. As a result, the potential needs of some pupils get overlooked.

p.5

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

While pupils report feeling safe, weak safeguarding policies and practices mean that they are not. Leaders do not keep sufficient records that demonstrate that effective actions are taken in response to concerns or disclosures about pupils’ welfare. Furthermore, leaders have not ensured that pre-employment checks for staff are robust and leaders do not have current and in-date safer recruitment training.

p.5

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

Leaders do not keep an accurate record of pupils’ whereabouts, or reasons for absence or lateness. This means that there is minimal assurance that leaders do all that they should to tackle absence and conduct rigorous checks on pupils’ welfare.

p.6

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

Some pupils attend well or have improved their attendance rates. However, other pupils do not. Leaders have weak oversight of attendance, so they are not alert to any patterns and trends, such as pupils who are persistently absent. Consequently, leaders do not tackle low attendance as effectively as they should.

p.6

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

Pupils achieve well in some curriculum subjects, especially in vocational studies. This has enabled some pupils to secure places in further education or training. However, some pupils do not achieve as well as they should. This is partly because leaders do not focus sharply enough on helping pupils close gaps in their basic knowledge.

p.6

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

While pupils often find it difficult to manage their emotions, they generally behave well. Pupils form respectful relationships with staff. They enjoy much of their learning, especially in vocational studies. Pupils generally get along well. Although incidents of bullying or discrimination do happen from time to time, leaders do not tolerate prejudice and take appropriate action to tackle such occurrences.

p.6

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

Pupils are provided with some wider opportunities for work experience, such as visits to professional kitchens and hairdressers, to develop their preparedness for the world of work. Some pupils also build planters and benches for other schools and community partners. However, pupils do not develop a full appreciation for the differences between themselves and others. They are not as well prepared for life in modern Britain as they should be.

p.6

Next steps

The proprietor must implement robust safeguarding policies and procedures to keep pupils safe from harm. This includes effective maintenance of attendance registers, rigorous safer recruitment processes and keeping sufficient records of staff’s actions in response to safeguarding concerns. Leaders must ensure that they have sufficient oversight of pupils’ attendance. This includes the procedures to ensure that pupils are safe when they do not arrive at school. Leaders should also ensure that they develop clear and effective strategies to reduce pupils’ barriers to attendance. The proprietor must improve its understanding of the independent school standards and develop more rigorous systems to ensure ongoing compliance. This includes developing more effective oversight of curriculum delivery. Leaders must ensure that there are sufficient, and consistently understood, systems to identify and assess pupils’ needs, especially those with potential special educational

p.6

Next steps

needs and/or disabilities. They should also ensure that they develop systems to identify pupils’ starting points and to measure the progress that pupils make through the curriculum. Leaders should develop the school’s curriculum to ensure that pupils learn all that they should in English, mathematics and science. This includes developing content for pupils, who need to catch up to where they are expected to be, in fundamental knowledge and skills. Leaders should ensure that pupils develop a secure understanding of protected characteristics and fundamental British values. Governors should improve their oversight of the school and hold leaders to account more effectively and rigorously.

p.6

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.

p.7

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.

p.7

About this inspection

Inspectors spoke with the headteacher, who is also one of 2 directors on the proprietor body. Inspectors also spoke to the special educational needs and disabilities coordinator, and other senior leaders during the inspection. Inspectors contacted representatives of the local authority and several schools that have placed pupils at this school. They also spoke with both directors of the proprietor body, and the chair of governors. Inspectors discussed with pupils their learning and experiences of the school. The lead inspector made several tours of the school to consider the suitability of the premises.

p.7

About this inspection

The inspectors confirmed the following information about the school:

p.7

About this inspection

The proprietor body is Blackpool Skills Academy CIC. There are 2 directors, who are the co- chairpersons of the proprietor body. One of the co-chairpersons of the proprietor body is the headteacher, David Hodge. The other co-chairperson is Andrew Iredale.

p.7

About this inspection

The school is registered as a special school that caters largely for pupils with a primary identified need as social, emotional and mental health. It also caters for disadvantaged pupils and those in local authority care. The majority of pupils that attend the school are dual-registered at other schools in the local authority. These pupils attend Blackpool Skills Academy on a temporary and sometimes part-time basis.

p.7

About this inspection

The school is registered to admit 50 pupils. At the time of the inspection, 15 pupils were solely on roll at the school, while another 33 pupils were dual-registered at other schools.

p.7

About this inspection

The school is also currently participating in a project to provide part-time education to a small number of pupils over the age of 16, which is outside of the school's registration age

p.7

Independent school standards

Independent school standards are either met or not met for each category. range agreement with the Department for Education (DfE). Leaders are in the process of applying to the DfE for a material change to increase its registered age range.

p.8

Independent school standards

The school does not use any alternative provision.

p.8

Independent school standards

The school’s current fee range is £98.50 to £179.49 per day. At present, the school does not charge for fees on an annual basis.

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Independent school standards

This is the school’s first standard inspection since it registered its opening with the DfE on 15 July 2025.

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Independent school standards

The school's email address is david.hodge@blackpoolskillsacademy.co.uk

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Independent school standards

1. Quality of education provided Standards not met

p.8

Independent school standards

The following standards have not been met:

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Independent school standards

The standard in this paragraph is met if–

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Independent school standards

(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

p.8

Independent school standards

(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

p.8

Independent school standards

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

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Independent school standards

(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.

p.8

Independent school standards

The standard in this paragraph is met if the proprietor ensures that the teaching at the school– (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; (f) utilises effectively classroom resources of a good quality, quantity and range;

p.8

Independent school standards

2. Spiritual, moral, social and cultural development of pupils Standards met

p.9

Independent school standards

3. Welfare, health and safety of pupils Standards not met

p.9

Independent school standards

The following standards have not been met: Paragraph 7

p.9

Independent school standards

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

p.9

Independent school standards

(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and (b) such arrangements have regard to any guidance issued by the Secretary of State.

p.9

Independent school standards

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.

p.9

Independent school standards

The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005[1].

p.9

Independent school standards

The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the School Attendance (Pupil Registration) (England) Regulations 2024.

p.9

Independent school standards

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

p.9

Independent school standards

(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 (b) appropriate action is taken to reduce risks that are identified. Paragraph 16A(1)

p.9

Independent school standards

The standard in this paragraph is met if the proprietor—

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Independent school standards

(a) ensures that a procedure is in place for recording each use of force incident in accordance with section 93A of the Education and Inspections Act 2006; (b) ensures that a procedure is in place for recording each incident in which a member of the school staff secludes, restrains or immobilises a pupil for whom education is being provided at the school (a "seclusion or restraint incident"); and (c) takes all reasonable steps to ensure that both procedures are complied with.

p.10

Independent school standards

The procedure under sub-paragraph (1)(b) must require that the record is made in writing as soon as practicable after the incident.

p.10

Independent school standards

The procedure under sub-paragraph (1)(b) need not provide for any action to be taken in relation to a seclusion or restraint incident that also constitutes a use of force incident within the meaning of section 93A of the Education and Inspections Act 2006 and therefore falls to be recorded under the procedure referred to in sub-paragraph (1)(a).

p.10

Independent school standards

4. Suitability of staff, supply staff, and proprietors Standards not met

p.10

Independent school standards

The following standards have not been met: Paragraph 18(2)

p.10

Independent school standards

The standard in this paragraph is met if–

p.10

Independent school standards

(e) in the case of any person for whom, by reason of that person living or having lived outside the United Kingdom, obtaining such a certificate is not sufficient to establish the person's suitability to work in a school, such further checks are made as the proprietor considers appropriate, having regard to any guidance issued by the Secretary of State; and and in the light of the information from the checks referred to in paragraphs (c) to (f) the proprietor considers that the person is suitable for the position to which the person is appointed.

p.10

Independent school standards

The checks referred to in sub-paragraphs (2)(c) and (except where sub-paragraph (4) applies) (2)(e) must be completed before a person's appointment. 5. Premises of and accommodation at schools Standards not met

p.10

Independent school standards

The following standards have not been met: Paragraph 25

p.11

Independent school standards

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.

p.11

Independent school standards

6. Provision of information Standards not met

p.11

Independent school standards

The following standards have not been met: Paragraph 32A

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Independent school standards

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

p.11

Independent school standards

(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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Independent school standards

(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.

p.11

Independent school standards

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

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Independent school standards

(g) any information reasonably requested in connection with an inspection under section 109 of the 2008 Act which is required for the purposes of the inspection is

p.11

Team inspector:

Gil Bourgade, Ofsted Inspector 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; Paragraph 32(3)

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Team inspector:

The information specified in this sub-paragraph is–

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Team inspector:

(b) particulars of educational and welfare provision for pupils with EHC plans and pupils for whom English is an additional language;

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Team inspector:

7. Manner in which complaints are handled Standards met

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Team inspector:

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

p.12

Team inspector:

The following standards have not been met: Paragraph 34(1)

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Team inspector:

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–

p.12

Team inspector:

(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

p.12

Facts and figures used on inspection

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

p.13

Exceptional

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

p.13

Strong standard

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

p.13

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.

p.13

Needs attention

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

p.14

Urgent improvement

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

p.14

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

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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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