Bowersgate School

Bowersgate School, 12 August 2026 1 Bowersgate School Floats Road, Wythenshawe, Manchester, Greater Manchester M23 9PL

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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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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 (the 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 and senior leaders have established a clear vision for the proposed school. This vision is centred on providing specialist education for pupils with education, health and care (EHC) plans whose needs include autism, social communication difficulties, social, emotional and mental health needs, trauma- related difficulties and disrupted educational experiences. Leaders have designed the proposed provision to integrate education, therapeutic support and pastoral care into a coherent model intended to improve pupils’ educational outcomes, wellbeing and preparation for adulthood.

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Part 8. Quality of leadership in and management of schools

Leaders demonstrate a secure understanding of the standards and the challenges associated with opening a new specialist provision. They have adopted a measured approach to pupil admissions and staffing, recognising the importance of ensuring that expertise, therapeutic capacity and resources are in place as the school grows. Senior leaders explained that admissions will be phased carefully Bowersgate School, 12 August 2026 2 and that decisions about individual placements will be based on whether pupils’ needs can be met safely and effectively.

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Part 8. Quality of leadership in and management of schools

The proposed headteacher has experience within the organisation and will be supported extensively by regional and national leaders and specialist teams during the proposed school’s opening phase. Robust quality assurance arrangements are already established across the wider organisation. These include compliance reviews, safeguarding oversight, curriculum support, external school improvement reviews and regular monitoring processes. Leaders also benefit from established networks for subject development, leadership support and the sharing of effective practice across schools within the group.

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Part 8. Quality of leadership in and management of schools

The proprietor has established appropriate systems to promote pupils’ welfare, education and personal development. Leaders have considered carefully how the proposed school will operate in practice and have moved beyond policy development to detailed implementation planning.

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Part 8. Quality of leadership in and management of schools

The proprietor has ensured that the standards in this part are likely to be met if the Department for Education (DfE) decides to register the provider as an independent school.

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Curriculum

Leaders have developed an ambitious curriculum that is designed specifically for pupils with complex special educational needs and/or disabilities (SEND). The curriculum takes appropriate account of pupils’ ages, aptitudes, prior learning and individual needs. Leaders recognise that many pupils may have experienced disrupted education and have designed the curriculum to support both academic achievement and personal development.

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Curriculum

The curriculum includes English, mathematics, science, humanities, computing, physical education, creative subjects and personal, social, health and economic education. Leaders have ensured that pupils will have access to a range of accreditation pathways, including GCSEs and other qualifications suited to individual needs and aspirations. Proposed vocational opportunities include construction, motor vehicle studies, animal care, food-related learning, photography and computing. Leaders expect all pupils to work towards recognised accreditation.

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Curriculum

Reading forms a central element of the proposed school’s curriculum. Leaders have invested in phonics resources and assessment tools and have established clear plans to assess pupils’ reading skills on entry. Information from reading Bowersgate School, 12 August 2026 3 assessments, curriculum assessments, cognitive testing, EHC plans and clinical evaluations will be used to identify pupils’ starting points and shape personalised learning pathways.

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Curriculum

Preparation for adulthood is embedded throughout the curriculum. Careers education, travel training, employer encounters, university links, mentoring and work experience opportunities are planned to help pupils develop the knowledge, confidence and independence required for later life. Leaders intend these opportunities to begin from the earliest stages of pupils’ education and develop progressively throughout their time at the school.

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Teaching

Leaders have planned a highly personalised approach to teaching and learning. Teachers will use assessment information, clinical recommendations and EHC plan outcomes to adapt learning appropriately for individual pupils. Small teaching groups will help staff develop positive relationships with pupils and respond effectively to their academic and emotional needs.

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Teaching

Suitable arrangements are in place for the recruitment and professional development of staff. Leaders place considerable emphasis on employing teachers with strong subject knowledge alongside expertise in SEND. Staff will receive comprehensive induction and ongoing training, including positive behaviour support, adaptive teaching, trauma-informed approaches and curriculum development. Staff also benefit from wider organisational support, coaching and subject networks.

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Assessment

Leaders have established appropriate systems to assess pupils’ attainment, progress and wider development. Baseline assessments, cognitive assessments, reading evaluations and wider developmental measures will be used to identify pupils’ starting points accurately. Leaders have established arrangements to monitor both academic and personal development outcomes. These include monitoring progress towards EHC plan outcomes and the use of tools designed to evaluate pupils’ social and emotional development.

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Assessment

Assessment information will be reviewed regularly and used to refine provision where necessary. Leaders have established systems for monitoring progress, quality assurance and reporting to parents and carers.

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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. Bowersgate School, 12 August 2026 4

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pupils

Leaders have planned a wide range of opportunities to promote pupils’ spiritual, moral, social and cultural development. These opportunities are woven throughout the curriculum and reinforced through enrichment activities, community engagement and dedicated personal development sessions.

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pupils

Fundamental British values are reflected throughout planned provision. Pupils will learn about democracy, mutual respect, individual liberty and tolerance of those with different faiths and beliefs. Leaders have established suitable arrangements to explore equality, relationships, diversity and contemporary issues in age- appropriate ways.

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pupils

Leaders have planned extensive opportunities for pupils to engage with the wider community. These include visits to local facilities, cultural celebrations, charitable activities, contact with local organisations and participation in community events. Leaders have also established plans for a school council to provide pupils with meaningful opportunities to contribute to school life and develop leadership skills.

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pupils

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 has established suitable safeguarding arrangements that reflect current statutory guidance. Policies, procedures and training arrangements are comprehensive and demonstrate a strong understanding of the vulnerabilities that may be present within the intended cohort. Leaders have established appropriate systems for reporting, recording and monitoring safeguarding concerns. Electronic recording systems will be used to support effective oversight and analysis.

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Safeguarding

Appropriate arrangements are in place for safeguarding training, induction and ongoing updates. Leaders understand the importance of working with external agencies and have established suitable arrangements to support vulnerable pupils and families. Senior leaders demonstrate a secure understanding of safeguarding responsibilities and have identified interim safeguarding arrangements while recruitment to substantive safeguarding roles is completed. Bowersgate School, 12 August 2026 5

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Behaviour and supervision of pupils

Leaders have adopted a therapeutic and relational approach to behaviour management. Behaviour support is underpinned by positive behaviour support principles and reflects the needs of pupils, who may have experienced trauma, anxiety or disrupted education. Staff will receive specialist training to support safe and consistent practice.

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Behaviour and supervision of pupils

Leaders have established arrangements for personalised risk assessments, behaviour support plans and regular review processes. Small class sizes, strong staff-to-pupil ratios and key-worker systems are intended to support pupils’ engagement, wellbeing and personal development

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Anti-bullying

The proprietor has established a suitable anti-bullying policy that reflects the needs of the intended cohort. Leaders recognise that some pupils may have experienced negative peer relationships, social communication difficulties or previous disruption to their education. Consequently, anti-bullying work has been embedded within the school’s wider pastoral and therapeutic approach rather than being treated as a standalone initiative.

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Anti-bullying

Leaders have established clear procedures for identifying, recording and responding to incidents of bullying, including discriminatory bullying, cyberbullying and prejudice-related incidents. Arrangements are in place to monitor incidents carefully and to use information gathered to identify patterns, emerging concerns and any need for additional intervention.

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Anti-bullying

Pupils will learn about respectful relationships, diversity, equality and individual differences through the personal development curriculum, assemblies and planned enrichment activities. Leaders have also established appropriate systems for working with families, where concerns arise. These arrangements are intended to support a culture in which pupils feel safe, respected and able to seek support from trusted adults.

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Health and safety, fire and first aid

The proprietor has established comprehensive arrangements to promote the health, safety and welfare of pupils, staff and visitors. Leaders benefit from well- developed corporate health and safety systems and are supported by specialist teams, who provide oversight, monitoring and compliance checks. Documentation reviewed during the inspection demonstrates a clear understanding of statutory responsibilities and the particular risks associated with the intended pupil cohort. Bowersgate School, 12 August 2026 6 Suitable risk assessments have been completed for the premises and for a range of activities. Leaders place particular emphasis on individual risk assessment and dynamic risk management. This reflects the needs of pupils who may experience anxiety, emotional regulation difficulties or other vulnerabilities that require personalised planning and support.

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Health and safety, fire and first aid

The first-aid policy provides clear guidance for staff and outlines appropriate arrangements for training, emergency response, record-keeping and the management of medicines. Leaders have ensured that suitable numbers of staff will be trained in first aid and that equipment is readily available throughout the school. Arrangements are also in place to support off-site educational visits and enrichment activities safely.

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Health and safety, fire and first aid

Leaders have ensured that the premises comply with the Regulatory Reform (Fire Safety) Order 2005. Fire risk assessments have been completed, and no significant concerns were identified. Fire detection systems, emergency lighting, evacuation routes and associated safety equipment are appropriately maintained. Leaders have developed suitable arrangements for evacuation and emergency procedures and understand the importance of regular review and testing.

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Admissions and attendance

Leaders have established detailed admissions arrangements, which reflect the specialist nature of the proposed provision. The admissions process includes consideration of EHC plans, professional advice, previous educational experiences, risk assessments and visits involving pupils and families. Leaders demonstrate a clear understanding that pupils should only be admitted, where the proposed school can meet identified needs effectively and safely.

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Admissions and attendance

During discussions with leaders and the proprietor, considerable emphasis was placed on carefully phased admissions. Leaders intend to build the school community gradually and have established systems to ensure that staffing expertise, clinical capacity and available resources align with the needs of pupils joining the proposed school. This measured approach reflects a strong understanding of the challenges associated with establishing a new specialist provision.

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Admissions and attendance

Leaders recognise that many pupils may join the school following periods of disrupted education, poor attendance or emotionally based school avoidance. Appropriate arrangements are, therefore, in place to support re-engagement with education. These include close working with parents, transition planning, home visits, where required, and regular attendance reviews. Leaders intend to appoint a family liaison worker to strengthen support for pupils and families during transition and throughout pupils’ time at the school. Bowersgate School, 12 August 2026 7

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Risk assessment

The proprietor has established a suitable risk assessment policy and associated procedures. Leaders have produced a range of risk assessments covering the premises, educational visits, curriculum activities and individual pupils. Risk assessments identify appropriate hazards, control measures and review processes.

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Risk assessment

A particular strength is leaders’ recognition of the importance of individualised risk assessment. The intended cohort includes pupils with complex special educational needs, social communication difficulties, anxiety and social, emotional and mental health needs. Leaders have, therefore, established systems that allow risks to be considered within the context of individual pupils’ strengths, needs and circumstances rather than relying solely on generic procedures.

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Risk assessment

Risk assessment processes are closely aligned with safeguarding, behaviour support and admissions arrangements. Leaders understand the importance of reviewing risk assessments regularly and adapting them in response to emerging information, changes in need or significant incidents. These arrangements are likely to support pupils’ safety while also promoting independence and participation in a broad curriculum.

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Risk assessment

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 recruitment checks made on staff, supply staff and the proprietor

The proprietor demonstrates a secure understanding of safer recruitment requirements and benefits from established systems operating across the wider organisation. Recruitment processes are supported by a central recruitment team, which oversees pre-employment checks and ensures that statutory requirements are met before staff commence employment. Leaders understand the different checks required for different categories of staff and have established appropriate procedures for monitoring compliance.

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

Leaders have also given careful consideration to the staffing requirements of the proposed school. During discussions, senior leaders emphasised the importance of appointing staff with both secure subject knowledge and expertise in supporting pupils with SEND. They have adopted a phased recruitment strategy, which aligns staffing growth with pupil admissions and the evolving needs of the proposed school community. Bowersgate School, 12 August 2026 8 The proprietor does not intend to employ supply staff routinely. However, leaders demonstrate an appropriate understanding of the checks and processes that would apply should supply staff be required in the future.

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The single central record of these recruitment checks

Leaders have established a suitable single central record and have started to record the required information. Recruitment information is maintained through established organisational systems and benefits from additional oversight from safeguarding and compliance teams within the wider organisation. These arrangements provide an appropriate level of assurance that recruitment requirements will be monitored accurately and consistently.

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The single central record of these recruitment checks

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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and showers

The proprietor has ensured that suitable toilet and washing facilities are provided throughout the premises. Facilities have been designed with the needs of the intended cohort in mind and are appropriate for pupils across the proposed age range. Toilet facilities can be secured from the inside, hot water temperatures are controlled appropriately and drinking water is readily available and clearly identified. Suitable shower facilities are also available where required.

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Medical room and accommodation for pupils’ therapy needs

Leaders have provided appropriate medical rooms for pupils who become unwell during the school day. The room is suitably equipped and located to provide privacy, dignity and access to nearby washing and toilet facilities. These arrangements are likely to meet pupils’ short-term medical needs effectively.

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Medical room and accommodation for pupils’ therapy needs

The proposed provision places considerable emphasis on therapeutic support. Dedicated spaces have, therefore, been allocated for clinical work, including psychological, occupational therapy and wider therapeutic interventions. These facilities support leaders’ intention to integrate therapy, pastoral care and education within a single coherent model of provision.

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Ensuring the health, safety and welfare of pupils

The premises have undergone significant development and investment in preparation for opening. Leaders have ensured that accommodation is clean, well Bowersgate School, 12 August 2026 9 organised and suitable for the proposed number and needs of pupils. Classrooms, intervention spaces and communal areas support both the academic and therapeutic aims of the school.

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Ensuring the health, safety and welfare of pupils

During the visit, leaders demonstrated a secure understanding of how the physical environment has been designed to support pupils who may experience anxiety, sensory differences or difficulties with emotional regulation.

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Ensuring the health, safety and welfare of pupils

Appropriate arrangements are in place to manage access to the site. Leaders have considered carefully how visitors will be monitored and how pupils will arrive and leave the premises safely. Health and safety systems are supported by established organisational processes and benefit from oversight provided by specialist teams within the wider organisation.

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Lighting and acoustic conditions

The proprietor has ensured that lighting throughout the premises is suitable for teaching, learning and safe movement around the site. Acoustic conditions are appropriate and support leaders’ intention to provide calm and supportive learning environments for pupils with complex needs. External lighting supports safe access during periods of reduced daylight

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Outdoor space

Leaders have ensured that pupils will have access to secure outdoor areas suitable for recreation, physical activity and wider enrichment opportunities. Outdoor provision forms an important part of leaders’ vision for supporting pupils’ wellbeing, independence and personal development. Pupils will have opportunities to participate in a range of activities that support social interaction, physical development and engagement beyond the classroom.

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Outdoor space

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 6. Provision of information

The proprietor has established a website that provides information about the proposed school and its intended provision. The website reflects the proposed school’s specialist ethos and explains how leaders intend to support pupils with autism, social communication difficulties, social, emotional and mental health needs and other complex special educational needs. Information published on the website is broadly consistent with the documentation reviewed during the inspection and presents a coherent picture of the proposed school’s intended approach. Bowersgate School, 12 August 2026 10 The website contains the information required by the standards, including contact details, policies and information for parents, carers and commissioning authorities. Leaders understand the importance of maintaining website compliance and have established arrangements for the regular review and updating of published information.

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Part 6. Provision of information

Leaders have also established suitable arrangements for communicating with parents if the proposed school opens. These arrangements include regular contact with families, termly progress reporting, opportunities to meet with teaching and clinical staff and contributions to annual reviews of pupils’ EHC plans. Leaders place considerable importance on partnership working with families and view this as a key element of pupils’ success.

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Part 6. Provision of information

Appropriate arrangements are in place to provide information to local authorities, professionals and other agencies when required. Leaders demonstrate a secure understanding of their responsibilities in this area.

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Part 6. Provision of information

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 established a complaints policy that meets the requirements of the standards. The policy provides a clear and structured process through which concerns may be raised and resolved. It includes appropriate timescales, arrangements for informal resolution and clearly defined formal stages, should concerns remain unresolved.

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Part 7. Manner in which complaints are handled

Leaders have developed suitable systems for recording and monitoring complaints. During discussions, leaders demonstrated a secure understanding of the importance of responding to concerns promptly, maintaining accurate records and identifying themes, which may inform future school improvement activity. These arrangements align with wider organisational quality-assurance systems and provide additional oversight and accountability.

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Part 7. Manner in which complaints are handled

The policy also includes appropriate provision for the involvement of an independent panel member where required. Leaders understand the importance of ensuring that complaints are handled impartially, transparently and in a manner which maintains constructive relationships with pupils, families and other stakeholders.

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Part 7. Manner in which complaints are handled

Given the emphasis that leaders place on partnership working with families and collaborative approaches to supporting pupils, the complaints procedures are appropriately aligned with the proposed school’s wider ethos and values. Bowersgate School, 12 August 2026 11 The requirements 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 proprietor has established a suitable accessibility plan that reflects the needs of the intended cohort. Leaders recognise that many pupils are likely to present with a range of SEND, including autism, social communication difficulties, sensory needs, social, emotional and mental health needs and difficulties associated with previous disrupted educational experiences. The plan demonstrates an appropriate understanding of how barriers to learning, participation and engagement may be reduced through reasonable adjustments and personalised support.

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The school’s accessibility plan

Leaders have considered carefully how pupils will access the curriculum, the physical environment and information. Curriculum planning, assessment arrangements and therapeutic support are intended to be adapted to meet individual needs. Leaders have also ensured that pupils will benefit from advice provided by the multidisciplinary clinical team, including occupational therapists, speech and language therapists and psychology professionals where appropriate. This integrated approach is intended to help pupils participate fully in education and school life.

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The school’s accessibility plan

The premises have been designed and adapted to support the needs of the proposed pupil population. Leaders have considered factors such as pupils’ emotional regulation, sensory needs and wellbeing, when planning learning environments and support spaces. They demonstrate a secure understanding of their responsibilities under equality legislation and have established suitable arrangements for reviewing and implementing reasonable adjustments where required.

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The school’s accessibility plan

The proposed school is likely to meet the requirements of Schedule 10 of the Equality Act 2010 if the DfE decides to register the provider as an independent school

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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 Bowersgate School, 12 August 2026 12 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 representatives of the proprietor body and leaders responsible for safeguarding, curriculum development, quality assurance and operational readiness. Discussions were also held with senior leaders from the wider organisation regarding the proposed provision, governance arrangements and support systems.

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About this inspection

The inspector reviewed a wide range of documentation, including curriculum plans, safeguarding documentation, behaviour and restraint reduction policies, admissions procedures, risk assessments, health and safety information, recruitment records and information relating to the school’s proposed therapeutic offer. The inspector also considered the school’s website and reviewed additional evidence provided before and during the inspection.

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About this inspection

The inspector toured the premises to evaluate the school’s likely compliance with the standards and considered how the accommodation will support the educational, therapeutic and pastoral needs of the intended cohort. Discussions focused on the school’s readiness to open, staffing arrangements, safeguarding systems, curriculum implementation, admissions arrangements and leadership capacity.

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About this inspection

Bowersgate School is a proposed independent special day school located in Wythenshawe, Greater Manchester. The school intends to provide full-time education for up to 72 pupils aged 6 to 16 years who have EHC plans. The anticipated cohort includes pupils with a range of complex special educational needs and/or disabilities, including autism, social communication difficulties, social, emotional and mental health needs, trauma-related difficulties and pupils who may have experienced disruption to their education.

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Lead inspector

Rebecca Sharples His Majesty’s Inspector

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Chair of the proprietor body

Witherslack Group Limited Richard Wilkins Headteacher Stuart Toole Type of school Other independent special school Capacity 72

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compulsory school age on roll

Provider’s proposal: 72 Bowersgate School, 12 August 2026 13

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authority

Age range of pupils Provider’s proposal: 6-16 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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Annual fees for day pupils

Email address Bowersgate@witherslackgroup.co.uk Bowersgate School, 12 August 2026 14 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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Annual fees for day pupils

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Annual fees for day pupils

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Annual fees for day pupils

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Annual fees for day pupils

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