Riverstone Academy

Riverstone Academy, 15 September 2026 1 Riverstone Academy Whiteclife Family Hub, Kilton Lane, Carlin How TS13 4AD

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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 body has relevant experience of operating and working within independent schools. They understand what is needed to ensure that the proposed school consistently meets the ISS. Leaders have a determined ambition to provide personalised specialist education for primary-age pupils with social, emotional and mental health needs and other associated special educational needs and/or disabilities (SEND). The proprietor body has relevant knowledge and skill to oversee the work of the school.

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Part 8. Quality of leadership in and management of schools

The proprietor has identified that many pupils with social, emotional and mental health needs are admitted to their secondary schools with significant gaps in their learning due to missed primary education. The proprietor considers that the proposed school will provide the right support for primary-age pupils to access specialist education in a calm, intimate and nurturing environment. They aim for pupils to then be better prepared for secondary school. The proprietor has appointed leaders and staff with extensive expertise and relevant knowledge to Riverstone Academy, 15 September 2026 2 ensure that the proposed school will offer high-quality education and care for pupils.

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Part 8. Quality of leadership in and management of schools

Leaders have deliberately designed the proposed school as a small setting, where they intend staff to be responsive to pupils’ individual needs so that each child will be known by staff and valued. The required policies and processes have been considered carefully and are in place.

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Part 8. Quality of leadership in and management of schools

Leaders, including the proprietor, have identified how they will secure thorough strategic oversight of the proposed school. They have planned regular and appropriate quality assurance procedures. For example, they will monitor pupils’ progress through the curriculum, safety and welfare through daily checks and weekly leadership meetings. Systems for leaders to record and track this information are appropriate and will enable leaders to identify and address any concerns promptly.

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Part 8. Quality of leadership in and management of schools

The school is situated in a building previously used as a family hub and located adjacent to a local primary school. The proprietor has refurbished the building to a high standard so that it is suitable to operate as the proposed school.

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Part 8. Quality of leadership in and management of schools

The ISS in this part are likely to be met if the proposed school is approved to be registered.

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Curriculum

Leaders have a suitable curriculum policy that is supported by an ambitious curriculum and detailed schemes of work. They have thought carefully about pupils’ SEND and how the curriculum will be sequenced and taught with pupils’ education, health and care (EHC) plan at the centre of their learning and provision. Staff will assess pupils’ prior learning and individual needs. Pupils will then follow one of 3 pathways. The pathways are flexible so pupils may access them at different times and in different ways. Content within each pathway is mapped progressively so that pupils can build their knowledge and skills securely.

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Curriculum

The curriculum is designed to enable pupils to acquire new knowledge, increase their understanding and develop their skills over time. Through the curriculum, leaders aim to foster pupils’ self-motivation and ability to think and learn for themselves. All pathways place high priority on pupils developing secure foundations of knowledge in communication, reading, writing and mathematics. Opportunities are planned for pupils to practise and apply their knowledge to solve problems across different subjects. Reading is prioritised. For example, leaders Riverstone Academy, 15 September 2026 3 have identified a suitable phonics programme. Staff have received relevant training to teach phonics effectively.

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Curriculum

Leaders have designed a suitable personal, social and health education (PSHE) curriculum, which includes relationships and sex education and health education (RSHE). They have thought carefully about how to adapt and teach this curriculum in a way that is meaningful for pupils. Some pupils will receive more bespoke support when needed. School and local community events, trips and visitors to school have been identified to enrich the school’s personal development offer.

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Teaching

Leaders and the proprietor have relevant knowledge of working within the primary and specialist school sector. They have appointed experienced and qualified teachers to provide the right support for pupils who will attend the proposed school. Staff will be supported by ongoing collaboration with colleagues working in the proprietor’s two other associated schools.

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Teaching

Staff training is designed to ensure that staff know how to provide pupils with the most appropriate support to meet their needs successfully. Teachers are supported by clear schemes of work with associated resources. Pupils will benefit from small group and sometimes one-to-one teaching and support. Leaders intend that this will help to develop positive and nurturing relationships between staff and pupils. They intend that this will help teachers to gain an in-depth understanding of pupils’ academic progress and personal development.

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Teaching

Leaders have considered how pupils’ EHC plans will inform teaching and provision. They have equipped the school with resources that will support pupils appropriately. For example, each classroom has visual timetables, symbols to support communication and resources to ease anxiety. Leaders propose to review and extend this provision, when they know pupils’ individual SEND and EHC plan requirements.

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Assessment

Leaders have implemented an appropriate and comprehensive assessment system to track pupils’ progress through the curriculum from their starting points. It is designed to support teachers to track what pupils know and can do from their entry and across their time in the school. Leaders intend that teachers will use the assessment information to identify gaps in pupils’ learning, plan pupils’ next steps and inform annual reviews of pupils’ EHC plans. Leaders plan to report pupils’ achievements to parents and carers regularly.

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Assessment

The ISS in this part are likely to be met if the proposed school is approved to be registered. Riverstone Academy, 15 September 2026 4

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pupils

Leaders have purposely created the proposed school as an environment, where pupils can feel ‘safe enough to learn and confident enough to grow’. This is reflected in the school’s ethos and values that are rooted in the spiritual, moral, social and cultural development of pupils. Relevant policies including for RSHE, are supported by an age-appropriate PSHE curriculum and schemes of work. The school’s personal development programme focuses on supporting pupils to take an active part in their school and local community and preparing them for secondary school and the wider world. The curriculum identifies where pupils will learn about fundamental British values, equality and diversity. Leaders aim to link enrichment opportunities to the curriculum and to support and broaden pupils’ personal development. Pupils will be encouraged to develop self-awareness, respect for others, positive relationships, understanding of right and wrong and appreciation

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pupils

The ISS in this part are likely to be met if the proposed school is approved to be registered.

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Safeguarding

The school’s safeguarding policy is in line with current statutory guidance. It will be published on the school’s website. Senior leaders have been appointed as designated safeguarding leads. They have existing knowledge and have accessed relevant training for their roles.

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Safeguarding

Leaders have provided staff with suitable training to safeguard pupils. This includes through induction of new staff and subsequent focused whole staff training. Leaders have appropriate systems to monitor, record and follow up any safeguarding concerns. They understand their responsibilities and are acutely aware of pupils’ likely vulnerabilities.

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Safeguarding

Leaders and the proprietor intend to monitor the effectiveness of safeguarding regularly. In addition, they intend to commission external audits of the school’s safeguarding culture. Leaders have suitable policies and systems to inform, check and review the school’s use of the internet. Pupils will be taught about how to keep themselves safe, including when online. Riverstone Academy, 15 September 2026 5 Behaviour, anti-bullying, use of restrictive interventions and of pupils.

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Safeguarding

Leaders have created suitable policies for behaviour and anti-bullying. These are supported by well-considered procedures based on supporting pupils’ social, emotional and mental health needs. The policies promote positive behaviour management. Leaders aim to support pupils to, ‘develop their understanding of emotions, regulation and relationships through consistent approaches and trusted adults’.

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Safeguarding

Staff will receive in-depth training in how to recognise and understand the reasons for pupils’ behaviour and respond appropriately. The school environment is specifically designed to be sensitive to pupils’ sensory requirements. The use of restrictive interventions is well considered by leaders. This will only be used as a last resort. Leaders have implemented the required policies and procedures to ensure this is used safely, reported accurately and followed up in a timely way. Pupils will benefit from suitable adult supervision and clear routines to support behaviour for learning. Staff are receiving pertinent and ongoing training to explicitly teach the skills that will help pupils to manage their emotions and behaviour successfully.

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Safeguarding

Leaders have established systems to report and record any incidents of unacceptable behaviour. These are appropriately linked to records of attendance and safeguarding. Leaders intend to monitor patterns of pupils’ behaviour regularly to ensure the welfare of pupils and take prompt action when needed.

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Health and safety, fire and first aid

The proposed school has a comprehensive health and safety policy. There are effective health and safety systems overseen by the proprietor. Relevant policies relating to pupils’ health and safety, such as for fire safety and first aid, are appropriate and ensure staff and pupils are kept safe.

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Health and safety, fire and first aid

The proprietor has ensured that an up-to-date fire risk assessment has been completed on the school building. It identifies that the school has robust procedures and relevant fire safety equipment is in good working order. Pertinent checks on the quality of the water and suitability of the building have been carried out. Leaders have appropriate plans in place to check fire alarms and electrical equipment on a regular basis.

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Health and safety, fire and first aid

Leaders have ensured that the first-aid policy contains clear guidance for staff about the storage and administration of first aid and medication. First-aid equipment is new and easily available around the school site. Staff have received relevant first-aid training, including in paediatric first aid and in responding to allergies. Riverstone Academy, 15 September 2026 6

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Admissions and attendance

The proprietor has implemented suitable admissions and attendance registers. These are stored electronically, meet the requirements and contain the necessary information. Leaders intend to follow the Department for Education guidance, when completing attendance registers. The school’s attendance policy outlines how leaders will record and promote the importance of attendance. Leaders intend to work closely with families and local authorities to support pupils who struggle to attend regularly.

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Risk assessment

The proposed school has a suitable risk assessment policy. It states clearly how and why staff should assess potential risks. Leaders have completed detailed risk assessments for different aspects of the school’s provision, in line with the policy. These clearly identify potential risks, existing measures to control them and the actions staff should take to mitigate risks further. They cover, for example, planned off-site activities and when carrying out intimate care for pupils.

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Risk assessment

Staff have received training to complete risks assessments and leaders plan to review the quality of risk assessments regularly to ensure there is a consistent approach. Leaders intend to consider pupils’ needs when they are admitted to the school and, when necessary, put relevant risk assessments in place to keep individual pupils safe.

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Risk assessment

The ISS in this part are likely to be met if the proposed school is approved to be registered.

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The single central record of these recruitment checks

The proprietor has completed the required checks on staff already employed to work at the proposed school. Leaders have appropriate procedures in place to check the suitability of staff to work with children. They understand the importance of completing relevant checks in a timely way. The school does not intend to use supply staff or alternative provision, but leaders are clear about what to do if these become necessary in the future. The completed checks including for the proprietor body are recorded securely on the school’s single central record. Leaders intend to monitor this record regularly and after any changes, to ensure that it is compliant with statutory legislation and the ISS. Riverstone Academy, 15 September 2026 7 The ISS in this part are likely to be met if the proposed school is approved to be registered.

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Toilet and washing facilities, water supply

The proposed school is a single storey building. There are suitable toilets and washing facilities for pupils. All are equipped with hot and cold running water at the required temperature. Drinking water is available and clearly labelled.

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Medical room and accommodation for pupils’ therapy needs

The proposed school has a suitable medical room with a wash basin. Toilet facilities are located directly opposite the medical room. The room has an appropriate bed and first-aid equipment for the short-term care of pupils.

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needs of pupils

The premises, furniture and equipment for the proposed school are high quality and in good working order. Classrooms are decorated to be calm and welcoming spaces for pupils to learn. They are light and airy and designed to consider pupils’ potential sensory needs.

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needs of pupils

The proprietor has completed detailed health and safety checks to ensure that the school is suitable for the ages and stages of pupils. There are appropriate plans in place to ensure that health and safety checks are regular and the actions taken to maintain pupils’ safety are effective in meeting the requirements of the ISS.

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Lighting and acoustic conditions

The proposed school has suitable internal and external lighting. The classrooms and other areas within the proposed school are well lit and have suitable acoustics. Leaders have considered how classrooms will be used and the type of furniture and resources necessary to support pupils with SEND. For example, each classroom has an interactive white board and is equipped with symbols to support communication.

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Outdoor space

The proposed school site has suitable outside space for pupils to play and socialise and take part in sports. Leaders also intend to utilise a local leisure centre for Riverstone Academy, 15 September 2026 8 physical education and for pupils to participate in a variety of sports on a weekly basis.

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Outdoor space

The ISS in this part are likely to be met if the proposed school is approved to be registered.

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Part 6. Provision of information

The proprietor intends that the proposed school will have a website. This is currently in draft form. It will follow the same format as the proprietor’s other 2 associated schools. It comprises all the necessary information, including required policies and procedures. These will also be made available to parents on request from the school.

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Part 6. Provision of information

Leaders have created a suitable template for an annual report to parents. Appropriate details will be in place on the school’s website about how the school will support and manage pupils’ behaviour. The proprietor has systems to provide details about income and expenditure and annual reviews of pupils’ EHC plans.

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Part 6. Provision of information

The ISS in this part are likely to be met if the proposed school is approved to be registered.

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Part 7. Manner in which complaints are handled

The proposed school has an appropriate complaints policy. The policy will be published on the school’s website. It contains the relevant information about the different stages a complainant should follow. Timescales for each stage of the complaints process are clearly stated. The policy includes provision to report the number of complaints against the school.

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Part 7. Manner in which complaints are handled

The ISS in this part are likely to be met if the proposed school is approved to be registered.

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The school’s accessibility plan

The proprietor has ensured that the requirements of schedule 10 of the Equality Act 2010 have been considered in the design of the school’s provision and across its policies and procedures. A detailed and suitable accessibility plan clearly outlines leaders’ approach to make sure that the school is compliant. Leaders intend to review the plan regularly to reflect pupils’ needs. Riverstone Academy, 15 September 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

Inspectors discussed arrangements for the proposed school, reviewed relevant documentation and toured the school site. Inspectors met with the chair of the proprietary body, the headteacher and deputy headteacher of the proposed school, the school business manager and office administrator.

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About this inspection

The school proposes to operate as an independent special school and admit pupils with social, emotional and mental health needs, autism, speech, language and communication needs, specific learning difficulties and moderate learning difficulties. All pupils will have an EHC plan.

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About this inspection

The school does not intend to use alternative provision.

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Lead inspector

Stephanie Innes-Taylor His Majesty’s Inspector

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About this proposed school

Chair of the proprietor body Stephen Morrison

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About this proposed school

Type of school Other independent special school

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About this proposed school

Capacity 20 Riverstone Academy, 15 September 2026 10

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an education, health and care plan

Age range of pupils Provider’s proposal: 5 - 11

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an education, health and care plan

Gender of pupils Provider’s proposal: Mixed

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teaching staff

Number of part-time teaching staff Provider’s proposal: 0

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teaching staff

Email address enquiries@rsacademy.org.uk

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teaching staff

Website www.rsacademy.org.uk Riverstone Academy, 15 September 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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teaching staff

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

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