The Clear Steps Specialist Academy

The Clear Steps Specialist Academy, 10 September 2026 1 The Clear Steps Specialist Academy 18 Station Road, Urmston, Manchester M41 9JN

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report:

Overall outcome The school is unlikely 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 (the standards) first. Under part 8, the proprietor is required to ensure that the school meets all of 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 has established a clear vision for the proposed school, underpinned by high aspirations for both pupils and staff. It brings extensive experience from a range of educational settings and demonstrates a strong understanding of the requirements involved in establishing and developing a successful specialist provision. Leaders are committed to creating a culture of high expectations, where pupils are supported to achieve positive outcomes and staff are encouraged to develop their professional expertise.

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Part 8. Quality of leadership in and management of schools

Leaders place a strong emphasis on promoting pupils’ wellbeing and ensuring their views are heard and acted upon. Pupils will be provided with regular opportunities to share their opinions about their education. This includes opportunities for pupils to influence aspects of school life, such as enrichment activities and the development of social and recreational activities. The Clear Steps Specialist Academy, 10 September 2026 2 The proprietor recognises the importance of effective challenge and support through governance arrangements. Plans are in place for an advisory board comprising individuals with relevant experience and expertise. The proposed membership reflects a thoughtful approach to ensuring that leaders can be held to account appropriately.

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Part 8. Quality of leadership in and management of schools

While some consideration has been given to this important part of the proposed school's work, the systems and processes for leadership oversight are not sufficiently developed. Although roles have been identified, there is limited clarity regarding how different leaders will monitor, evaluate and report on the effectiveness of their respective areas of responsibility. The proprietor has also not considered sufficiently well how the different aspects of school oversight connect with and complement one another. Consequently, it is not clear enough how information gathered and scrutinised will be used to drive improvement across the school. This lack of a defined accountability structure limits the extent to which the advisory board would be able to provide effective challenge and hold leaders to account for their performance.

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Part 8. Quality of leadership in and management of schools

Some of the standards in this part are unlikely 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 established an ambitious curriculum that is supported by appropriate policies, schemes of work and curriculum planning. The intended planned curriculum covers the full range of pupils the school will admit and provides a breadth of subjects. Leaders intend for pupils to work towards recognised qualifications, including GCSEs. They have developed clear arrangements to identify pupils' academic, social and emotional needs on entry to the school.

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Curriculum

Leaders demonstrate considerable expertise in educating pupils with autism and those with associated special educational needs and/or disabilities (SEND), including communication and language needs. The curriculum has been designed with these needs in mind. Leaders have carefully considered, for example, how to implement the required personal, social, health and economic (PSHE) education programme alongside relationships and sex education (RSE). These programmes are appropriately adapted to meet pupils' developmental needs and are intended to support pupils' understanding of relationships, health, safety and wellbeing, and life in modern Britain.

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Curriculum

Leaders have also given careful consideration to careers education. They have developed a proactive programme of careers guidance and enrichment The Clear Steps Specialist Academy, 10 September 2026 3 opportunities, including employer encounters, workplace experiences and independent careers advice and guidance. These planned experiences are intended to broaden pupils' aspirations and help prepare them effectively for their next stage of education, employment or training.

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Curriculum

The curriculum for pupils in key stage 3 and 4 is thoroughly developed. However, curriculum planning for students in the post-16 provision is less well developed. While leaders articulate a clear ambition for students, this has not translated into clear curriculum planning for post 16. For example, not enough consideration has been given to students' preparation for adulthood, including the development of key life skills.

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Teaching

Leaders have established high expectations for both teaching and support staff. They have carefully considered the expertise required to deliver the full breadth of the intended curriculum and have processes in place to ensure that staff continue to develop their expertise, knowledge and skills to teach their subjects effectively. A comprehensive range of professional development is planned to support staff in implementing the curriculum successfully.

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Teaching

Leaders have considered the diverse range of needs presented by the pupils they intend to admit. Appropriate training and support will be provided to staff to enable them to adapt teaching and respond effectively to pupils’ individual learning, social and emotional needs.

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Assessment

Leaders have introduced assessment procedures to establish pupils’ knowledge and skills when they join the proposed school. Information gathered from these assessments will be used to pinpoint areas where pupils may require additional support within different subject areas. Teachers intend to regularly evaluate pupils’ understanding through ongoing formative assessment activities, enabling them to identify misconceptions and barriers to learning. Where pupils are not securing the intended knowledge, staff intend to adapt teaching strategies and curriculum delivery to address identified needs. Assessment outcomes will be reviewed at regular intervals by leaders to monitor and evaluate the impact of these adaptations.

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Assessment

Some of the standards in this part are unlikely to be met if the DfE decides to register the provider as an independent school. The Clear Steps Specialist Academy, 10 September 2026 4

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pupils

Leaders have established a curriculum that promotes pupils’ personal development effectively. The school’s approach places considerable importance on supporting pupils to develop confidence, independence and the skills needed to positively interact with others.

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pupils

The promotion of pupils’ personal growth extends beyond the classroom. Planned activities, including outdoor learning experiences, are designed to encourage resilience, self-management and increasing levels of confidence.

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pupils

The curriculum has been designed to support pupils’ emotional wellbeing and social development. Teaching will help pupils to understand healthy relationships, manage emotions appropriately and develop resilience. Pupils will be provided with opportunities to learn about different backgrounds, cultures, beliefs and communities. This will help prepare them for life in modern Britain and promotes respect for others.

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pupils

The standards in this part are likely to be met if the school is registered.

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Safeguarding

Leaders have established appropriate arrangements to promote the welfare and safety of pupils. Safeguarding policies and procedures are in place and demonstrate due regard to current statutory guidance. Leaders show a secure understanding of their safeguarding responsibilities and have taken appropriate steps to ensure that safeguarding remains a priority within the proposed school’s provision.

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Safeguarding

Planned curriculum content includes opportunities for pupils to learn about keeping themselves safe, develop positive relationships and how to seek support from trusted adults when needed. Leaders have designed systems that encourage pupils to share their views and concerns, helping to foster an environment where pupils feel listened to and supported. These arrangements are likely to contribute to the development of an open culture of safeguarding across the school.

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Safeguarding

Leaders have arrangements in place for staff induction and ongoing training. These arrangements will support staff to have a thorough understanding of their safeguarding responsibilities. The Clear Steps Specialist Academy, 10 September 2026 5

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intervention

Leaders have established a behaviour management approach that is heavily tailored to the needs of the pupils the school intends to serve. The policy is underpinned by carefully considered research, with a strong emphasis on promoting positive behaviour through consistent routines, clear expectations and supportive relationships between staff and pupils.

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intervention

Leaders have implemented robust arrangements for recording and monitoring behaviour incidents, including serious incidents and any use of restrictive physical intervention. Information will be analysed to identify patterns, inform support strategies and ensure that appropriate action is taken. Parents and carers will be kept informed of any significant incidents should they arise.

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intervention

The proposed school has given careful consideration to staffing levels and supervision arrangements. Small class sizes with high staff-to-pupil ratios are intended to ensure that pupils receive a high level of individual support. Appropriate arrangements are also planned for social times and transitions throughout the day, with pupils supported by familiar adults.

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Anti-bullying

Leaders have developed a comprehensive anti-bullying strategy that promotes a culture of respect, inclusion and safety. The policy provides clear guidance on what constitutes bullying and recognises the different forms it may take, including prejudice-based bullying, discriminatory behaviour and online bullying. Preventative work is embedded throughout the curriculum, particularly through personal development and personal, social and health education programmes.

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Anti-bullying

Leaders place strong emphasis on creating an environment in which pupils feel confident to raise concerns. Positive trusting relationships between staff and pupils will be central to this approach and are intended to ensure that pupils know who to turn to for support. Staff are expected to respond promptly to concerns, carry out appropriate investigations and provide ongoing support to those involved. Leaders have systems in place for monitoring and evaluating any bullying incidents. Leaders will use this information to maintain oversight of concerns, identify any emerging patterns and take appropriate action where necessary.

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Health and safety, fire and first aid

Leaders have taken suitable steps to ensure that health and safety arrangements are robust and support the safe operation of the school. The premises are well maintained, fit for purpose and provide an appropriate environment for the pupils the school intends to admit. Leaders demonstrate a secure understanding of their The Clear Steps Specialist Academy, 10 September 2026 6 responsibilities for managing health and safety and have established policies and procedures that reflect current statutory requirements.

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Health and safety, fire and first aid

Appropriate measures have been taken to identify and manage potential risks. A fire risk assessment has been completed, and leaders have acted upon any recommendations made. Arrangements for first-aid provision, staff training and emergency procedures have also been established, providing assurance that pupils’ welfare needs can be met effectively.

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Health and safety, fire and first aid

Leaders have implemented systems to monitor health and safety on an ongoing basis and have considered how risks will be managed across the school site and during daily activities.

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Admissions and attendance

Leaders have implemented suitable systems to record admissions and monitor pupils’ attendance accurately. They recognise that some pupils may have experienced disrupted education or have a history of low attendance prior to joining the school. As a result, leaders have developed a proactive approach to promoting regular attendance, placing particular emphasis on early intervention and partnership working. They intend to work closely with pupils, parents, carers and external agencies to identify and address barriers to attendance.

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Risk assessment

Leaders have established a risk assessment policy that identifies the need for assessments to be undertaken where significant risks are known or may reasonably arise. The policy outlines appropriate expectations for the identification, monitoring and mitigation of risks. Leaders have established a range of risk assessments for the proposed school site, cooking sessions and the use of personal training equipment.

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Risk assessment

The proposed school intends to create personalised risk assessments for pupils who require them when they join the school. These will identify pupils’ triggers and associated risks, alongside proactive strategies to reduce potential harm. Leaders have a secure understanding of the need for risk assessments to be regularly reviewed to ensure that they remain relevant to pupils’ changing or developing circumstances.

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Risk assessment

The standards in this part are likely to be met if the school is registered. The Clear Steps Specialist Academy, 10 September 2026 7

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

Leaders have established robust recruitment procedures that reflect current safeguarding and safer recruitment requirements. Policies and processes are reviewed regularly and updated to reflect current statutory guidance and safer recruitment requirements. Leaders carry out many of the appropriate pre- employment checks. For example, they check staff’s right to work in the United Kingdom, carry out enhanced Disclosure and Barring Service checks and check whether staff have lived or worked abroad. However, leaders have not ensured full compliance with the standards. This is because they have not checked staff’s medical fitness as part of these checks.

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The single central record of these recruitment checks

Leaders have ensured that they have a secure single central record which records all checks that they have carried out before staff begin their employment.

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The single central record of these recruitment checks

The school is unlikely to meet all the standards in this part if it is registered.

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and showers

Leaders have ensured that pupils have access to suitable toilet and handwashing facilities. Arrangements are also in place to provide readily accessible drinking- water. Leaders have identified the need for dedicated changing and shower facilities for pupils. While leaders have plans in place, these were not fully available at the time of the inspection. Consequently, leaders were unable to provide evidence that this requirement of the standards would be met.

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Medical room and accommodation for pupils' therapy needs

Leaders have identified and equipped a designated medical room that is suitable for the short-term care and treatment of pupils who become unwell during the school day. Although a small space, the room includes appropriate washing facilities and is located near a toilet. The medical room is appropriate for the intended cohort, particularly as leaders do not intend to admit pupils with complex medical needs that would require more extensive medical provision. The Clear Steps Specialist Academy, 10 September 2026 8

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needs of pupils

Leaders have ensured that the proposed school provides a secure and suitable environment for the intended cohort of pupils. The premises are presented to a good standard and are sufficiently maintained to support the effective day-to-day operation of the proposed school. Consideration has been given to pupils’ welfare through the organisation and management of the site, with leaders demonstrating a clear commitment to creating an environment that promotes safety and wellbeing.

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Lighting and acoustic conditions

Pupils benefit from learning spaces that are bright and have appropriate levels of natural light. They have access to designated learning spaces, with their specific needs carefully considered. All classrooms have appropriate acoustic conditions to help pupils learn in quiet, focused spaces.

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Outdoor space

Leaders have not ensured that pupils will have access to suitable outdoor space for recreation and physical activity. Although they have explored a range of options and can demonstrate that this issue has been considered, no outdoor area was available for pupils at the time of the inspection. Consequently, leaders cannot demonstrate how pupils will benefit from regular access to outdoor play and exercise during the school day.

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Outdoor space

Some of the standards in this part are unlikely to be met if the DfE decides to register the provider as an independent school.

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Part 6. Provision of information

Leaders have established appropriate systems to ensure that parents, carers and other stakeholders can access the information required. Documentation requested during the inspection was readily available and leaders demonstrated a clear understanding of their responsibilities regarding openness, accountability and the sharing of information.

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Part 6. Provision of information

School policies and supporting documentation are comprehensive, reflect current statutory guidance and include suitable arrangements for regular review and updating. Leaders intend for this information to be made available through the proposed school’s website and other appropriate channels, ensuring that parents can access key information about the school’s provision and procedures. The Clear Steps Specialist Academy, 10 September 2026 9 The school is likely to meet the standards in this part if the DfE decides to register the school.

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Part 7. Manner in which complaints are handled

Leaders have established a complaints procedure that reflects the requirements of the standards. The policy provides clear guidance on the stages of the complaints process, including appropriate timescales, methods of escalation and the actions that will be taken to investigate and resolve concerns. For example, the inclusion of an independent panel member at the appropriate stage ensures that serious complaints can be considered impartially. Leaders demonstrate a secure understanding of how complaints will be managed, recorded and reported to ensure that concerns are addressed fairly and transparently.

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Part 7. Manner in which complaints are handled

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

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The school's accessibility plan

Leaders have developed an accessibility plan that reflects the requirements of schedule 10 of the Equality Act 2010. The plan demonstrates an understanding of the need to ensure access to the curriculum, physical environment and information for pupils with SEND.

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The school's accessibility plan

The school is likely to meet this requirement if the DfE decides to register the 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 His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

During this inspection, inspectors spoke with members of the proprietor body, including one of the chairs of the proprietor body. The lead inspector had a tour of the site, both internally and externally, to check the suitability and safety of the premises. The Clear Steps Specialist Academy, 10 September 2026 10 Inspectors viewed a wide range of documents provided by the proprietor, including safeguarding information, statutory policies and the proposed school’s curriculum.

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About this inspection

This is the proposed school’s first pre-registration inspection.

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About this inspection

The proprietor for this school is Clear Steps Plus Education Ltd. The chairs of the proprietor body are Alicia Houghton and Karen Greenwood. The proprietor does not currently have any other registered independent schools.

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About this inspection

The proprietor intends the school to cater for pupils with a range of needs. Pupils’ primary SEND need will be autism and/or cognition and learning difficulties. The provider also seeks to cater for children who are looked after by the local authority. All pupils will have an education, health and care plan. Many pupils are likely to be placed at the proposed school by a local authority. The proposed school will accommodate up to 35 pupils aged 11 to 18 years.

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About this inspection

The proposed school intends to operate from premises at 18 Station Road, Urmston, Manchester M41 9JN.

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About this inspection

The proposed school does not intend to use any alternative provision.

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Team inspector

Sue Eastwood His Majesty's Inspector The Clear Steps Specialist Academy, 10 September 2026 11

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About this proposed school

Proprietor body Clear Steps Plus Education Ltd

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About this proposed school

Chairs of the proprietor body Alicia Hampson Karen Greenwood

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About this proposed school

Type of school Other independent special school

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an education, health and care plan

Age range of pupils Provider's proposal: 11-18

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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: 15

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teaching staff

Email address a.hampson@clearstepsplus.co.uk

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teaching staff

Website None The Clear Steps Specialist Academy, 10 September 2026 12

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Part 1. Quality of education provided

 2(2) For the purposes of paragraph (2)(1)(a), the matters are– – 2(2)(g) where the school has pupils above compulsory school age, a programme of activities which is appropriate to their needs.

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

 18(2) The standard in this paragraph is met if– – 18(2)(c) the proprietor carries out appropriate checks to confirm in respect of each such person– – 18(2)(c)(ii) the person's medical fitness.

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Part 5. Premises of and accommodation at schools

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that– – 23(1)(c) suitable changing accommodation and showers are provided for pupils aged 11 years or over at the start of the school year who receive physical education.  29(1) The standard in this paragraph is met if the proprietor ensures that suitable outdoor space is provided in order to enable– – 29(1)(b) pupils to play outside.

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Part 8. Quality of leadership in and management of schools

 34(1) 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- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently. The Clear Steps Specialist Academy, 10 September 2026 13 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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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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