Summary
What we read, and from where
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- Inspectors verified
Amina Modan
- Postcode verified
M16 8ER
- Name on report verified
IncludEd Learning
- URN verified
141207
Deep dive
What this report says
In plain English
positiveThe school is likely to meet the independent school standards if its proposed material changes are implemented.
The Department for Education commissioned this inspection of a proposed material change at the school, which would extend the age range from 11 to 16 to 11 to 18 and increase capacity to 25 pupils. Inspectors judged that the proprietor and leaders have the knowledge and experience needed, and that the standards are likely to be met if the change is approved. Inspectors found secure safeguarding, health and safety, and curriculum planning, with some areas still being developed.
Going well
- The proprietor has planned the proposed changes carefully and precisely.
- Safeguarding policy is appropriate, published and reviewed regularly, with structured staff induction.
- Fire safety and risk assessment routines are well established and consistently applied.
- The post-16 curriculum offers structured routes into further education, employment or training.
To improve
- Leaders are still developing their recording systems for safeguarding incidents and actions.
- Some areas of the therapeutic curriculum are being refined and additional specialists are being recruited.
- Monitoring and evaluation systems are being strengthened to give clearer insight into effectiveness.
Summary written by AI (claude-haiku-5-5) from the report text. It can miss nuance: the report itself is the record.
Tone of the report
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How the report reads, start to finish
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Strengths
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No standout praise found.
Concerns
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Next steps
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What the report dwells on
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Leadership & governance31
“Leaders have considered how to support pupils with weak literacy or disrupted learning.” p.3
Anatomy of the report
How the report is built, against others of the same type and grade.
- Pages
- 10
- Words of findings
- 2,361
- longer than usual (typical 1049)
- Reading level
- Hard
- Flesch 46, typical 45
- Average sentence
- 17 words
- Next steps
- 2
- typical 5
- Hedged sentences
- 2%
- “some”, “not always”, “most”…
Where the words go
Full report text
IncludEd Learning, 9 September 2026 1 IncludEd Learning 8 Alexandra Road South, Whalley Range, Manchester M16 8ER
p.1
report:
Overall outcome The school is likely to meet the relevant independent school standards if the material changes relating to the school provision are implemented.
p.1
report:
This inspection was commissioned by the Department for Education (DfE), which is the registration authority for independent schools. The school has applied to the DfE to make a material change to its registration. The school proposes to change the age range of pupils and change the maximum number of pupils attending.
p.1
report:
The purpose of the inspection is to advise the Secretary of State for Education about the school's likely compliance with the independent school standards that are relevant to the material change that the school has applied to make.
p.1
Part 8. Quality of leadership in and management of schools
When we carry out material change inspections of independent schools, we report on the school'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 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.
p.1
Part 8. Quality of leadership in and management of schools
The proprietor has considered the proposed material changes carefully. They demonstrate the knowledge and experience that is needed to increase capacity to 25 pupils and to extend the age range from 11 to 16 to 11 to 18. Their planning is precise and reflects a secure understanding of safeguarding and operational demands of the proposed material change.
p.1
Part 8. Quality of leadership in and management of schools
The proprietor demonstrates a secure grasp of the independent school standards ‘the standards’ and it makes regular checks on compliance with the standards. IncludEd Learning, 9 September 2026 2 This oversight ensures that leaders act quickly when improvements are required and maintain systems that keep pupils safe and support their learning. The proprietor and leaders work well together to identify successes and where further development is needed. This ensures that actions to bring about improvement are based on accurate evidence.
p.1
Part 8. Quality of leadership in and management of schools
Leaders have reviewed staffing deployment and intend to recruit additional teachers and support staff if the material change is approved. They are also strengthening their systems for monitoring and evaluation so that they gain clearer and more reliable insights into the school’s effectiveness. This is to ensure that the extended provision for older students is having the intended impact.
p.2
Part 8. Quality of leadership in and management of schools
Curriculum planning and transition arrangements have been adapted to reflect the revised age range. For example, the proprietor has shaped a clear post-16 programme of study which aligns with the needs of the pupils for whom the school intends to cater.
p.2
Part 8. Quality of leadership in and management of schools
The standards in this part are likely to be met if the DfE decides to approve the material change.
p.2
Curriculum
Leaders have reviewed and modified the curriculum so that it aligns with pupils’ needs and the school’s planned increase in age range. They have taken appropriate action to ensure that learning remains coherent and well sequenced across all phases, including the ‘progression pathway and enrichment pathway’. If implemented well, this will provide post-16 students with structured routes to develop their functional skills, independence and communication skills.
p.2
Curriculum
Schemes of work set out the essential knowledge that pupils must learn and show how this knowledge builds over time. Leaders intend to use and adapt published schemes of work so that pupils with education, health and care (EHC) plans access the curriculum successfully. In some areas of the therapeutic curriculum, leaders have refined the content and are currently recruiting additional specialists to strengthen the quality of the programme.
p.2
Curriculum
Leaders have established a variety of qualifications and accreditation routes to ensure that pupils are prepared for their next steps. The post ‑ 16 curriculum provides clear progression into further education, employment and/or training. For instance, leaders have placed a sensible emphasis on developing pupils’ independent life skills, vocational learning and work experience. If delivered securely, this curriculum is likely to equip pupils with the knowledge and skills needed for successful transition onto their next steps. IncludEd Learning, 9 September 2026 3
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Teaching
The proprietor intends to appoint additional staff so that there is sufficient expertise to deliver the full post ‑ 16 curriculum. Current staff already teach similar elements of the post ‑ 16 offer and leaders plan to apply these established practices across the revised 11 to 18 age range. Teaching will continue to address pupils’ social, emotional and mental health needs with the aim of helping them to re ‑ engage with their learning.
p.3
Teaching
Leaders have an astute awareness of how pupils’ low starting points and disrupted education need to be addressed. When pupils do not secure prior knowledge, teachers adjust tasks or revisit content so that gaps in learning are addressed promptly. This responsive teaching will continue to underpin practice across the school.
p.3
Teaching
Leaders have invested in resources to support teaching across the expanded age range. Materials for the independent skills curriculum, vocational learning and therapeutic activities are designed carefully to prepare pupils for adulthood.
p.3
Teaching
Leaders have considered how to support pupils with weak literacy or disrupted learning. They intend to use the current established approaches, such as targeted support and adapted materials, across the revised age range.
p.3
Teaching
If taught as intended, the curriculum will help pupils make secure progress across the proposed 11 to 18 age range.
p.3
Assessment
Leaders have reviewed assessment arrangements so that they work effectively across the proposed 11 to 18 age range. They will use already established systems of assessment to identify pupils’ starting points so that staff can evaluate pupils’ readiness for academic and applied courses. Tools for checking literacy and numeracy will give leaders a clear picture of pupils’ needs so that support is put in place quickly.
p.3
Assessment
Staff gather information from EHC plans and use discussions with families to understand each pupil’s learning profile. This helps them to identify barriers and select strategies that are most likely to secure success. Leaders intend to apply these strategies consistently well so that older students benefit from the same precise assessment and support as younger pupils.
p.3
Assessment
These arrangements provide sufficient assurance that teachers will track progress accurately and use assessment to shape teaching across the proposed 11 to 18 age range. IncludEd Learning, 9 September 2026 4 The standards in this part are likely to be met if the DfE decides to approve the material change.
p.3
pupils
Leaders have shaped a wider ‑ development programme that supports pupils across the proposed 11 to 18 age range. Through the personal, social, health and economic education curriculum, older students will learn about beliefs and different cultural practices to help them to understand the responsibilities of living in modern Britain. The curriculum covers all protected characteristics. Older students will experience diversity through various cultural events and community activities. This builds on the school’s established offer for younger pupils. For example, pupils currently host pamper days and afternoon tea for the community. These experiences, alongside enterprise activities, will be put in place for older students. This is to ensure that students are supported to build healthy relationships and to develop their communication skills.
p.4
pupils
Leaders plan to broaden opportunities for pupils as the school expands to 11 to 18. The enrichment offer will include outdoor learning, charity work, work-based learning and travel training. These activities are intended to help older students to develop confidence and deepen their understanding of the wider world.
p.4
pupils
Leaders have considered how best to support older students who may need help to rebuild confidence or re ‑ establish routines. The post ‑ 16 curriculum provides clear examples of this. The progression pathway intends to help students to develop functional skills and to build resilience. The enrichment pathway is further shaped to help students to engage in their learning through therapeutic and sensory learning. Vocational options such as hospitality, childcare and animal care indicate that students would be supported well to gain practical skills for adulthood. Life ‑ skills teaching, including cooking, employability training and financial literacy will also be embedded in the post-16 curriculum so that students are prepared well for their next steps.
p.4
pupils
The standards in this part are likely to be met if the DfE decides to approve the material change.
p.4
Safeguarding
The proprietor has ensured that a suitable safeguarding policy is in place and published on the school’s website. The policy reflects current statutory guidance and is appropriate for the school’s context. Leaders review it regularly so that expectations remain clear and practice stays up to date. IncludEd Learning, 9 September 2026 5 New staff complete a structured induction that sets out safeguarding responsibilities from the start. Training covers local risks and includes frequent updates throughout the year. This helps staff to understand what to look for and how to respond to issues when they arise.
p.4
Safeguarding
Staff know how to raise concerns and recognise the importance of reporting information promptly. The school is further developing its recording systems to ensure that information about incidents and actions are centralised. Leaders keep abreast of statutory requirements so that they are equipped to check the strength of safeguarding practices. These routines help to maintain a culture of vigilance.
p.5
Health and safety and fire
The proprietor has ensured that suitable health and safety arrangements are in place and that the policy meets legal requirements. The policy provides clear guidance for staff and is reviewed regularly so that expectations remain current and appropriate for the school’s context.
p.5
Health and safety and fire
Fire safety routines are well established. Leaders complete regular fire safety checks and the school’s records show that actions are followed through carefully. Systems for monitoring fire doors and evacuation procedures help leaders to maintain compliance with the Regulatory Reform (Fire Safety) Order 2005.
p.5
Health and safety and fire
Pupils are supervised effectively throughout the school day. Staff deployment ensures that pupils are safe when arriving at school as well as during social times and during off site visits. The proprietor has reviewed staffing levels in light of the proposed increase in pupil numbers and the planned increase in staff is appropriate. This provides confidence that supervision will remain secure as the school grows.
p.5
Risk assessment
Leaders maintain a clear risk assessment policy and apply it consistently well. They identify hazards and put suitable control measures in place. This includes checks on the site and movement around the premises.
p.5
Risk assessment
Risk assessments for off ‑ site visits are thorough. Leaders plan transport, venues and staffing ratios carefully so that pupils remain safe during trips and events.
p.5
Risk assessment
Online safety arrangements are appropriate. The school also considers risks associated with the use of mobile phones and does not allow use of phones on the school premises.
p.5
Risk assessment
The school has a suitable policy for the use of restrictive intervention. This helps staff to understand the processes required to implement appropriate strategies of IncludEd Learning, 9 September 2026 6 support. Leaders also complete risk assessments for individual pupils. They ensure that personal needs and triggers are considered when planning routines and activities. This ensures that pupils are kept safe.
p.5
Risk assessment
The standards in this part are likely to be met if the DfE decides to approve the material change.
p.6
The recruitment checks made on staff, supply staff and the proprietor
The proprietor ensures that recruitment checks for staff are completed thoroughly before appointments are confirmed. Records show that statutory vetting and suitability checks are carried out effectively.
p.6
The recruitment checks made on staff, supply staff and the proprietor
Leaders and the proprietor have completed appropriate training so that they understand how to appoint staff safely. Although the school does not currently use supply staff, leaders know the steps that are required to verify the suitability of anyone who may support pupils in the future.
p.6
The single central record of these recruitment checks
The single central record is maintained accurately and contains all the required information. This includes checks completed on those with leadership responsibilities.
p.6
The single central record of these recruitment checks
The standards in this part are likely to be met if the DfE decides to approve the material change.
p.6
and showers
The current school premises have been developed to a high standard and include well-designed cabins that extend the available teaching spaces for technical courses. These areas are fully operational and provide sufficient accommodation that is required for the proprietor’s proposed expansion to 25 pupils.
p.6
and showers
Toilets and washing facilities are appropriate. The toilet cubicle can be secured from the inside and hot and cold running water is available. Clear signage indicates where water is not suitable for drinking and pupils will have access to drinking water throughout the day. IncludEd Learning, 9 September 2026 7 There is a suitable shower facility. However, the school intends to use external sporting facilities when needed to ensure facilities are suitable for the proposed pupil capacity.
p.6
Medical room and accommodation for pupils' therapy needs
The current premises include a dedicated medical room that is equipped to support pupils’ health needs. The room contains a sink and is positioned close to toilet facilities. This space allows staff to manage first ‑ aid situations efficiently. A sofa bed and first ‑ aid equipment ensure that the space is suitable for pupils of all ages, including those in the proposed post ‑ 16 provision.
p.7
Ensuring the health, safety and welfare of pupils
Accommodation across the premises is maintained to a high standard. Code lock systems control access to the main entrance, storage and kitchen areas. This helps to keep pupils safe throughout the day. Leaders have established clear routines for reporting and completing maintenance work. They have considered how pupils would be split across the different rooms so that classrooms are safe and orderly. These arrangements promote pupils’ health, safety and welfare, including for older pupils who may require access to specialist areas.
p.7
Lighting and acoustic conditions
Rooms benefit from appropriate acoustics and lighting. Interior lighting supports learning and safe movement. Exterior lighting ensures that pupils can enter and leave the premises safely. These conditions are suitable for all pupils, including those in post ‑ 16, who may require quieter spaces or adapted environments.
p.7
Outdoor space
The school has a suitable outdoor space for recreational activities. In addition, the school frequently uses the local park for additional outdoor activities. Leaders expand the provision for pupils by making regular use of a local sporting facility and showers.
p.7
Outdoor space
Outdoor provision is appropriate for younger pupils and for older pupils. Even so, the proprietor is continuing to develop the school’s external space to further enhance the learning environment for pupils outside of the classroom.
p.7
Outdoor space
The standards in this part are likely to be met if the DfE decides to approve the material change. IncludEd Learning, 9 September 2026 8
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About this inspection
Inspectors carried out this inspection under section 162(4) of the Education Act 2002, 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.
p.8
About this inspection
The school has applied to the DfE to increase the number of pupils they would like to attend the school from 16 to 25 and to change the age range of pupils that it is registered to admit from 11 to 16 to 11 to 18.
p.8
About this inspection
This was the first material change inspection since the school was inspected in December 2024.
p.8
About this inspection
The inspector met with the headteacher, who is also the chair of the proprietor body.
p.8
About this inspection
The inspector looked at a wide variety of documentation in relation to the standards checked.
p.8
About this inspection
The inspector also considered the school’s safeguarding arrangements, including the single central record of pre-employment checks and whether the school’s safeguarding policy is available to parents and carers. These requirements of the independent school standards are met.
p.8
About this inspection
The inspector confirmed the following information about the school:
p.8
About this inspection
The school is an independent special school for pupils with social, emotional and behavioural difficulties. Many pupils are at risk of permanent exclusion from their mainstream schools.
p.8
About this inspection
The school admits pupils from a range of local authorities. Places at the school are commissioned by local authorities.
p.8
About this inspection
Most pupils who attend this school have an education, health and care plan.
p.8
About this inspection
The school does not use any alternative provision.
p.8
About this inspection
The school is currently registered to admit up to 16 pupils aged 11 to 16. IncludEd Learning, 9 September 2026 9 The school is registered as a mixed school. At the time of inspection there were no male pupils.
p.8
About this inspection
The name of the proprietor is IncludEd Learning Ltd.
p.9
About this inspection
The chair of governors is Jehangir Kareem.
p.9
About this school
Proprietor Included Learning Ltd Headteacher Noreen Khan Type of school Independent Special School Capacity Provider's current position: 16 Provider's proposal: 25
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compulsory school age on roll
Provider's current position: 16 Provider's proposal: 25
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compulsory school age on roll
Provider's current position: 0 Provider's proposal: 0 Age range of pupils Provider's current position: 11-16 Provider's proposal: 11-18 Gender of pupils Provider's current position: Mixed Provider's proposal: Mixed Annual fees for day pupils £30,000 to £60,000 Email address noreen@includedlearning.co.uk IncludEd Learning, 9 September 2026 10 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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compulsory school age on roll
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compulsory school age on roll
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compulsory school age on roll
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