Life Skills Hub Central

Life Skills Hub Central, 13 May 2026 1 Life Skills Hub Central 322-328 Endike Lane, Hull, East Yorkshire HU6 8AE

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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

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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, its premises and the maximum number of pupils attending.

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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.

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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.

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Part 8. Quality of leadership in and management of schools

The proprietor has established an environment where staff and leaders at all levels are highly aligned in what they want to achieve. Leaders have recruited staff with specialist skills that they have identified a need for. Teaching staff have relevant teaching qualifications. Other staff bring wider expertise, such as in therapeutic provision or social care. This structured approach to recruitment is intentional on the part of the proprietor. For example, staff with experience of leading aspects of post-16 provision have been recruited ahead of the proposed material change. Life Skills Hub Central, 13 May 2026 2 Leaders provide access to significant professional learning that further strengthens the expertise of staff. Recently, this has included training in the school’s new phonics scheme for all teaching staff, while numerous staff have completed advanced child safeguarding training or national professional qualifications. This

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Part 8. Quality of leadership in and management of schools

reflects the proprietor’s commitment to ensuring that pupils’ wellbeing and educational experience is at the centre of decision making.

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Part 8. Quality of leadership in and management of schools

Leaders take staff wellbeing and workload seriously, considering carefully the needs of staff working in this setting. For example, teachers receive additional time to plan lessons and assess pupils’ work to support them to deliver high standards of care and education. Similarly, staff can access external counselling and wider support to help with issues related to work, home or other concerns. More broadly, the school regularly surveys staff to gain feedback to understand their views. Leaders use this to further refine their approaches.

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Part 8. Quality of leadership in and management of schools

The proprietor has established clear systems for checking on the quality of education that the school provides to pupils. It has established an advisory governing board with members who are well-equipped to perform their roles. Together, they maintain clear oversight of the effectiveness of the school and its compliance against the independent school standards (the standards). As a result, the impact of leaders’ work is scrutinised effectively, with additional support provided to address any issues that are identified.

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Part 8. Quality of leadership in and management of schools

The proprietor has ensured that the requirements of the standards in this part are likely to be met if the material change is agreed.

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Curriculum

The proprietor intends to extend the school’s current educational offer to include pupils at post-16. It proposes that the school would cater for students who, with additional support, will be ready to transition to a mainstream college in the future. Consequently, the proprietor proposes to model much of the post-16 offer around its existing curriculum at key stage 4, with some revisions to reflect students’ ages. For example, the proprietor proposes to offer accreditation in English and mathematics at a higher level than the current functional skills qualifications secured by pupils in key stage 4.

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Curriculum

The proprietor has established a curriculum policy and associated schemes that set out what it intends for students to learn across subjects and qualifications. Leaders intend to focus the curriculum around securing students’ basic skills in English and mathematics to help them to secure future education, employment or training. Beyond this, students will follow a programme of learning that enables them to Life Skills Hub Central, 13 May 2026 3 meet the requirements set out in the standards. Alongside targeted academic and therapeutic support, the school proposes that students will be able to select from projects in a wide variety of subjects based on their interests and future goals. For example, students will be able to complete projects in art and design or to study physical education, strengthening their understanding of healthy lifestyles. The school places significant emphasis on developing students’ preparation for their

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Curriculum

next steps and adulthood. To support this, students will learn basic cooking techniques and recipes, building on what the school already offers at key stage 4. Where appropriate, students will have the opportunity to secure recognised qualifications, such as a BTEC National Diploma, in this subject area.

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Curriculum

The school intends to supplement lessons with learning within the community and enrichment projects that it expects will allow students to contextualise their learning and to become more independent over time. It has also developed a structured careers programme, including independent careers advice and guidance. The school intends that students in post-16 will complete supported work experience placements to build their independence and knowledge of the world of work. It has provisionally secured some placements, such as in a local plant nursery. This will support students to be better prepared for their next steps.

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Curriculum

The proprietor has ensured that the requirements of the relevant standards in this part are likely to be met if the material change is agreed.

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Teaching

The school has ensured that staff are well trained. Teaching staff are either qualified teachers or have other relevant training. Leaders continue to invest in the professional learning and development of staff. Recent training has covered the implementation of the school’s new phonics scheme as well as additional training about particular special educational needs and/or disabilities (SEND). This is aligned with the school’s identified improvement priorities. Where necessary, the school has secured external experts to deliver this training.

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Teaching

The school’s inclusion team carefully collates information from pupils’ education, health and care (EHC) plans and the advice of other professionals, such as educational psychologists. It uses this to provide staff with detailed information about the needs of pupils and how these can be met in lessons effectively. Leaders regularly check that staff implement any agreed strategies consistently. Consequently, staff know pupils well and know how to adapt their teaching so that pupils receive the support they require. Leaders intend to replicate existing systems from the lower school in the post-16 setting if that is approved to open.

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Teaching

The proprietor has ensured that the requirements of the relevant standards in this part are likely to be met if the material change is agreed. Life Skills Hub Central, 13 May 2026 4

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Assessment

The proprietor proposes to replicate much of the school’s existing effective work in the lower school with students at post-16. For example, leaders will continue to use a suite of baseline assessment tools to understand students’ starting points, including in English and mathematics. The school will use this to inform each student’s bespoke curriculum pathway. When combined with the information leaders propose to gather from students’ previous setting, such as details of any SEND or other barriers, leaders will be able to quickly establish an accurate view of students’ needs and how to meet these.

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Assessment

Across all subjects, and the school’s extensive therapeutic offer, there are clear frameworks for the assessment of pupils’ progress through the curriculum. These have been updated and now account for what students will study in the proposed post-16 provision. Leaders intend that the information gathered through assessment will be used to inform and personalise the curriculum that individual students learn.

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Assessment

The proprietor has ensured that the requirements of the relevant standards in this part are likely to be met if the material change is agreed.

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pupils

The school has paid particular regard to revising its personal, social and health education (PSHE) and relationships and sex education (RSE) curriculums to reflect the differing needs of students who will access the post-16 provision and their younger peers. For example, the curriculum coverage of topics, including informed consent and risks associated with drugs and alcohol, has been strengthened. The school has paid due regard to statutory guidance when preparing its curriculums and the associated RSE policy. These build on the school’s existing curriculum, through which pupils learn about the protected characteristics and the fundamental British values, such as the rule of law and democracy. These play a purposeful role in helping pupils to deepen their understanding of the world around them and their place in it. The proposed approach will help students to be well-prepared for life in modern Britain by the time they leave the school.

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pupils

The school proposes to extend its current approach to pupils’ spiritual, moral, social and cultural development into the post-16 provision. Beyond the school’s PSHE and RSE curriculums, it provides pupils with wider opportunities that further enhance their experience. For example, to supplement pupils’ learning about other faiths and cultures, leaders arrange visits to places of worship so that pupils build a fuller understanding of those who are different from themselves. The school proposes to use events such as this and termly ‘culture days’ to reinforce what Life Skills Hub Central, 13 May 2026 5 pupils learn in the PSHE curriculum. Further to this, the school arranges for pupils to listen to external speakers, such as the local police, on significant or contemporary issues. It ensures that content shared with pupils is politically impartial and appropriate to pupils through suitable quality assurance and risk

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pupils

The school intends that students at post-16 will access a range of educational visits. It currently operates The Duke of Edinburgh’s Award Scheme and plans to extend this to students in older year groups. The school also intends to use residential visits to build students’ confidence, independence and preparation for adulthood. Leaders are conscious of providing students with opportunities to engage with the local community. They are determined for students to become responsible members of society who know right from wrong and want to help others. To this end, leaders propose that students will have opportunities to volunteer in local residential care homes and raise funds for charitable causes, as younger pupils currently experience.

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pupils

The proprietor has ensured that the requirements of the standards in this part are likely to be met if the material change is agreed.

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Safeguarding

The school has developed appropriate safeguarding policies and procedures. These are informed by current statutory guidance. It has established an extensive safeguarding staff team including the designated safeguarding lead (DSL) and 6 deputy DSL staff. Each member of this team has completed appropriate training and many have relevant professional experience in other contexts or settings, for example, working as registered social workers within a local authority.

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Safeguarding

Leaders ensure that staff receive comprehensive safeguarding training. This includes extensive mandatory training, such as on their responsibilities regarding the ‘Prevent’ duty. Leaders ensure that staff also develop secure knowledge of the local context and of the impact of pupils’ SEND, including social, emotional and mental health needs. Consequently, the school is well placed to support pupils to manage issues such as poor mental health and anxiety.

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Safeguarding

The school has established other informal opportunities to provide staff with operational updates and reminders. Daily morning briefings enable leaders to inform staff about any changes to the support required by individual pupils or changes to any risk assessments. This helps to raise the profile of safeguarding in the school and to integrate ongoing reminders about safeguarding policy and practice. Life Skills Hub Central, 13 May 2026 6 The proprietor has ensured that the requirements relevant to the standards that were checked in this part are likely to be met if the material change is agreed.

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Behaviour and supervision of pupils

The school has established effective systems for the supervision of pupils in school and during excursions. The existing site operates with high staff-to-pupil ratios. Should the material change be approved, leaders propose to continue this approach across both sites. The proprietor intends to recruit to additional posts as the number of pupils on the school roll grows.

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Behaviour and supervision of pupils

Pupils display secure, respectful relationships with staff and peers. This contributes to a calm atmosphere throughout the school. Staff take opportunities to praise pupils and recognise their successes. They understand how to help pupils to regulate their behaviour and to re-engage with learning if they struggle.

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Behaviour and supervision of pupils

The proprietor has ensured that the requirements relevant to the standards that were checked in this part are likely to be met if the material change is agreed.

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Health and safety, fire and risk assessment

The school has established suitable health and safety practices and policies. These account for relevant guidance and are implemented effectively. Staff receive ongoing training to ensure that this continues to be the case. The school maintains appropriate records of training, compliance and incidents relating to health and safety matters. It is currently in the process of moving these to an online platform to better support leaders in managing such matters across two sites.

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Health and safety, fire and risk assessment

The proprietor has commissioned a professionally completed fire risk assessment for each site. It has acted swiftly to ensure that any issues identified are resolved. The school has provided many staff with enhanced training, such as fire martial training. Regular servicing and maintenance of fire extinguishers, the alarm system and other emergency equipment, as well as clearly marked emergency exits, further reduces any risk of harm. Leaders ensure that everyone is clear on what to happen in the event of a fire, including through regular fire drills with pupils and staff.

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Health and safety, fire and risk assessment

The school has developed a risk assessment policy that is supplemented by a range of appropriate risk assessments. These include individual pupil risk assessments and site risk assessments as well as those linked to particular activities or the premises itself, such as a legionella risk assessment. As appropriate, these are accompanied by a programme of checks and maintenance which help to maintain a safe environment. Life Skills Hub Central, 13 May 2026 7 The school has a clear approach to the use of restrictive physical intervention. Instances are rare and all staff are trained in how to minimise the need for such interventions. Leaders have paid careful consideration to how these incidents are managed, recorded and mitigated against.

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Health and safety, fire and risk assessment

The proprietor has ensured that the requirements relevant to the standards that were checked in this part are likely to be met if the material change is agreed.

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

Staff with responsibility for recruitment are well trained and have detailed understanding of their roles and responsibilities. They understand the requirements of statutory guidance, including Keeping Children Safe in Education 2025 and the standards. Key staff, including all senior leaders and many middle leaders, have completed safer recruitment training.

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

The school has secure systems in place to ensure that all required checks on adults are completed. In addition to oversight from knowledgeable leaders, the school contracts the services of a specialist firm. This helps to ensure that the school is compliant with all relevant requirements. In some cases, the checks that leaders complete extend beyond minimum statutory requirements.

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

The proprietor has ensured that the requirements of the relevant standards in this part are likely to be met if the material change is agreed.

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The single central record of these recruitment checks

The proprietor has ensured that all required checks are completed on existing staff at the lower school, and those who have been employed ahead of the proposed opening of the upper school. Leaders intend to maintain the same systems and processes should the proposed material change be approved. The school maintains an accurate record of all required checks within its single central record which meets the requirements of statutory guidance. It ensures that all checks are completed before staff commence employment.

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The single central record of these recruitment checks

The proprietor has ensured that the requirements of the relevant standards in this part are likely to be met if the material change is agreed.

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needs

Each site has a suitable medical room, including provision for the secure storage of medicines, appropriate first aid supplies and washing facilities. These are each adjacent to toilets.

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needs

In both sites, there are separate staff and pupil toilets, including accessible facilities. Pupil toilets are cubicles with floor-to-ceiling doors that are lockable from the inside. Toilets have suitable handwashing facilities with thermostatically controlled water supplies so that hot water does not pose a scalding risk. Both sites have suitable changing and showering facilities for pupils. Clearly labelled drinking water is available to pupils throughout each site.

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needs

The proprietor has ensured that the requirements of the relevant standards in this part are likely to be met if the material change is agreed.

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Ensuring the health, safety and welfare of pupils

The proposed post-16 site has been recently refurbished to a very high standard and is very well-presented throughout. The accommodation comprises a ground floor space and a separate upstairs salon setting. The ground floor has a large open reception and kitchen area with flexible use spaces that could be used for teaching, intervention and other purposes. Adjacent to this, there are a small number of more formal teaching and office spaces, with large windows. These are well-equipped and can comfortably accommodate the teaching of the proposed number of students.

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Ensuring the health, safety and welfare of pupils

The existing school site and the proposed post-16 site are each well-maintained, secure and have suitable procedures for entry and exit, including for visitors. Both sites have electronically controlled gates and secure access to the buildings.

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Ensuring the health, safety and welfare of pupils

The school has established suitable protocols for the storage of controlled substances and chemicals that meet the requirements of the Control of Substances Hazardous to Health Regulations 2002.

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Ensuring the health, safety and welfare of pupils

The proprietor has established a structured programme of maintenance and servicing of equipment. This ensures that the building remains in a good standard of repair and supports pupils’ wellbeing. Relevant staff have appropriate training to ensure that they are qualified to maintain the building. The proprietor has implemented processes to report and repair any defects observed.

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Ensuring the health, safety and welfare of pupils

The proprietor has ensured that the requirements of the relevant standards in this part are likely to be met if the material change is agreed. Life Skills Hub Central, 13 May 2026 9

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Lighting and acoustic conditions

The proprietor has ensured suitable lighting and acoustic conditions across both sites. Where possible, the proprietor has taken steps to minimise the impact of hard surfaces on the acoustic conditions in the existing building.

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Lighting and acoustic conditions

Throughout both sites, classrooms are light and welcoming and generally spacious. Outdoor areas, such as car parks and spaces for pupils to play, benefit from emergency lighting that helps to ensure pupil and staff safety.

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Lighting and acoustic conditions

The proprietor has ensured that the requirements of the relevant standards in this part are likely to be met if the material change is agreed.

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Outdoor space

Outdoor space is at a premium at both sites. At the main school, there is a small amount of flexible use outdoor space that includes some outdoor gym equipment. At the proposed new site, there is a small courtyard area between the secure car park and the school building that the proprietor intends to enclose with additional fencing that is yet to be installed.

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Outdoor space

Leaders acknowledge the limitations of the outdoor space, particularly in the proposed new building where outdoor space is most restricted. They have sought to mitigate this and propose to make use of local amenities, including parks and gym facilities, to supplement the combined outdoor space across the school’s 2 sites. For several of these, such as local gym facilities, agreements are already in place. These existing arrangements will ensure that the school can deliver physical education to all pupils, including those at the proposed post-16 site. Leaders also plan to provide clubs and activities at social times to afford students wider opportunities and make best use of the available space during social times.

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Outdoor space

The proprietor has ensured that the requirements of the relevant standards in this part are likely to be met if the material change is agreed.

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Part 6. Provision of information

Leaders have made the school’s safeguarding policy available on the school website and to parents and carers on request.

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Part 6. Provision of information

The requirements of the standards checked in this part are likely to be met if the material change is approved.

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The school's accessibility plan

Life Skills Hub Central, 13 May 2026 10 The school has developed an appropriate written accessibility plan. The proprietor has ensured that this meets the requirements of schedule 10 of the Equality Act 2010. It makes this available to parents through the school’s website and on request.

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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 updated inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the chair of the proprietor body, the headteacher, the chair of the advisory governing board and other school leaders, staff and pupils during the inspection.

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About this inspection

The inspector confirmed the following information about the school:

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About this inspection

Pupils at the school all have EHC plans. The school primarily provides education for pupils with social, emotional and mental health needs. Pupils’ places are commissioned by 1 of 4 local authorities.

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About this inspection

The school currently uses 2 unregistered providers of alternative provision.

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About this inspection

The school currently operates from its registered address, at which it intends to provide education for a further 5 pupils. It also proposes to open an additional site, providing post-16 education for 15 students aged 16 to 19 at 49 Grosvenor street, Hull, HU3 1RU.

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About this school

Proprietor Life Skills Hub Limited Headteacher Susan Clarke Type of school Other independent special school Capacity 25 Life Skills Hub Central, 13 May 2026 11

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compulsory school age on roll

Age range of pupils 10 to 16 Gender of pupils Mixed Annual fees for day pupils £78,000 Email address enquiries@lifeskillshub.co.uk Life Skills Hub Central, 13 May 2026 12 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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