Supreme Education AP, Croydon

What it's like to be a pupil at Supreme Education AP

Pupils do not attend or receive teaching at the school's registered premises in Croydon. They do not build a sense of belonging within a school community. Teachers and pupils are geographically dispersed across the country. Pupils are taught individually by school staff in publicly accessible locations, such as libraries, or in pupils' homes. There are no plans for pupils to move from off-site to the school's Croydon premises over time. There are widespread, significant failings across many aspects of the school's work. Leaders do not prioritise pupils' safety or their wellbeing. When recruiting staff, leaders do not have due regard for safe recruitment practices. They do not ensure that teachers have the necessary skills and experience to teach pupils with special educational needs and/or disabilities. Pupils needs are not taken into account and they are not helped to thrive here. Pupils who receive all their education from this school do not experience a broad curriculum. Pupils are not prepared for life beyond school because leaders have not put a personal development programme in place. As a result, pupils do not benefit from personal, social, health and economic education, statutory relationships education or careers advice and guidance. They do not have access to extra-curricular activities. Pupils experience an overall poor quality of education and do not achieve as well as they should from their starting points. Leaders do not have a reliable or comprehensive picture of pupils' attendance. Not all pupils are recorded on the school's attendance register. Leaders do not use information about pupils' attendance, behaviour and wellbeing to identify any patterns of behaviour, monitor absence or to determine and take action where pupils need support to improve. Pupils who struggle to engage with their learning do not receive effective help to study effectively, develop their talents and interests or manage their emotions. In a few cases, pupils build positive relationships with teaching staff.

What Ofsted says the school should do next

• The proprietor must improve the school's safer recruitment processes to ensure that all required pre-employment checks are completed and recorded accurately on the single central record.
• The proprietor must improve the school's approach to safeguarding so that leaders and staff are well trained in recognising and reporting concerns about pupils. They must ensure that safeguarding concerns are followed up rigorously, and that record-keeping shows a clear chronology of actions taken. Leaders must ensure that risks to pupils and staff are identified and managed effectively.
• The proprietor must strengthen its knowledge and oversight of the independent school standards (ISS) to ensure that all the requirements are met.
• The proprietor must improve the school's systems to assess and review the support provided to pupils with special educational needs and/or disabilities, those known to social care and other vulnerable groups, ensuring that all staff have the knowledge and skills to meet pupils' varied needs effectively.
• The proprietor must establish systems to check the quality of teaching and the curriculum and provide targeted and high-quality professional development to teaching staff so that the curriculum is well planned for pupils' needs, teaching is effective and pupils achieve well.
• The proprietor must develop processes to monitor pupils' attendance and behaviour effectively so that the school can identify and address where improvements are needed.
• The proprietor must ensure that pupils receive an appropriate personal development programme, including personal, social, health and economic education, relationships and sex education and careers guidance, which is appropriate to their age and needs so that pupils know how to stay safe and healthy and are well prepared for life in modern Britain.
• The proprietor must ensure that the premises at the school fully meet the requirements of part 5 of the ISS and that a suitable accessibility plan that is specific for this school is prepared and implemented in line with schedule 10 of the Equality Act 2010.

Safeguarding standards are not met - leaders have not created an open and positive culture around safeguarding, have not completed necessary pre-recruitment checks, and many staff have received no safeguarding training.

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