Hilden Oaks School

Hilden Oaks Preparatory School and Nursery, established in 1919, is a co-educational day school located in Tonbridge, Kent. The school moved to its current site in 1965 and has been catering for pupils from three months of age since 2010. Governed by a board of trustees, the school is organized into three main sections: the Early Years Foundation Stage (EYFS), pre-prep for Years 1 and 2, and prep for Years 3 to 6. The school aims to provide a stimulating, challenging, and dynamic learning environment within a safe, family-like atmosphere, striving for the highest standards from both pupils and staff. The school aspires for all pupils to regard it as the best school they have attended, staff to view it as the best place they have worked, and parents to consider it the best choice for their child.

The pupil demographic consists of children living within a twenty-mile radius, coming from various professional backgrounds. The school’s assessments indicate that most pupils possess above-average abilities compared to national standards. Currently, 20 pupils are identified as having special educational needs and/or disabilities (SEND), with 17 receiving additional specialist support. Additionally, nine pupils speak English as an additional language, and their needs are supported by classroom teachers. The school modifies the curriculum to cater to the most able pupils based on its assessments.

The regulatory compliance inspection conducted by the Independent Schools Inspectorate (ISI) in September 2022 revealed that the school does not meet all required standards as outlined in the Education (Independent School Standards) Regulations 2014 and the Early Years Foundation Stage statutory framework. The inspection focused on various aspects, including the quality of education, spiritual, moral, social, and cultural development, welfare, health and safety, staff suitability, premises, information provision, complaints handling, and leadership quality.

The school’s framework for assessment confirms that teaching enables pupils to make good progress, and the curriculum is documented with appropriate plans and schemes of work. The teaching is effective, and behaviour management is well-implemented. The school provides relationships education and has consulted parents, publishing a written policy statement in line with statutory guidance. However, while the standards related to the quality of education are met, the school has deficiencies in other areas.

In terms of spiritual, moral, social, and cultural development, the school actively promotes principles and values that facilitate pupils' personal development as responsible citizens. The standards in this area are met. The welfare, health, and safety of pupils are also prioritized, with good behaviour promoted and bullying prevented. Health and safety requirements are met, including fire safety and first aid provisions. However, the school has not completed all required recruitment checks before staff appointments, particularly regarding prohibition from teaching and management for relevant staff, indicating that safeguarding standards are not fully met.

The inspection highlighted that the school does not conduct all appropriate checks to ensure staff suitability, including identity checks and enhanced Disclosure and Barring Service (DBS) checks. A single central register of appointments is not maintained as required, as dates of checks are not consistently recorded. Consequently, the standards related to staff suitability are not met.

The premises and accommodation at the school meet the required standards, providing suitable facilities for pupils’ medical and therapy needs, as well as adequate outdoor space for physical education and play. The provision of information to parents and stakeholders is satisfactory, covering essential details about the school’s ethos, curriculum, and arrangements for admission and behaviour.

The school has a three-stage process for handling parental complaints, which is effective and includes clear time scales. The leadership and management of the school, however, do not demonstrate the necessary skills and knowledge to ensure that all standards are consistently met. The arrangements for recruitment checks and their recording on the single central register are ineffective and not closely monitored by school leaders and trustees.

The overall effectiveness of the early years provision is deemed inadequate. Despite improvements since the previous inspection, including opportunities for children to learn about different cultures and the introduction of a digital management system, the school has not fully met safeguarding requirements. The quality of education in the early years is outstanding, with a well-planned curriculum that meets children’s needs and promotes their development. Children show high levels of engagement, curiosity, and enjoyment in their learning, demonstrating excellent behaviour and attitudes.

However, the personal development of children is inadequate due to the lack of robust systems to ensure that all staff have undergone the required pre-employment checks. Leadership and management are also inadequate, as leaders do not fulfill their statutory duties regarding safer recruitment. While leaders have a clear vision for high-quality, inclusive care and education, they do not ensure that all staff are consistently checked to meet the requirements of their roles.

In summary, Hilden Oaks Preparatory School and Nursery has several strengths, particularly in the quality of education and the engagement of pupils. However, significant areas for improvement exist, particularly in safeguarding, staff recruitment checks, and overall leadership effectiveness. The school must take immediate action to address these deficiencies to ensure compliance with statutory requirements and to provide a safe and supportive environment for all pupils.