Setting

Thomas Adams School

Thomas Adams School Lowe Hill Road Wem Shropshire SY4 5UB

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Commission for Social Care Inspection

Launched in April 2004, the Commission for Social Care Inspection (CSCI) is the single inspectorate for social care in England.

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Commission for Social Care Inspection

The Commission combines the work formerly done by the Social Services Inspectorate (SSI), the SSI/Audit Commission Joint Review Team and the National Care Standards Commission.

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The role of CSCI is to:

• Promote improvement in social care • Inspect all social care - for adults and children - in the public, private and voluntary sectors • Publish annual reports to Parliament on the performance of social care and on the state of the social care market • Inspect and assess ‘Value for Money’ of council social services • Hold performance statistics on social care • Publish the ‘star ratings’ for council social services • Register and inspect services against national standards • Host the Children’s Rights Director role.

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Inspection Methods & Findings

SECTION B of this report summarises key findings and evidence from this inspection. The following 4-point scale is used to indicate the extent to which standards have been met or not met by placing the assessed level alongside the phrase "Standard met?"

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The 4-point scale ranges from:

4 - Standard Exceeded (Commendable) 3 - Standard Met (No Shortfalls) 2 - Standard Almost Met (Minor Shortfalls) 1 - Standard Not Met (Major Shortfalls) 'O' or blank in the 'Standard met?' box denotes standard not assessed on this occasion. '9' in the 'Standard met?' box denotes standard not applicable. 'X' is used where a percentage value or numerical value is not applicable. Thomas Adams School Page 1 Thomas Adams School Page 2

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Fax No: Address

Thomas Adams School, Lowe Hill Road, Wem, Shropshire, SY4 5UB Email Address

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Date of last boarding welfare inspection

Date of Inspection Visit 8th November 2004 ID Code

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Date of last boarding welfare inspection

Name of CSCI Inspector 1 Vicki Cockcroft 072945

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Date of last boarding welfare inspection

Name of CSCI Inspector 2 Helen Whitehouse 115708

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part of a Joint Whole School Inspection?

Name of Establishment Representative at the time of inspection MR STEPHENS, HEADMASTER MRS NICKY COOPER, HEAD OF BOARDING Thomas Adams School Page 3

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INTRODUCTION TO REPORT AND INSPECTION

Boarding schools are subject to inspection by the Commission for Social Care Inspection (CSCI) to determine whether the welfare of children (ie those aged under 18) is adequately safeguarded and promoted while they are accommodated by the school.

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INTRODUCTION TO REPORT AND INSPECTION

Inspections assess the extent to which the school is meeting the National Minimum Standards for Boarding Schools, published by the Secretary of State under Section 87C of the Children Act 1989, and other relevant requirements of the Children Act 1989 as amended.

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INTRODUCTION TO REPORT AND INSPECTION

Inspections are carried out by the CSCI, and in most cases the inspection team includes a specialist in boarding provision working, or with experience of working, in the boarding sector. Boarding welfare inspections by CSCI may also be carried out in conjunction with a full inspection of the school by the Independent Schools Inspectorate or OfSTED, so that the two inspections together constitute a Joint Whole School Inspection of the school. In such cases, a joint summary of main findings and recommendations from both inspections will also be available.

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INTRODUCTION TO REPORT AND INSPECTION

This document summarises the inspection findings of the CSCI in respect of Thomas Adams School .

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INTRODUCTION TO REPORT AND INSPECTION

The report follows the format of the National Minimum Standards and the numbering shown in the report corresponds to that of the standards.

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INTRODUCTION TO REPORT AND INSPECTION

• Inspection methods used • Key findings and evidence • Overall ratings in relation to the standards • Recommended Action by the school • Advisory recommendations on boarding welfare • Summary of the findings • Report of the lay assessor (where relevant) • The Head’s response and proposed action plan to address findings

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INSPECTION VISITS

Inspections are undertaken in line with the agreed regulatory framework under the Care Standards Act 2000 and the Children Act 1989 as amended, with additional visits as required. The report represents the inspector's findings from the evidence found at the specified inspection dates. Thomas Adams School Page 5 BRIEF DESCRIPTION OF THE SERVICES PROVIDED.

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INSPECTION VISITS

Adams House is a Maintained Boarding School with places for 56 boarder. Pupils attend the Thomas Adams School, a mixed comprehensive, which has recently become an arts college specialising in the media arts. The management of the Boarding School has recently transferred from the Trustees to the Local Education Authority and the school is now inspected as a Boarding School, by the Commission for Social Care Inspection, and under section 87 of the Children Act 1989 and the Care Standards Act 2000.

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INSPECTION VISITS

The school is situated in Wem, a market town in North Shropshire, which is approximately 13 miles from Shrewsbury, the nearest ‘big town’.

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INSPECTION VISITS

Boarding accommodation is provided in five separate areas of different ages and types. There are three, older terraced houses in which sixth form boarders live, an older house in which the Lower School Girls live and a newer, two storey block in which the Lower School Boys are accommodated. The sixth form college, the Ruscoe Centre, which is used by boarders and sixth formers from the Thomas Adams School is also on the Boarding School site. There is also a teaching block, with a Library and IT rooms on site.

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INSPECTION VISITS

The Boarding School site adjoins the Thomas Adams School grounds and boarders use the facilities on offer at the school.

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INSPECTION VISITS

Pastoral care and support are provided to boarders by house staff, teaching staff with occasional boarding responsibilities, gap students and ancillary staff, under the leadership of the Head of Boarding and the Head Teacher of the Thomas Adams School. Thomas Adams School Page 6

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Welfare Policies and Procedures

Adams House has written policies in place in relation to most welfare issues. There is an updated Handbook which is written in a form which is accessible to both boarders and to their parents or guardians. The school benefits from links into some of the systems which are in place in the Thomas Adams School to follow Local Education Authority policies and procedures. Amongst these is the school’s organisation of child protection matters.

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Welfare Policies and Procedures

Boarders and staff report that there is very little bullying and that any such behaviour is dealt with appropriately. The status system appears, from boarders reports, to work in promoting good behaviour and to be seen as fair.

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Welfare Policies and Procedures

The school has updated its complaints procedure since the transfer of management to the Local Authority and the process is referred to in appropriate documentation.

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Organisation and Management

Leadership of the school is clear. There has been oversight of the transfer of management to the Local Education Authority by Governors and Trustees, there will be continuing oversight by Governors with experience of the boarding house and there will be a committee of Governors who will be specifically responsible for the Boarding House and monitoring of its welfare provision.

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Organisation and Management

The Head Teacher is committed to the Boarding School and to the mutual benefits for both boarders and the pupils of the Thomas Adams School, derived from its existence.

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Organisation and Management

The Head of Boarding is committed to developing the Boarding School for the benefit of all boarders and to carrying forward the work needed to meet the National Minimum Standards for Boarding Schools.

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Organisation and Management

The organisation of accommodation within the school is satisfactory in relation to the age and gender of boarders and there is a developing range and choice of activities for boarders outside teaching time.

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Welfare Support to Boarders

Appropriate first aid and minor illness treatment is provided for at Adams House and there are systems in place to ensure that boarders have access to medical, dental and optical services as required. Sick boarders are checked regularly and are accommodated in their own rooms where possible. The school does not have a nurse, although there are members of the school staff who are able to provide support if it is required. Thomas Adams School Page 7 The school does identify health and personal needs of boarders and works with other professionals to support boarders who require it. There is an equal opportunities policy within the school. No discrimination was observed or reported during the period of the inspection.

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Welfare Support to Boarders

A mentoring system is being developed for new boarders and boarders are able to make contact with significant people outside the Boarding School. There was no indication that any boarder could not access information about the outside world. Within the financial limitations placed upon them, catering staff work to provide an adequate standard of meals for boarders.

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Staffing

The school was experiencing a period of uncertainty with regard to staffing at the time of the inspection, but the boarders’ care was not obviously affected by this. Staff were taking on temporary additional work to ensure that full cover was provided and every effort was being made to mitigate the possibly negative effects of the difficulties.

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Staffing

It was noted that ancillary staff and gap students were very much a part of the staff group at Adams House and were able to provide appropriate support to boarders and to boarding staff.

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Staffing

Sound relationships were seen to exist between staff and boarders and positive comments were received about the commitment and approachability of the Head Teacher and Head of Boarding

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Premises

The five separate areas of boarding accommodation at Adams House are clearly separated by age and gender. Bedrooms and dormitories had been personalised by boarders and were clean and well-ventilated .

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Premises

Since September, the school has started to make improvements to the environment and plans were in place to continue work to upgrade the premises.

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Welfare Policies and Procedures

Many of the policies and procedures which are in place at Adams House are those applying to the Thomas Adams School. These need to be adapted to reflect actual practise within the Boarding School. The policies and procedures need to be updated to include all elements required under the National Minimum Standards.

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Welfare Policies and Procedures

Adams House benefits from its links with the Thomas Adams School, in relation to welfare procedures and monitoring, but there is a need to develop Boarding House systems which ensure that the Boarding School has ‘stand alone’ systems of monitoring. The already existing links with the child protection system within the school should be developed and Thomas Adams School Page 8 formalised, particularly with regard to training.

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Welfare Policies and Procedures

Adams House has a good knowledge of the welfare needs of its boarders and works closely with other professionals to provide required support. This work needs to be reflected in written welfare plans, which are monitored and reviewed.

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Organisation and Management

The leadership of the practice and development of boarding in the school is clear, although it was felt that professional ‘boarding’ supervision should be provided to the position of Head of Boarding in order to ensure professional, as well as executive, development and monitoring.

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Organisation and Management

The recent transfer of the management of Adams House creates an ideal opportunity for the school to look at areas of its organisation and management in relation to the National Minimum Standards for Boarding. The school could review the current arrangement of communal areas, could consider additional methods of obtaining boarders’ views on the operation of the boarding provision and should look at additional support and training for prefects.

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Welfare Support to Boarders

Adams House needs to develop its procedures and records in relation to health care and to produce written ‘welfare’ plans for those boarders who would benefit from them. Clarifying the process of admission to Adams House may enable the school to ensure that it receives all appropriate information regarding potential boarders, which can be used to support their needs and promote their development.

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Welfare Support to Boarders

The school needs to be able to evidence that it is monitoring records as required under the National Minimum Standards and to evidence that risk assessments are in place for identifiably high risk activities.

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Welfare Support to Boarders

Although the constraints on catering at the Boarding School are understood, the school should look at ways of ensuring that boarders are provided with a healthy and balanced diet.

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Staffing

The systems in place for keeping appropriate staff records and for ensuring that all checks have been carried out, need developing and organising within the Boarding School. This is an area where the Boarding School processes need to ‘stand alone’ from those in place at the Thomas Adams School.

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Staffing

The school must ensure that no member of staff begins work without a satisfactory CRB check having been received by the School.

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Staffing

Training and appraisal of staff, in relation to boarding practise, needs to be developed and recorded and staff need to be supplied with updated policies and procedures as they are produced. The relevance of the National Minimum Standards for Boarding Schools should be included in the training and development of staff.

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Staffing

The organisation of staff sleeping in arrangements needs to be reviewed in order to ensure that there is a member of staff available on or adjacent to each boarding house at night. Thomas Adams School Page 9

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Premises

The school is aware that there are areas in which the premises do not currently meet Minimum Standards. In particular, the standard of bathrooms and showers and toilets requires attention and the school has plans in place to address this matter.

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Premises

Although the boarding accommodation has a ‘homely’ feel, there was also evidence that maintenance and refurbishment was required in places.

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Premises

Lighting, throughout the houses, but in particular in study areas of bedrooms, was felt to need an overall review.

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Premises

As with the arrangement of common rooms, it was felt that the school should monitor the availability of quiet space for boarders.

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Premises

The school needs to evidence that it has appropriate risk assessments in place for identifiable hazards.

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Premises

Window restrictors should be provided for upper floor windows where appropriate.

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Premises

The variation in the standard of provision across the boarding houses was discussed at the inspection and it was agreed that the school would attempt to balance advantages and disadvantages for boarders.

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CONCLUSIONS AND OVERVIEW OF FINDINGS ON BOARDING WELFARE

This report is the first by the Commission for Social Care Inspection under the National Minimum Standards for Boarding Schools, and therefore serves as an audit of the school against the new requirements. The report identifies developments needed to meet the new requirements within a reasonable period of time. Any more urgent issues are identified in the report.

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CONCLUSIONS AND OVERVIEW OF FINDINGS ON BOARDING WELFARE

Boarders reported that they find Adams House ‘homely’ as the Handbook suggests it is. They commented favourably on the support received from boarding staff and the Head Teacher, on the benefits of the relatively small number of boarders on site and on the benefits of being part of the Thomas Adams School. The school ran smoothly during the inspection and boarders related confidently to the inspection team.

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CONCLUSIONS AND OVERVIEW OF FINDINGS ON BOARDING WELFARE

The following are broad areas in which the school needs to look at development.

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CONCLUSIONS AND OVERVIEW OF FINDINGS ON BOARDING WELFARE

Policies and procedures need to be developed, which are free standing from the Thomas Adams School policies and procedures, but which refer to them as appropriate. From this, there needs to be development of recording and monitoring systems within the school, which can evidence the work which is being undertaken and the management of welfare issues.

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CONCLUSIONS AND OVERVIEW OF FINDINGS ON BOARDING WELFARE

A programme of refurbishment, maintenance and development of the boarding accommodation and communal areas needs to be drawn up and actions prioritised. Thomas Adams School Page 10 The transfer of the management of the School to the Local Education Authority and its organisational links with the Thomas Adams School are felt to provide an ideal ‘jumping off’ point for the further development of boarding practise and the meeting of National Minimum Standards for Boarding. The commitment of the staff who were involved in the inspection, to working to these ends, is acknowledged.

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CONCLUSIONS AND OVERVIEW OF FINDINGS ON BOARDING WELFARE

The inspection team would like to thank all boarders and parents and all staff who contributed to the inspection of Adams House. Thomas Adams School Page 11

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Children Act 1989 arising from this inspection?

Notification to be made to: Local Education Authority NO Secretary of State NO

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IMPLEMENTATION OF RECOMMENDED ACTIONS FROM LAST INSPECTION

Were the Recommended Actions from the last Inspection visit fully implemented? NA

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implemented are listed below:

No Standard* Recommended Actions Timescale for action Thomas Adams School Page 12

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which indicates how Recommended Action are to be addressed. This action plan

will be made available on request to the Area Office.

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RECOMMENDED ACTION

Identified below are the actions recommended on issues addressed in the main body of the report in order to safeguard and promote the welfare of boarders adequately in accordance with the National Minimum Standards for Boarding Schools. The references below are to the relevant Standards. Non-implementation of recommended action can lead to future statutory notification of failure to safeguard and promote welfare. No Standard* Recommended Action Timescale for action 1 BS1BS1 Adams’ House statement of boarding principles and practice should be updated and amended. Where LEA policies and procedures are in place, these should be adapted to reflect the actual practice within the boarding school 01/09/05

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RECOMMENDED ACTION

2 BS3BS3 Adams’ House child protection policy should include all elements required under standard 3 and an easy to follow procedure for staff 01/09/05

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RECOMMENDED ACTION

3 BS3BS3 External training in child protection should be included in the training schedule for all staff involved with boarders’ welfare and any staff joining the school should receive in house training on arrival 01/03/06

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RECOMMENDED ACTION

4 BS3BS3 A record of child protection referrals and concerns should be kept in the boarding school as well as being noted in the Thomas Adams school recording system 01/06/05

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RECOMMENDED ACTION

5 BS3BS3 Scheduled meetings should take place between the Head of Boarding and the individual with responsibility for child protection matters within the school 01/06/05

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RECOMMENDED ACTION

6 BS4BS4 A system of monitoring major punishments by the Head of Boarding and the Head Teacher should be put in place 01/04/05

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RECOMMENDED ACTION

7 BS4BS4 A restraint policy, specific to the Boarding School, must be put in place and published 01/06/05 Thomas Adams School Page 13 8 BS5BS5 A central record of all complaints should be held which details the name of the complainant, the date and nature of the complaint, the outcome requested by the complainant, the actions taken in response to the complaint and the outcome of the complaint. There should be evidence that this record is monitored regularly by the Head Teacher 01/08/05

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RECOMMENDED ACTION

9 BS6BS6 The policy regarding illegal substance testing should be reviewed 01/08/05

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RECOMMENDED ACTION

10 BS6BS6 The policy regarding smoking should be amended to reflect current practice 01/08/05

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RECOMMENDED ACTION

11 BS7BS7 The system for recording matters relating to boarders’ health should be reviewed and records should be kept in a locked container in the locked medical cabinet 01/04/05

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RECOMMENDED ACTION

12 BS7BS7 Information about welfare needs and any special provision to be made for individual boarders should be recorded and effectively made available to those staff with a need to know that information 01/08/05

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RECOMMENDED ACTION

13 BS7BS7 Policies regarding those health matters detailed in standard 7 should be produced and provided to all staff 01/06/05

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RECOMMENDED ACTION

14 BS8BS8 The management of the role of Head of Boarding should include the provision of professional supervision and development 01/06/05

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RECOMMENDED ACTION

15 BS9BS9 Adams House should develop planned responses to a range of foreseeable major incidents or crises and should liaise with Shropshire County Council’s Emergency Response Team 01/06/05

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RECOMMENDED ACTION

16 BS10BS10 Adams House should examine the possibility of providing additional common space in the sixth form girls’ accommodation and should risk assess the potential for inappropriate access to sixth form boys accommodation by sixth form girls 01/08/05

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RECOMMENDED ACTION

17 BS12BS12 Adams House should put in place additional means by which boarders can contribute their views on boarding provision and should also put in place formal means of communicating responses to these contributions 01/06/05

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RECOMMENDED ACTION

18 BS13BS13 Adams House should formalise the induction and training of prefects, provide them with written guidance on their roles and responsibilities and ensure that they have basic training relating to child protection and anti-bullying policies and procedures 01/08/05 Thomas Adams School Page 14 19 BS15BS15 Adams House should put in place appropriate medicines’ policies, including a homely remedies policy 01/06/05

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RECOMMENDED ACTION

20 BS15BS15 Adams House should keep the written record of medication, treatment and first aid administered to boarders up-to-date and this record should be signed by the responsible member of staff and monitored by a senior member of staff 01/06/05

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RECOMMENDED ACTION

21 BS15BS15 Written parental permission for administration of First Aid and appropriate non-prescription medication should be held on individual boarders’ files. 01/09/05

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RECOMMENDED ACTION

22 BS17BS17 Individual written ‘welfare’ plans, agreed with a parent, for any boarder with special welfare needs, significant emotional or behavioural difficulties, or who does not see his or her parent or legal guardian at least three times a year should be prepared by an appropriate member of staff 01/09/05

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RECOMMENDED ACTION

23 BS19BS19 There should be a private phone on each boarding house, with appropriate helpline or outside contact numbers near each one 01/06/05

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RECOMMENDED ACTION

24 BS20BS20 Consideration should be given to developing a formal induction programme for all new boarders at Adams House, which includes provision for additional assistance to be provided to students whose first language is not English 01/09/05

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RECOMMENDED ACTION

25 BS23BS23 A regular system of monitoring the school’s records of risk assessments, punishments, complaints and accidents should be put in place in order to facilitate the identification of issues requiring action 01/06/05

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RECOMMENDED ACTION

26 BS24BS24 Adams House should investigate ways of improving the quantity, quality and choice of meals for boarders 01/08/05

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RECOMMENDED ACTION

27 BS26BS26 Risk assessments relating to fire should be devised and put in place 01/05/05

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RECOMMENDED ACTION

28 BS26BS26 Adams House should request that the Fire Officer visit to discuss outstanding matters from the last fire inspection and to provide advice regarding any other issues the House has identified. In the meantime, fire doors should not be propped open and combustible material should be removed from areas where they might present a fire risk 01/04/05

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RECOMMENDED ACTION

29 BS29BS29 Risk assessments relating to high risk activities undertaken by boarders should be put in place and there should be recorded evidence that these activities are competently supervised and accompanied by adequate and appropriate safety measures 01/06/05 Thomas Adams School Page 15 30 BS31BS31 Duty rotas of all staff on duty during the week should be published for the benefit of boarders and staff 01/04/05

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RECOMMENDED ACTION

31 BS33BS33 The Lower School Boys accommodation should be covered at night by the presence of a full member of staff sleeping in the accommodation 01/04/05

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RECOMMENDED ACTION

32 BS33BS33 A system by which all boarders and staff accommodated at night can be easily identified should be put in place, for use in an emergency which might require it 01/04/05

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RECOMMENDED ACTION

33 BS34BS34 Up-to-date job descriptions for boarding roles should be held on all staff files, together with records of supervision, appraisal and recent training in boarding practise and child protection 01/09/05

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RECOMMENDED ACTION

34 BS35BS35 Adams House should update the Handbook and the House policies to include all elements required under the National Minimum Boarding Standards, to reflect actual practise in the Boarding School and to distinguish clearly between Local Education Authority procedures and procedures in the School. The documents should be made available to all staff and training in amended policies and procedures highlighted 01/09/05

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RECOMMENDED ACTION

35 BS38BS38 The recruitment process for staff at Adams House should cover the elements detailed in standard 38 and staff files should be organised and indexed appropriately. The use of a check sheet at the front of each file should be considered as an effective means of monitoring information held on files. There should be a full staff list of staff who work, however, occasionally, at Adams House. 01/04/05

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RECOMMENDED ACTION

36 BS39BS39 A satisfactory Criminal Records Bureau check should be held before any newly appointed member of staff begins work at Adams House 01/04/05

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RECOMMENDED ACTION

37 BS40BS40 Adams House should put in place a rolling programme of maintenance and refurbishment which addresses findings under Standard 40 01/09/05

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RECOMMENDED ACTION

38 BS41BS41 Adams House should risk assess security of the school and school site in relation to those findings under Standard 41 01/06/05

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RECOMMENDED ACTION

39 BS42BS42 Adams House should address findings under Standard 42 in a rolling programme of maintenance 01/09/05

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RECOMMENDED ACTION

40 BS42BS42 Adams House should review the provision of adequate lighting and adequate sized desks for all study areas 01/09/05

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RECOMMENDED ACTION

41 BS48BS48 The arrangements for use of the ‘sick room’ should be clarified for boarders, parents and staff 01/09/05 Thomas Adams School Page 16 42 BS44BS44 Adams House should prioritise the programme of refurbishment of bathroom and shower areas and should review the privacy of each area. Water temperatures should be controlled for safety and adequate for purpose 01/06/05

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RECOMMENDED ACTION

43 BS46BS46 Adams House should review the use of the quiet room when it is converted and consider whether additional quiet space would be appreciated and used by boarders 01/09/05

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RECOMMENDED ACTION

44 BS47BS47 Adams House should put risk assessments in place for indoor and outdoor areas used by boarders and should look particularly at those findings under Standard 47 01/06/05

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RECOMMENDED ACTION

To create new table rows press ‘tab’ with cursor in the last row/cell above.

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RECOMMENDED ACTION

¦#ZTRECO¦# Use Section 3 button to insert Standards in the Refer to Standard column

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ADVISORY RECOMMENDATIONS

Identified below are advisory recommendations on welfare matters addressed in the main body of the report and based on the National Minimum Standards, made for consideration by the school. No Refer to Standard* Insert Here Recommendation

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ADVISORY RECOMMENDATIONS

1 BS5BS5 Consideration should be given to providing additional details of the appeals process which is part of the complaints procedure and to indicating timescales for written responses to complaints in the next Handbook

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ADVISORY RECOMMENDATIONS

2 BS6BS6 Consideration should be given to including details of the PHSE course which boarders follow, in the policy documents and the Adams House Handbook

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ADVISORY RECOMMENDATIONS

3 BS11BS11 Consideration should be given to surveying boarders’ views on the arrangement of the common rooms and the activities available in them

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ADVISORY RECOMMENDATIONS

4 BS14BS14 Consideration should be given to the appointment of an independent Counsellor

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ADVISORY RECOMMENDATIONS

5 BS15BS15 Consideration should be given to providing additional nursing support and availability to boarders

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ADVISORY RECOMMENDATIONS

6 BS17BS17 Consideration should be given to devising a method by which full information can be requested prior to the admission of any boarder to Adams House.

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ADVISORY RECOMMENDATIONS

7 BS18BS18 Consideration should be given to providing EFL support to boarders’ whose first language is not English and to investigating access to interpretation services for emergency situations in which they might be needed Thomas Adams School Page 17 8 BS32BS32 The policy relating to boarders who are temporarily away from the school site should be expanded to include transport arrangements To create new table rows press ‘tab’ with cursor in the last row/cell above. *Note: You may refer to the relevant standard in the remainder of the report by omitting the 2-letter prefix. E.g. BS10 refers to Standard 10. Thomas Adams School Page 18

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PART B INSPECTION METHODS & FINDINGS

The following Inspection Methods have been used in the production of this report.

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PART B INSPECTION METHODS & FINDINGS

Direct Observation YES Pupil guided tour of accommodation YES Pupil guided tour of Recreational Areas YES

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PART B INSPECTION METHODS & FINDINGS

Checks with other Organisations and Individuals • Social Services YES • Fire Service YES • Environmental Health YES • DfES YES • School Doctor YES • Independent Person or Counsellor NO • Chair of Governors YES ‘Tracking’ individual welfare arrangements YES Group discussion with boarders YES Group interviews with House staff teams YES Group discussion with ancillary staff YES Group discussion with Gap students NO Individual interviews with key staff YES Boarders' survey YES Meals taken with pupils YES Early morning and late evening visits YES Invitation to parents to comment YES Inspection of policy / practice documents YES Inspection of Records YES Visit to Sanatorium YES Visits to lodgings NO Individual interviews with pupil(s) NO

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PART B INSPECTION METHODS & FINDINGS

Date of Inspection 08/11/04 Time of Inspection 0900 Duration of Inspection (hrs.) 91.5 Number of Inspector Days spent on site 11.5

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Pre-inspection information and the Head’s evaluative statement, provided by the

school, have also been taken into account in preparing this report. Thomas Adams School Page 19

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NUMBER OF BOARDERS (FULL TIME + WEEKLY) AT TIME OF INSPECTION:

The following pages summarise the key findings and evidence from this inspection, together with the CSCI assessment of the extent to which standards have been met. The following 4-point scale is used to indicate the extent to which standards have been met or not met by placing the assessed level alongside the phrase "Standard met?"

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NUMBER OF BOARDERS (FULL TIME + WEEKLY) AT TIME OF INSPECTION:

The 4-point scale ranges from: 4 - Standard Exceeded (Commendable) 3 - Standard Met (No Shortfalls) 2 - Standard Almost Met (Minor Shortfalls) 1 - Standard Not Met (Major Shortfalls)

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NUMBER OF BOARDERS (FULL TIME + WEEKLY) AT TIME OF INSPECTION:

"0" in the "Standard met" box denotes standard not assessed on this occasion. "9" in the "Standard met" box denotes standard not applicable. “X” is used where a percentage value or numerical value is not applicable. Thomas Adams School Page 20

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The intended outcomes for the following set of standards are:

• A suitable statement of the school's boarding principles and practice should be available to parents, boarders and staff. • Boarders are protected from bullying. • Boarders are protected from abuse. • Use of discipline with boarders is fair and appropriate. • Boarders' complaints are appropriately responded to. • Boarders' health is promoted. • Safeguarding and promoting boarders' health and welfare are supported by appropriate records.

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A suitable statement of the school’s boarding principles and practice should be

available to parents, boarders and staff. Key Findings and Evidence Standard met? 2

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A suitable statement of the school’s boarding principles and practice should be

A statement of the school’s boarding principles and practice is included in the Handbook for 2004-2005 and is available to parents, boarders and staff. This statement includes the aims and organisation of boarding at the school, but does not currently cover admission criteria. The list of staff in the Handbook is now out of date and the position held by one current member of staff is not indicated.

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A suitable statement of the school’s boarding principles and practice should be

Although the Handbook refers to the Commission for Social Care Inspection, there is no description of its functions in relation to complaints from parents or boarders.

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A suitable statement of the school’s boarding principles and practice should be

The school’s policies and procedures have been updated in 2004. There is reference to the Children’s Homes Regulations, which is confusing and which is not required in this document.

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A suitable statement of the school’s boarding principles and practice should be

There is a comprehensive index of policies and practices, which cover all aspects of boarders’ welfare. Some of these policies are LEA policies which have not yet been adapted to reflect actual practice within the boarding school.

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A suitable statement of the school’s boarding principles and practice should be

Some of the policies require further consideration and will be identified individually under the relevant standards in this report.

p.22

A suitable statement of the school’s boarding principles and practice should be

The Handbook states that, ‘We aim to make Adams House a real home with a family atmosphere. It’s just that our family is larger than most’ and several boarders referred to this statement positively, and humorously, during the period of the inspection. Thomas Adams School Page 21

p.22

The school should have an effective policy on countering bullying, which is known to

parents, boarders and staff and which is implemented successfully in practice. Key Findings and Evidence Standard met? 3

p.23

The school should have an effective policy on countering bullying, which is known to

Adams House has included an anti-bullying commitment in its policies and in its Handbook for 2004-2005. This commitment is also included in the prospectus for The Thomas Adams School Wem prospectus which means that there is consistency for boarders across both their boarding and school lives. The commitment makes clear that bullying is unacceptable, that boarders should feel able to talk to staff if they feel they are being bullied and that staff will address any instances of bullying with both any perpetrators or any victims of bullying.

p.23

The school should have an effective policy on countering bullying, which is known to

There is a statement on the prevention of bullying which is included with the school’s policies. This statement details actions to be taken.

p.23

The school should have an effective policy on countering bullying, which is known to

It was clear from reports from staff and prefects and from boarders’ questionnaire responses, that bullying is not tolerated at Adams House and is not considered to be a major problem by boarders. One report indicated that bullying didn’t happen because the small number of boarders at the school were all ‘close’ and any problems would be noticed and dealt with.

p.23

The school should have an effective policy on countering bullying, which is known to

Prefects identified that because they are encouraged to ‘mix’ with all of the students within the main house, they are more able to identify any potential bullying situations.

p.23

The school should have an effective policy on countering bullying, which is known to

The house parent spoken to identified that occasionally ‘ teenage’ behaviour occurs where an individual is sent to Coventry or ‘left out’ of what’s going on. She stated that, when this does occur, she and the other senior staff encourage the students to discuss their differences and sort it out, without showing favouritism to the ostracised person.

p.23

The school should have an effective policy on countering bullying, which is known to

It was reported that boarders who have experienced bullying at school have been supported by boarding staff.

p.23

Child Protection Committee procedures, and is known to staff and, as appropriate, to

older boarders in positions of responsibility. Key Findings and Evidence Standard met? 2

p.24

Child Protection Committee procedures, and is known to staff and, as appropriate, to

The school has a written child protection policy which refers to the local Area Child Protection Committee procedures and guidelines, although it does not include a stated requirement that a referral is made within 24 hours to the local social services department regarding any allegations or suspicions of abuse.

p.24

Child Protection Committee procedures, and is known to staff and, as appropriate, to

Procedures for staff to follow in the event of an allegation or suspicion are included in the policy, but the steps which need to be taken are not included in detail and are not in the form of an easy to follow flow chart. However, the basic policy that staff should refer to a senior member of staff, or directly to Social Services, is clear.

p.24

Child Protection Committee procedures, and is known to staff and, as appropriate, to

In practice, Adams House child protection system is closely linked with that of The Thomas Adams School. The member of staff with responsibility for child protection matters is involved in training staff in-house in relation to child protection procedures and would also be involved in any referrals made from the boarding school to Social Services, through the Head of Boarding. It was noted that, although no recent child protection referrals have been made from Adams House, there was no recording system in the boarding school which would identify such referrals and it was agreed that such a system would be beneficial.

p.24

Child Protection Committee procedures, and is known to staff and, as appropriate, to

The child protection system within was found to be clearly established in the school, with formal half-termly meetings between the school and welfare agencies and records of referrals and concerns maintained. It was evident that there were clear lines of communication to the local authority child protection system. It was also evident that any disagreements regarding child protection matters would be handled appropriately and representations made.

p.24

Child Protection Committee procedures, and is known to staff and, as appropriate, to

Both the individual with responsibility for child protection matters in the school and the Head of Boarding have experience of the child protection system, having attended strategy meetings and case conferences.

p.24

Child Protection Committee procedures, and is known to staff and, as appropriate, to

Although most staff indicated that they had had some child protection training since joining the school, this was not found to be the case with at least one new member of staff.

p.24

Child Protection Committee procedures, and is known to staff and, as appropriate, to

Staff have received some internal training on child protection, either through a professional development day at the beginning of the school year, or from the Head of Boarding. Gap students who arrive during the school year are also provided with this training and reported that they had received some verbal instruction from the Head of Boarding.

p.24

Child Protection Committee procedures, and is known to staff and, as appropriate, to

It is understood that further in-house child protection training is scheduled for the Head of Boarding and for house parents.

p.24

Child Protection Committee procedures, and is known to staff and, as appropriate, to

Prefects stated that they had received some instruction on child protection from the Head of Boarding. They were aware that they should inform any boarder who confided in them that they might have to pass on information to a member of staff. Thomas Adams School Page 23 Ancillary staff who spoke to the inspection team had been provided with some written guidance regarding child protection matters and were clear that they would refer any concerns to a senior member of staff.

p.24

Child Protection Committee procedures, and is known to staff and, as appropriate, to

During the inspection there was discussion of the recent changes which have taken place with regard to the management of the Boarding School. It was agreed that the introduction of regular scheduled meetings between the Head of Boarding and the individual with responsibility for child protection matters within the school would now formalise the working systems.

p.25

Child Protection Committee procedures, and is known to staff and, as appropriate, to

A policy is in place regarding any boarder who is missing from Adams House. Staff indicated that the longest period during which a boarder might be missing without this being apparent was between the end of school and the evening meal. However, staff and gap students reported that, because of the small number of boarders accommodated, they would generally be aware if a boarder was attending a school activity after school and would make enquiries if they were concerned about a boarders’ whereabouts.

p.25

The school should have, and follow, a fair and appropriate policy on behaviour,

discipline and use of punishments, known to boarders, staff and parents. Key Findings and Evidence Standard met? 2

p.25

The school should have, and follow, a fair and appropriate policy on behaviour,

The school runs a ‘status method’ where pupils are rewarded for good and responsible behaviour by being awarded a higher status. All boarders who responded had a sound knowledge of the status system, as did the staff who employ it.

p.25

The school should have, and follow, a fair and appropriate policy on behaviour,

The system, along with house and sixth form rules, are described in the Adams House Handbook.

p.25

The school should have, and follow, a fair and appropriate policy on behaviour,

Loss of status penalties include getting up earlier, going to bed earlier, extra household chores or some extra homework.

p.25

The school should have, and follow, a fair and appropriate policy on behaviour,

No excessive or idiosyncratic punishments are employed, according to the system, although one of the punishments (for boarders on a 1*) involved getting up early to have breakfast and it was felt that this could be seen as breakfast being a punishment rather than the getting up early.

p.25

The school should have, and follow, a fair and appropriate policy on behaviour,

Boarders reported, however, that they found the status system fair, although there were some reports of a lack of consistency in application. It is acknowledged that the staffing situation in relation to houseparents was likely to have accounted for some of these reports.

p.25

The school should have, and follow, a fair and appropriate policy on behaviour,

A record of major punishments is kept, but it is not clear that this is being regularly monitored by the Head of Boarding or the Head Teacher as the record was not being signed off.

p.25

The school should have, and follow, a fair and appropriate policy on behaviour,

No policy relating to permissible forms of restraint was found, although it is understood that there is such a policy in The Thomas Adams School. There were, however, no reports from boarders that they were restrained in Adams House. Thomas Adams School Page 24

p.25

The school should have, and follow, an appropriate policy on responding to

complaints from boarders and parents. Key Findings and Evidence Standard met? 2

p.26

The school should have, and follow, an appropriate policy on responding to

The school has an updated complaints procedure in place. This is described in the Handbook for 2004-2005 and is included in the policy document. It is, therefore, available to parents and boarders.

p.26

The school should have, and follow, an appropriate policy on responding to

The Head of Boarding is the first contact for complaints concerning welfare issues for boarders and, as the school is now managed by the Local Education Authority, matters can be referred to the Head Teacher if a complainant is not happy with the outcome of contact with the Boarding School. The Handbook could include further information about the appeals process, which is available if a complainant is not happy with the response provided by the Head Teacher.

p.26

The school should have, and follow, an appropriate policy on responding to

The policy includes reference to the Commission for Social Care Inspection, although there is no description of the Commission’s role in relation to complaints about boarders’ welfare.

p.26

The school should have, and follow, an appropriate policy on responding to

A clear description was provided of how any complaint would be responded to, including timescales for making contact with the complainant. Timescales for responding in writing to complaints are not currently detailed in the Handbook or the policy document.

p.26

The school should have, and follow, an appropriate policy on responding to

Records of complaints were reviewed. While these records contained much information about how complaints had been received and handled, there was no central record of all complaints. Without such a record it is difficult to track the progress of responses to complaints, outcomes of complaints and to monitor complaints for the possible emergence of any trends or patterns.

p.26

The school should have, and follow, an appropriate policy on responding to

Boarders who spoke to the inspectors said that they would make any complaint they might have to the Head of Boarding.

p.26

The school should have, and follow, an appropriate policy on responding to

There were some reports from boarders that they or their parents had made complaints, in this case regarding the standard of catering, but that they had not had any formal response to these complaints. It was not clear whether these complaints had been made since the start of this academic year.

p.26

The school should have, and follow, an appropriate policy on countering major risks

to health, including substance abuse. Key Findings and Evidence Standard met? 2

p.27

The school should have, and follow, an appropriate policy on countering major risks

Policies are in place regarding major risks to health and these include a policy regarding substance abuse.

p.27

The school should have, and follow, an appropriate policy on countering major risks

This policy, whilst comprehensive is a little misleading. It states ‘ If a member of the school or house has reason to suspect that a boarder is misusing drugs he or she must report the situation to the head of boarding who will decide if further investigation or a drug test is warranted’. This could have legal implications and runs the risk of any samples being contaminated. The section headed ‘investigation into possible misuse’ identifies a procedure entitled ‘ Urine testing for drugs: standard procedure for sample collection, July 1996’. The House must ensure that this is the most recent procedural guidance.

p.27

The school should have, and follow, an appropriate policy on countering major risks

Not all student files sampled had a parental / guardian consent form, to perform testing, completed, despite it being a condition of acceptance of a new boarder to the House that a signed consent form is returned.

p.27

The school should have, and follow, an appropriate policy on countering major risks

It is understood that there is no similar policy in place in The Thomas Adams school.

p.27

The school should have, and follow, an appropriate policy on countering major risks

The policy on smoking is not in line with appropriate current practice and needs to be amended to include the provision made for sixth form smokers.

p.27

The school should have, and follow, an appropriate policy on countering major risks

Personal, social and health education is provided by The Thomas Adams School and, although this was not established directly at the inspection, it is presumed that the content of the PHSE course will be in line with PHSE courses in other Local Authority schools and in line with the requirements of standard 6. It would be appropriate for the content of the course to be included in Adams House policy document and, in an abbreviated version, in the school’s Handbook. Thomas Adams School Page 26

p.27

Adequate records should be kept in relation to individual boarders' health and welfare

needs and issues. Key Findings and Evidence Standard met? 1

p.28

Adequate records should be kept in relation to individual boarders' health and welfare

A card system was in place in the office, on which records of health matters were recorded. However, the entries on these cards were considered to be too brief and insufficiently detailed. They were found, also, not always to have been completed in a timely manner.

p.28

Adequate records should be kept in relation to individual boarders' health and welfare

These cards should, ideally be held in a locked container and kept within the locked medical cupboard where there is restricted access. Such an arrangement would also increase the likelihood of records being made regularly and immediately where necessary.

p.28

Adequate records should be kept in relation to individual boarders' health and welfare

In some cases, notes were found in the ‘handover’ book which should clearly have been entered onto boarders’ health record cards. There may be confidentiality issues associated with entering personal information in the ‘handover’ book which should be considered by staff before any entries are made. Some health information may only be required on a ‘need to know’ basis. Some entries may need to refer individual members of staff to health records in order to avoid the privacy of some personal information being compromised.

p.28

Adequate records should be kept in relation to individual boarders' health and welfare

The records sampled did not contain any information on the boarders’ welfare despite several files seen clearly demonstrating that there were boarders who had or had had some welfare needs.

p.28

Adequate records should be kept in relation to individual boarders' health and welfare

Adams House does not yet have clear policies with regard to the administration, ordering, storage of medication or to completed medications. No policy is yet in place in relation to ‘homely remedies’ or self-medication. Thomas Adams School Page 27

p.28

The intended outcomes for the following set of standards are:

• There is clear leadership of boarding in the school. • Crises affecting boarders' welfare are effectively managed. • The school's organisation of boarding contributes to boarders' welfare. • Boarders have access to a range and choice of activities. • Boarders are enabled to contribute to the operation of boarding in the school. • The operation of any prefect system safeguards and promotes boarders' welfare. • Boarders receive personal support from staff.

p.29

There should be clear management and leadership of the practice and development of

boarding in the school. Key Findings and Evidence Standard met? 2

p.29

There should be clear management and leadership of the practice and development of

The responsibility for the management of Adams House has recently transferred from Adams House Trust to the Local Education Authority. The post of Head of Boarding remains and a new postholder was appointed in July 2004. The practice and development of boarding is now led by the Head Teacher of the Thomas Adams School and the Head of Boarding at Adams House.

p.29

There should be clear management and leadership of the practice and development of

The Board of Governors of the school and the Trustees have overseen the transfer to the Local Authority. The Trust will continue to exist and there will continue to be foundation governors on the School’s Board of Governors, which will provide continuity for the Boarding House. The Finance Committee is currently responsible for Boarding School matters but, in the new year, a Boarding School Committee will be in place which will be responsible for the overall management of Adams House.

p.29

There should be clear management and leadership of the practice and development of

Those staff who were spoken to were clear about the changes which had occurred and were clear that the Head of Boarding was their first point of contact for any welfare issues relating to boarders. They were also aware of the role of the Head Teacher and many positive comments were received on the active involvement of the Head since the transfer.

p.29

There should be clear management and leadership of the practice and development of

Discussions with the Chair of Board of Governors for the Thomas Adams School indicated that the Board have monitoring systems in place for the school and that these will also be put in place for Adams House.

p.29

There should be clear management and leadership of the practice and development of

There are tensions between the requirements of the National Minimum Standards for Boarding Schools and some Local Education Authority policies and procedures. It was acknowledged that policies and procedures for Adams House needed to be ‘free-standing’ and that the Governors responsible for the House would use the National Minimum Standards to ensure that the House was being managed in line with theses Standards.

p.29

There should be clear management and leadership of the practice and development of

Line management is provided for the Head of Boarding by the Head Teacher. Regular meetings are in place, at which support and advice are provided and at which monitoring of the running of Adams House can take place. This system is clearly effective but there is currently no provision for professional supervision or development for the Head of Boarding. Thomas Adams School Page 28 This was felt to be an area which should be developed, in order to maintain and develop good practice, to reduce the potential isolation of the role.

p.29

welfare

Key Findings and Evidence Standard met? 2

p.30

welfare

There are standard Local Education Authority procedures in place for major emergencies which, it was indicated, would be followed in the event of any emergency within the Boarding House. There is a policy in place, for Adams House, which refers to Shropshire County Council’s guidelines in ‘Managing Responses to Major Incidences in Schools’.

p.30

welfare

This was, however, felt to be an area where LEA policies and procedures would not automatically cover all potential emergency situations within Adams House. For example, the Boarding School has no written plans for the actions which would need to be taken in the event of a major outbreak of a contagious illness or for plans which would need to be in place were there to be a fire or other event which prevented use of the boarding houses.

p.30

welfare

Liaison with Shropshire County Council’s Emergency Response Team would not only enable Adams House to produce plans which fitted the individual circumstances of the Boarding School, but would ensure that the Emergency Response Team were aware that the Boarding School might need a different response from other schools.

p.30

welfare

Such plans would also enable Adams house to demonstrate that staff would be able to do what was reasonable to safeguard and promote the welfare of any boarder or boarders involved in such an emergency. Thomas Adams School Page 29

p.30

The organisation of boarding houses or units should operate satisfactorily and

provide appropriate protection and separation of boarders by age and gender. Key Findings and Evidence Standard met? 2

p.31

The organisation of boarding houses or units should operate satisfactorily and

Boarders are accommodated in five separate boarding houses. Lower sixth form and upper sixth form girls live in two adjoining houses. These are separated from the house in which the sixth form boys live, by staff accommodation. These four houses are part of a terrace.

p.31

The organisation of boarding houses or units should operate satisfactorily and

The lower school girls are accommodated on the first floor of the Main School Building and the lower school boys are accommodated on two floors of the relatively modern block which is situated behind the Main School, but is not attached to it.

p.31

The organisation of boarding houses or units should operate satisfactorily and

Given the differing ages and types of buildings in which boarders are accommodated, there are discrepancies between the physical provision across houses and the facilities provided, although not between the provision for different genders or ages of boarders.

p.31

The organisation of boarding houses or units should operate satisfactorily and

The sixth form girls share a common room with the sixth form boys. This is situated in the boys’ house. They have a very small area in one of the girls’ boarding houses, with a television, two settees and a telephone. It is acknowledged that this small area was created in order to enable the sixth form girls to have a common space in their own houses, as well as the shared use of the sixth form boys’ common room, but it is felt that they are somewhat disadvantaged by these arrangements. It was noted that the siting of the common room, beyond the key pad, potentially allows sixth form girls access to sixth form boys private accommodation.

p.31

The organisation of boarding houses or units should operate satisfactorily and

With the exception of this observation, sleeping areas, recreational areas, toilet and bathroom provision are reasonably separated for boarders of significantly different ages. Thomas Adams School Page 30

p.31

There should be an appropriate range and choice of activities for boarders outside

teaching time. Key Findings and Evidence Standard met? 3

p.32

There should be an appropriate range and choice of activities for boarders outside

The responses to the Boarders’ Questionnaires indicated that 40% of them felt that activities were average or below average although, by the time of the inspection, boarders were reporting that the availability of activities was increasing. Some students stated that there was not a lot to do, especially if you did not like sports. Sports sessions currently take place twice a week.

p.32

There should be an appropriate range and choice of activities for boarders outside

It was clear that there had been mitigating circumstances, which had led to a certain sense of dissatisfaction about activities, but that the situation was improving.

p.32

There should be an appropriate range and choice of activities for boarders outside

At the weekend following the inspection, a visit to a local ice rink and shopping centre was being organised and there was to be a ‘Birds of Prey’ display at the school.

p.32

There should be an appropriate range and choice of activities for boarders outside

Boarders were found to have free time, in which they undertook activities or spent time in common rooms or walked to the shops. It was indicated that boarders were discouraged from walking on their own, for safety’s sake.

p.32

There should be an appropriate range and choice of activities for boarders outside

The common rooms in both the Main House and the Sixth Form Boys House were seen and reported to be well-used. A piano and table tennis table are available in the Main House common room and there is a television and playstation in the sixth form boys common room.

p.32

There should be an appropriate range and choice of activities for boarders outside

Although the sixth form common room was not seen ‘in action’ during the inspection, it was reported that there was some competition for the television and the playstation, between the girls and the boys. It was not established whether this competition was detrimental to either side or whether a balance was held between the competing demands. In the Main House common room, the quieter area is not separated from the area in which boarders play the piano and table tennis.

p.32

There should be an appropriate range and choice of activities for boarders outside

Boarders have internet access, which is suitably safeguarded, although it was understood that not all computers were working at all times. Thomas Adams School Page 31

p.32

Standard 12 (12.1 - 12.2)

Boarders have opportunity to contribute views to the operation of boarding provision. Key Findings and Evidence Standard met? 2

p.33

Standard 12 (12.1 - 12.2)

Boarders are able to contribute their views to the operation of boarding provision through Prefects’ meetings, catering meetings and House meetings.

p.33

Standard 12 (12.1 - 12.2)

Prefects stated that they had fortnightly meetings with the Head of Boarding. House group meetings take place twice a term, but there were some reports of a diffidence about speaking at these meetings and that most contributions were made by prefects. It was reported that these meetings were ‘sometimes’ useful and ‘sometimes’ not.

p.33

Standard 12 (12.1 - 12.2)

A Catering Book was seen, in which boarders had provided positive and negative comments about meals.

p.33

Standard 12 (12.1 - 12.2)

While there are clearly ways in which boarders can contribute their views, it was felt that a Suggestion Box could usefully be employed, as could the distribution of surveys on particular subjects or an annual questionnaire.

p.33

Standard 12 (12.1 - 12.2)

Boarders also reported that, if they raised a matter with a member of staff verbally, they would usually get an individual response. They were less clear that communication back from meetings would be as efficient. Thomas Adams School Page 32

p.33

specific duties and responsibilities, with adequate staff supervision and measures to

counter possible abuses of the role. Key Findings and Evidence Standard met? 2

p.34

specific duties and responsibilities, with adequate staff supervision and measures to

The prefects are voted in by all of the students at the end of the school year (July). The students voted in are then asked if they wish to take on those duties next year. Prefects attend a meeting at the start of the year informing them of their duties and a prefects ‘book’ is in place, which is used by each group of prefects each year. The prefects enter their ideas into this book for discussion. They receive support from the gap students and staff and learn ‘the job’ from the previous years’ prefects.

p.34

specific duties and responsibilities, with adequate staff supervision and measures to

They had not received any written guidance which specified their roles and responsibilities. Although they had received no formal induction, they had had one meeting with the Head of Boarding at the beginning of the academic year.

p.34

specific duties and responsibilities, with adequate staff supervision and measures to

It was reported that prefects do not have any powers of punishment, although it was said that they could verbally ‘tell off’ any student or withdraw any privileges. They said that they could not drop any students’ house status.

p.34

specific duties and responsibilities, with adequate staff supervision and measures to

Three of the prefects were reported to have received basic first aid training. Although they had not received child protection training per se, they were aware that they could not ‘keep secrets’ and would inform boarders that they might have to pass information to a member of staff. None of the prefects reported having received any ‘anti-bullying’ training.

p.34

specific duties and responsibilities, with adequate staff supervision and measures to

The prefect role within the school was not reported to be onerous. Prefects indicated that they have a general duty to be available to other boarders who might wish to talk to them, above and beyond their other duties. Thomas Adams School Page 33

p.34

Each boarder should have one or more members of staff to whom he or she can turn

for personal guidance or with a personal problem. Key Findings and Evidence Standard met? 3

p.35

Each boarder should have one or more members of staff to whom he or she can turn

A policy is in place relating to personal guidance for boarders. The policy indicates that there is an independent person available to boarders and this person is identified in the Adams House Handbook. The relevant section of the Handbook also provides telephone numbers for Childline and the Commission for Social Care Inspection.

p.35

Each boarder should have one or more members of staff to whom he or she can turn

The current Independent Person is the Thomas Adams School nurse, who is employed by the Health Authority. Adams House does not employ a Counsellor, although the Head Teacher is a qualified and experienced counsellor to whom boarders could be referred by the Boarding School.

p.35

Each boarder should have one or more members of staff to whom he or she can turn

All boarders who were spoken to reported that they felt there were people to whom they could turn if they needed someone to speak to, although there was some indication that confidentiality was an issue for some boarders.

p.35

Each boarder should have one or more members of staff to whom he or she can turn

CRB checks were found not to be in place for every member of Boarding House staff who might provide guidance to boarders and a recommendation regarding this has been made under standard 38. Thomas Adams School Page 34

p.35

The intended outcomes for the following set of standards are:

• Boarders receive first aid and health care as necessary. • Boarders are adequately supervised and looked after when ill. • Boarders are supported in relation to any health or personal problems. • Boarders do not experience inappropriate discrimination. • Boarders can maintain private contact with their parents and families. • Boarders' possessions and money are protected. • New boarders are introduced to the school's procedures and operation, and are enabled to settle in. • Boarders' welfare is protected in any appointment of educational guardians by the school. • Risk assessment and school record keeping contribute to boarders' welfare. • Boarders receive good quality catering provision. • Boarders have access to food and drinking water in addition to main meals. • Boarders are protected from the risk of fire. • Boarders' welfare is not compromised by unusual or onerous demands. • The welfare of any children other than the school's pupils is safeguarded and

p.36

The intended outcomes for the following set of standards are:

promoted while accommodated by the school. • Boarders' safety and welfare are protected during high-risk activities. • Boarders have appropriate access to information and facilities outside the school.

p.36

Appropriate first aid and minor illness treatment are available to boarders at all times,

with access to medical, dental and optical services as required. Key Findings and Evidence Standard met? 2

p.36

Appropriate first aid and minor illness treatment are available to boarders at all times,

There is appropriate first aid and minor illness treatment available to boarders with access to medical, dental and optical services as required. The house secretary arranges any medical appointments for the boarders. The house does not employ a designated nurse, although the Thomas Adams School nurse is used in a advisory capacity. Boarders can choose who accompanies them to any GP, hospital, dentist or optician appointment. The surgery accessed by the students enables them to see a male or female doctor or nurse so far as possible.

p.36

Appropriate first aid and minor illness treatment are available to boarders at all times,

Four staff employed within the house were reported to have a 1 st aid qualification. One example of their certificate was seen on their personal staff file.

p.36

Appropriate first aid and minor illness treatment are available to boarders at all times,

Records indicated that prescribed medication appeared to be administered to the correct person at all times.

p.36

Appropriate first aid and minor illness treatment are available to boarders at all times,

The house does not have a medicines’ policy or a protocol in place for the administration of prescription and non-prescription ‘household’ medicines to the boarders. During this inspection it was reported that no boarders hold any personal prescribed or non-prescribed medication in their rooms. All medication used at Adams House is kept in a secure location. A written record is maintained by the house of all medication administered to the boarders Thomas Adams School Page 35 but the administration records are not maintained on individual sheets.

p.36

Appropriate first aid and minor illness treatment are available to boarders at all times,

The school record currently maintained for illnesses and other medical matters is incomplete and entries are made retrospectively.

p.37

Appropriate first aid and minor illness treatment are available to boarders at all times,

Written parental permission for administration of 1 st aid and appropriate non-prescription medication was not found in any boarders’ files, nor was permission to seek medical, dental or optical treatment. Discussions with the School secretary identified that many boarders parents will not allow their son / daughter to access dental treatment as they would have to pay.

p.37

member of staff, and be able to summon staff assistance readily and rapidly when

necessary. Key Findings and Evidence Standard met? 3

p.37

member of staff, and be able to summon staff assistance readily and rapidly when

During this inspection three boarders were reported to be ‘sick’. Observations were made to demonstrate that these people were being regularly checked and monitored and that information was being handed over to responsible staff.

p.37

member of staff, and be able to summon staff assistance readily and rapidly when

It was noted that one boarder was appropriately reported sick by another boarder, to a member of staff. The boarder who was sick confirmed that she was being adequately looked after to the inspector who was on a tour of the premises in which she was accommodated.

p.37

member of staff, and be able to summon staff assistance readily and rapidly when

Boarders who are ill during the night were reportedly able to summon assistance from the duty person by mobile phone or by internal phones sited in the house parents’ vicinity.

p.37

member of staff, and be able to summon staff assistance readily and rapidly when

Those boarders who were spoken to confirmed that they were not left alone for long periods and that they always felt able to summon support. The gap students, who were working at Adams House at the time of this inspection, were seen to be catering for the needs of sick boarders in a competent manner.

p.37

member of staff, and be able to summon staff assistance readily and rapidly when

It is understood that, where a sick boarder is sharing sleeping accommodation, the other boarder or boarders will be moved to another area to allow the sick boarder privacy and to prevent the spread of infection. It was reported by Lower School Boys that they would stay in their dormitory if they were ill and a boarder was ill in the Lower School Girls dormitory during part of the inspection. Thomas Adams School Page 36

p.37

Significant health and personal problems of individual boarders should be identified

and managed appropriately. Key Findings and Evidence Standard met? 1

p.38

Significant health and personal problems of individual boarders should be identified

Adams House had identified, and was managing, significant needs of some boarders. However, the records of the good work which was being undertaken and of the links with other professional services which existed, were not adequate.

p.38

Significant health and personal problems of individual boarders should be identified

There were clear reports that Adams House was providing support to boarders who were undergoing times of personal stress and that boarders who are homesick are comforted by staff and by other boarders.

p.38

Significant health and personal problems of individual boarders should be identified

Of the six boarders’ files sampled the inspector could not identify that any of them had been supported by School in relation to any health or personal problems apart from taking them to a GP.

p.38

Significant health and personal problems of individual boarders should be identified

It is acknowledged that Adams House has not always been provided with accurate and up- to-date information about the health and personal needs of boarders, before their arrival. This was clear from records which were seen to have been received after some admissions to the school.

p.38

Significant health and personal problems of individual boarders should be identified

No written and agreed individual ‘welfare plans’ were found on any files. It was felt that the development of work in this area would be likely to form part of the proposed regular meetings between the Head of Boarding and the individual with responsibility for child protection within the school. Thomas Adams School Page 37

p.38

orientation, or academic or sporting ability. These factors are taken into account in

the care of boarders, so that care is sensitive to different needs. Key Findings and Evidence Standard met? 3

p.39

orientation, or academic or sporting ability. These factors are taken into account in

Adams House has an equal opportunities policy, although this is not yet included in the Adams House Handbook.

p.39

orientation, or academic or sporting ability. These factors are taken into account in

Throughout the duration of this inspection it was not evident that boarders were experiencing any inappropriate discrimination. The school accommodates a relatively small number of boarders and this was said, by boarders, to encourage closeness and the ability to ‘get on’ with others.

p.39

orientation, or academic or sporting ability. These factors are taken into account in

However it was not evident that pupils who do not speak English as their first language were being provided with EFL support. Resources for providing interpreters for emergency situations in which a boarder might need and want to communicate effectively in their first language were not found to be available.

p.39

orientation, or academic or sporting ability. These factors are taken into account in

Boarders are required to speak English when in social situations. It was confirmed to inspectors, by both staff and boarders, that they could communicate in their first language if they had a particular need to do so, or if they were communicating with their friends who spoke the same language, in private.

p.39

orientation, or academic or sporting ability. These factors are taken into account in

Boarders reported that efforts were made to provide meals appealing to the tastes of different groups of boarders.

p.39

Standard 19 (19.1 - 19.6)

Boarders are enabled to contact their parents and families in private. Key Findings and Evidence Standard met? 2

p.39

Standard 19 (19.1 - 19.6)

Boarders are able to contact their parents, guardians and friends via letters, telephone and e-mail. Most boarders indicated that they would use their own mobile phones to make contact, but some did comment on the lack of privacy of the house phones.

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Standard 19 (19.1 - 19.6)

It was reported that the e-mail service had been temporarily reduced due to inappropriate use by some students and two of the house telephones were not sited where a boarder could hold a reasonably private conversation. Not all phones had appropriate helpline numbers beside them

p.39

Standard 19 (19.1 - 19.6)

All boarders spoken to were in possession of a list of contact telephone numbers of people they could ring if they were in need of case of problems or distress. The list included the ‘Listener’, Childline and internal numbers for the houses, house parents and gap students. Thomas Adams School Page 38

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Reasonable protection is provided for boarders' personal possessions and for any

boarders' money or valuables looked after by the school. Key Findings and Evidence Standard met? 3

p.40

Reasonable protection is provided for boarders' personal possessions and for any

All boarders at Adams open a bank account with Barclays bank to keep their pocket money in, when they join the Boarding School.

p.40

Reasonable protection is provided for boarders' personal possessions and for any

Families of boarders are requested to send a float of £250 at the start of term to cover the cost of school trips, stationary and books.

p.40

Reasonable protection is provided for boarders' personal possessions and for any

All boarders have access to a locker within their houses, providing they pay a £5 refundable deposit. Some students request that the home’s office safely looks after their passports, tickets, visas and other important items.

p.40

Reasonable protection is provided for boarders' personal possessions and for any

This provision is in line with the policy which is in place, although this policy does not indicate all the detail above.

p.40

Reasonable protection is provided for boarders' personal possessions and for any

There were no reports of any serious problems regarding the safety of possessions, from boarders, during the inspection, although there were references to a certain amount of ‘borrowing’ which was said to occur at the beginning of a new term. Boarders appeared to be indicating that staff handled situations appropriately and that such matters were resolved amicably

p.40

Standard 21 (21.1 - 21.3)

There is an appropriate process of induction and guidance for new boarders. Key Findings and Evidence Standard met? 2

p.40

Standard 21 (21.1 - 21.3)

All new boarders at Adams House are provided with the Handbook. The current Handbook has been updated for the academic year 2004-5. The information contained in the Handbook covers most key areas, although it will benefit from the addition of references to other policies in future years. The Handbook is written in a ‘user-friendly’ style, although some students from overseas, with a limited initial grasp of English, had found difficulty in reading and understanding the information it contained.

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Standard 21 (21.1 - 21.3)

An informal mentoring system was started at the beginning of this academic year and it is understood that this will be developed in future years. The house parent spoken to identified that all new boarders are allocated older boarders and that they are supported by the gaps, house parents, tutors and prefects when they arrive at the school.

p.40

Standard 21 (21.1 - 21.3)

No structured programme of induction is currently in place at the school and it was felt that such a programme could be developed to assist new boarders to settle in, particularly those who were also having to deal with information in a foreign language. Thomas Adams School Page 39

p.40

Any guardians appointed by the school should be subject to the same recruitment

checks as staff, and their care of pupils should be monitored. Key Findings and Evidence Standard met? 9

p.41

Any guardians appointed by the school should be subject to the same recruitment

This standard does not apply to Adams House and was, therefore, not reviewed at this inspection.

p.41

records of risk assessments, punishments, complaints and accidents, to identify any

issues requiring action. Key Findings and Evidence Standard met? 1

p.41

records of risk assessments, punishments, complaints and accidents, to identify any

Records are monitored by the Head and by the Head of Boarding but, as yet, this is not happening on a regular basis and in a manner which indicates that monitoring is happening and that issues requiring action are being identified. No record is kept that such monitoring is taking place and no signatures were found on records to indicate that they had been reviewed by a senior member of staff.

p.41

records of risk assessments, punishments, complaints and accidents, to identify any

It was acknowledged during the inspection that a system needed to be developed and put in place for the monitoring of the school’s records of risk assessments, punishments, complaints and accidents.

p.41

records of risk assessments, punishments, complaints and accidents, to identify any

From discussion with senior staff it was evident that issues are identified and action is taken but, as in the case of welfare plans, the recording and evidence of monitoring which would assist in decision making and forward planning, are not yet in place. Thomas Adams School Page 40

p.41

Meals should be provided to boarders, which are adequate in quantity, quality and

choice, and provision is made for special dietary, medical or religious needs. Key Findings and Evidence Standard met? 2

p.42

Meals should be provided to boarders, which are adequate in quantity, quality and

At lunch time, boarders eat in the Thomas Adams School dining hall. Their other meals are provided in the sixth form college dining room. Meals are provided by the Company which is contracted to the Local Education Authority. It is understood that no qualified chef is employed and it was felt that the expectations on the catering staff were, therefore, greater than they should be.

p.42

Meals should be provided to boarders, which are adequate in quantity, quality and

Responses to the boarders’ and parents’ questionnaires indicated that the quality and quantity of meals was a major concern. 80% of boarders reported that the meals were average or below average and comments received during the inspection confirmed these reports.

p.42

Meals should be provided to boarders, which are adequate in quantity, quality and

Boarders indicated that they provided positive comments in the ‘Food Book’ in order to assist Catering Staff in determining which meals were most successful and popular. They did feel, however, that they rarely received responses to less positive comments and were not sure that their positive comments were noted.

p.42

Meals should be provided to boarders, which are adequate in quantity, quality and

Provision is made for special dietary needs if the catering manager is informed and four choices (two hot and two cold) of meals are available in the evening. However, concerns were expressed about the nutritional value and the balance of meals. Boarders felt that they were high in carbohydrate content, often oily and greasy and that there were not enough fresh vegetables.

p.42

Meals should be provided to boarders, which are adequate in quantity, quality and

A vegetarian option is available and meals on Mondays and Tuesdays included foods which took into account the tastes of overseas boarders. Special meals were said to be provided for special occasions, for example, Chinese New Year.

p.42

Meals should be provided to boarders, which are adequate in quantity, quality and

Boarders are able to have a cooked breakfast on Saturday, which serves as brunch and allows boarders a ‘lie in’. This brunch was, however, one of two meals on a Saturday, rather than three on other days.

p.42

Meals should be provided to boarders, which are adequate in quantity, quality and

Those boarders who spoke to the inspectors did variously report that they often did not feel full after the evening meal, that they found the meals repetitive and that they found having to choose their meals a week in advance restrictive.

p.42

Meals should be provided to boarders, which are adequate in quantity, quality and

The standard of meals provided for boarders is similar to the standard provided for pupils at the Thomas Adams School, the catering contractor being one and the same. However, it was felt that boarders were disadvantaged in comparison with pupils of the school as all their meals are all provided from the same source.

p.42

Meals should be provided to boarders, which are adequate in quantity, quality and

Boarders reported that they wait until everyone has finished their meals before notices are read out. The indicated that they would prefer it if the notices were read out at the start of the evening meal so that they could leave the dining hall when they had finished their meal.

p.42

Meals should be provided to boarders, which are adequate in quantity, quality and

It was noted that the last Environmental Health inspection took place in 2002 and that an inspection is overdue. Thomas Adams School Page 41

p.42

Boarders have access to drinking water in both boarding and teaching areas, and to

food or the means of preparing food at reasonable times in addition to main meals. Key Findings and Evidence Standard met? 3

p.43

Boarders have access to drinking water in both boarding and teaching areas, and to

Drinking water is accessible in the houses, main house, dining hall and school.

p.43

Boarders have access to drinking water in both boarding and teaching areas, and to

Crisps, chocolate, biscuits, fruit and toast is accessible outside of meal times from vending machines in the Ruscoe centre, the ‘tuck’ shop which is sited in the Main House common room and which boarders commented on positively, or the local town.

p.43

Boarders have access to drinking water in both boarding and teaching areas, and to

Boarders do have the facility to store appropriate foods but the kitchens accessible by the boarders require checking by the Environmental Health Officer.

p.43

relation to fire, together with fire drills and any routine tests recommended by the Fire

Service. Key Findings and Evidence Standard met? 2

p.43

relation to fire, together with fire drills and any routine tests recommended by the Fire

All boarders and gaps spoken to were able to identify that fire evacuation procedures are carried out at least once every term and at varying times of the day or night. Boarders who spoke to inspectors also confirmed that they knew where fire escapes and muster points were.

p.43

relation to fire, together with fire drills and any routine tests recommended by the Fire

There was evidence of weekly tests for the fire alarm system, of the regular checks of emergency light and of regular testing of fire fighting equipment. These records are kept in the Adams House office and the Bursar’s office in the Thomas Adams School. Risk assessments were not seen and it is not clear that these are in place.

p.43

relation to fire, together with fire drills and any routine tests recommended by the Fire

Adams House is disputing two of the current recommendations made by the Fire Safety Officer, one in relation to a fire door and the other in relation to door lining which had been raised as an urgent matter in the Fire Officer’s letter of 16.03.04.

p.43

relation to fire, together with fire drills and any routine tests recommended by the Fire

Several issues were noted during the inspection, which were felt to require clarification with the Fire Officer. These included the safety of the room within a room on the ground floor of the Upper Boys’ House and the condition of the escape stairs from the Lower Boys’ House. The propping open of some fire doors should be discontinued as should the storage of combustible material in a cupboard in the Main House. The fire claxon, which is sited in one of the Upper Boys’ bedrooms was felt to be inappropriate. Thomas Adams School Page 42

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that these are appropriate to the boarders concerned and do not unacceptably affect

boarders' welfare. Key Findings and Evidence Standard met? 3

p.44

that these are appropriate to the boarders concerned and do not unacceptably affect

No unusual or especially onerous demands are made on boarders at Adams House and no boarders reported that they did not have a reasonable amount of free time each day.

p.44

The welfare of any children accommodated at the school, other than pupils, is

protected. Key Findings and Evidence Standard met? 3

p.44

The welfare of any children accommodated at the school, other than pupils, is

Adams House does provide accommodation overnight for visiting children and young people, on occasions, such as when potential boarders visit the school.

p.44

The welfare of any children accommodated at the school, other than pupils, is

These children and young people are appropriately noted in the staff duty book and are signed in as visitors. Their welfare is protected in line with the procedures in place for boarders.

p.44

Identifiably high-risk activities provided for boarders should be competently

supervised and accompanied by adequate and appropriate safety measures. Key Findings and Evidence Standard met? 1

p.44

Identifiably high-risk activities provided for boarders should be competently

At no point during this inspection did the inspector find any risk assessments having been completed enabling boarders to use and participate in various activities both in house and externally.

p.44

Identifiably high-risk activities provided for boarders should be competently

There were no guidelines available to suggest the number of staff who should accompany students outside of the house.

p.44

Identifiably high-risk activities provided for boarders should be competently

No written consent was seen in boarders’ files on Adams House identifying that they could or could not participate in activities held by the house. There may have been assessments in place at the Thomas Adams School, but it is felt that this is an area where the separation between the Boarding School and the Thomas Adams School should be clearly distinguished.

p.44

Identifiably high-risk activities provided for boarders should be competently

This was acknowledged by Adams House during the inspection and, as the transfer of the House to the school has now been effected, there is potential to develop the separation of systems where needed. Thomas Adams School Page 43

p.44

Boarders have access to information about events in the world outside the school,

and access to local facilities, which is appropriate to their age. Key Findings and Evidence Standard met? 3

p.45

Boarders have access to information about events in the world outside the school,

Boarders have access to information about events in the world outside the school and can access local facilities which are appropriate to their age. Their attendance at the Thomas Adams School means that they are in contact with pupils who are involved in local activities and who have different experiences from their own. It was noted and reported that boarders establish and maintain friendships with pupils from the school.

p.45

Boarders have access to information about events in the world outside the school,

Daily newspapers were seen in the main house, televisions were sited in all common rooms and the Main House was connected to Sky. Boarders have Internet access which potentially provides access to reports of world events. The sixth form boys indicated that they would like Sky to be accessible in their common room in order to be able to watch sport more frequently. There is an argument that keeping up with international sporting events extends a young person’s ‘world view’.

p.45

Boarders have access to information about events in the world outside the school,

Boarders are not allowed to access the local town alone. They must go out in two’s or in groups. They are supervised when they use local facilities or when they are taken to Shrewsbury for outings. Thomas Adams School Page 44

p.45

The intended outcomes for the following set of standards are:

• Boarders are adequately supervised by staff. • Staff exercise appropriate supervision of boarders leaving the school site. • Boarders are adequately supervised at night. • Boarders are looked after by staff with specific boarding duties, with adequate induction and continued training. • Boarders are looked after by staff following clear boarding policies and practice. • There are sound relationships between staff and boarders. • Boarders' personal privacy is respected. • There is vigorous selection and vetting of all staff and volunteers working with boarders. • Boarders are protected from unsupervised contact at school with adults who

p.46

and deployment for the age, number and needs of boarders, and the locations and

activities involved. Key Findings and Evidence Standard met? 2

p.46

and deployment for the age, number and needs of boarders, and the locations and

During the period of this inspection Adams House one of the three Houseparents was on sick leave and one was suspended pending the outcome of a disciplinary investigation. While additional staff from the school were covering for these absences and the four gap students were providing excellent support, no formal rota of staff on duty was on view.

p.46

and deployment for the age, number and needs of boarders, and the locations and

A record was seen of weekend working, but boarders spoken to did not know who was on duty on the night in question after school.

p.46

and deployment for the age, number and needs of boarders, and the locations and

It was recognised that the staffing difficulties at the time of the inspection were likely to be resolved in the near future. However, it was also felt that duty rotas needed to be published in future, for the benefit of both boarders and staff.

p.46

and deployment for the age, number and needs of boarders, and the locations and

The boarding staff group in day to day contact with boarders did include two male staff members and two male gap students and efforts to maintain this gender balance on the staff group would be in the best interests of the boarders.

p.46

and deployment for the age, number and needs of boarders, and the locations and

Houseparents are supported in their role by gap students. Several teaching staff from the Thomas Adams School are also available to undertake occasional boarding duties. Thomas Adams School Page 45

p.46

responsibility of a duty member of staff, and are able to contact a member of staff in

an emergency. Key Findings and Evidence Standard met? 3

p.47

responsibility of a duty member of staff, and are able to contact a member of staff in

Adams House has clear signing in and out procedures for boarders who are temporarily away from the school site. Because of the relatively small number of boarders, staff on duty are aware of the whereabouts of each boarder and alert to their safety.

p.47

responsibility of a duty member of staff, and are able to contact a member of staff in

There is a policy relating to the safety of students, but it is brief and does not cover transport matters. These are clearly covered for the Thomas Adams School but need to be stated for Adams House separately.

p.47

responsibility of a duty member of staff, and are able to contact a member of staff in

Gap students were not seen to be left alone in charge of boarders without a supervising member of staff contactable on site or accompanying them when away from the school.

p.47

Staff should be present, and accessible to boarders as necessary, in each boarding

house at night. Key Findings and Evidence Standard met? 2

p.47

Staff should be present, and accessible to boarders as necessary, in each boarding

Staff are present and available to sixth form girls and boys at night. Houseparent accommodation is situated between the accommodation for these boarders with interconnecting doors. At the time of the inspection, one Houseparent also had accommodation in a room on the upper floor of the sixth form girls accommodation.

p.47

Staff should be present, and accessible to boarders as necessary, in each boarding

Lower School Girls, who are accommodated in the Main House, are able to call on the Head of Boarding at night, as her family accommodation is on the ground floor of this building. The Head of Boarding’s husband, who is also Head of PE at the Thomas Adams School, also has boarding responsibilities.

p.47

Staff should be present, and accessible to boarders as necessary, in each boarding

The Lower School Boys accommodation was covered, at the time of the inspection, by two male gap students, each of whom had a room on one floor of this house. Although the gap students were aware that they could and should call on either the Head of Boarding or her husband in the event of a boarder requiring assistance at night, this arrangement was not felt to meet Minimum Standards as gap students are not full members of staff.

p.47

Staff should be present, and accessible to boarders as necessary, in each boarding

This matter was discussed with Adams House both at and after the insepction and it was agreed that the situation would be reviewed.

p.47

Staff should be present, and accessible to boarders as necessary, in each boarding

Boarders have access to staff mobile numbers and indicated that they would know who to contact in the event of an emergency.

p.47

Staff should be present, and accessible to boarders as necessary, in each boarding

Although signing in books are present on houses it was felt that there was no clear and easily accessible list of boarders on each house which could be used in the event of an emergency, for example, if there were a fire at night. Thomas Adams School Page 46

p.47

induction training in boarding when newly appointed, and receive regular review of

their boarding practice, with opportunities for continuing training in boarding. Key Findings and Evidence Standard met? 1

p.48

induction training in boarding when newly appointed, and receive regular review of

All staff files were sampled during this inspection and no relevant and up to date job descriptions were found.

p.48

induction training in boarding when newly appointed, and receive regular review of

The role of the spouses within the House was not clear within their personal files or in the policies of Handbook for Adams House, although it was clearly understood within the School.

p.48

induction training in boarding when newly appointed, and receive regular review of

Only the Head of Boarding and her spouse had received training in boarding practise. There were no records of supervision for staff, including ancillary staff and no appraisal system regarding boarding responsibilities.

p.48

induction training in boarding when newly appointed, and receive regular review of

This is an area in which development is clearly needed, now that the transfer of the Boarding School has been effected. As with other areas, there need to be clear policies and procedures for Adams House which distinguish between LEA policies and procedures for schools and the National Minimum Standards for Boarding Schools.

p.48

induction training in boarding when newly appointed, and receive regular review of

It was clear from discussions with the Head Teacher and the Head of Boarding that the need for clear definitions of roles and responsibilities was recognised and that actions had already been taken in some areas to formalise arrangements. It is acknowledged that the recent transfer of management of the school is providing the opportunity for Adams House to develop its systems and practise, not just in this area.

p.48

induction training in boarding when newly appointed, and receive regular review of

Newly appointed staff receive training from the Head of Boarding, as do the gap students. Gaps students are usually provided with BSA training also, but this had not been made available for the most recent group of ‘gaps’. Child protection training has also been provided ‘in-house; and has been referred to in standard 3.

p.48

induction training in boarding when newly appointed, and receive regular review of

There were no records of recent training on staff files and no records of appraisals. Thomas Adams School Page 47

p.48

All staff with boarding duties are provided with up to date written guidance on the

school's boarding policies and practice. Key Findings and Evidence Standard met? 2

p.49

All staff with boarding duties are provided with up to date written guidance on the

All staff are provided with a copy of the Adams House handbook and Adams House policies are kept in a locked cupboard in the Main House, for reference by staff. As noted throughout this report, Adams House are aware of the need to update the Handbook and the policies to ensure that they reflect actual practice at the School and cover all the elements of the relevant standards.

p.49

All staff with boarding duties are provided with up to date written guidance on the

There is a staff disciplinary policy, which refers to Shropshire County Council’s policy, but it is felt that this needs to be included, in detail, in the Adams House policies and clearly defined as the process which would be in place for staff at Adams House.

p.49

All staff with boarding duties are provided with up to date written guidance on the

The policy in the Adams House policy document does not state that there is provision for the support and guidance of staff during any suspension, although this is included in the County policy.

p.49

All staff with boarding duties are provided with up to date written guidance on the

Those staff who were spoken to were clear about basic procedures and practises and about their roles and responsibilities.

p.49

Standard 36 (36.1 - 36.4)

There are sound staff/boarder relationships. Key Findings and Evidence Standard met? 3

p.49

Standard 36 (36.1 - 36.4)

Boarders reported that they felt they were well looked after by staff and that all staff were approachable. Communications between staff and boarders were seen to be appropriate and respectful, on both sides.

p.49

Standard 36 (36.1 - 36.4)

Some comments were received about different standards being applied by different members of staff, but it was acknowledged during the inspection, that this situation was recognised and being addressed by senior staff.

p.49

Standard 36 (36.1 - 36.4)

No inappropriate favouritism or antipathy of staff towards any individual or group was noted during the inspection.

p.49

Standard 36 (36.1 - 36.4)

There were many positive comments about the commitment and involvement of both the Head of Boarding and the Head Teacher and these comments were received from staff, gap students, ancillary staff and boarders. Thomas Adams School Page 48

p.49

Staff supervision of boarders should avoid intruding unnecessarily on boarders'

privacy. Key Findings and Evidence Standard met? 3

p.50

Staff supervision of boarders should avoid intruding unnecessarily on boarders'

Boarders privacy was seen to be being observed throughout this inspection. Staff were not seen to enter boarders sleeping accommodation without making their presence known first.

p.50

Staff supervision of boarders should avoid intruding unnecessarily on boarders'

There were no examples of any actions by staff which might embarrass boarders at sensitive times such as dressing, changing, bathing or showering and no reports were received to indicate that this was a problem for boarders.

p.50

Staff supervision of boarders should avoid intruding unnecessarily on boarders'

Staff were seen to be available in the Main House common room during social times, but not to be imposing on boarders activities. Supervision was available but not oppressive. Thomas Adams School Page 49

p.50

checking system (enhanced as appropriate), with a satisfactory outcome. There is a

satisfactory recruitment process recorded in writing. Key Findings and Evidence Standard met? 1

p.51

checking system (enhanced as appropriate), with a satisfactory outcome. There is a

The staff files examined did not contain all of the required elements as identified in Standard 38.2. The files themselves were not indexed, did not have front check sheets on which to record the presence of information and were not well organised.

p.51

checking system (enhanced as appropriate), with a satisfactory outcome. There is a

A complete staff list for Adams House was not in place. Some staff who work in the School are teachers from the Thomas Adams School and their records had not been copied to the system on Adams House. This made it very difficult to establish the roles and checks required by each person. Records were still in place for some members of staff no longer working at the School.

p.51

checking system (enhanced as appropriate), with a satisfactory outcome. There is a

As in other areas, the system for staff recruitment Adams House is currently in line with the system for the Thomas Adams School. It was acknowledged that this system did not meet the National Minimum Standards for Boarding Schools and that action would be taken to enhance the process appropriately. The policy on appointing staff does not cover all the elements required under the National Minimum Standards.

p.51

checking system (enhanced as appropriate), with a satisfactory outcome. There is a

Copies of Birth Certificates and other proofs of identity were not uniformly held.

p.51

checking system (enhanced as appropriate), with a satisfactory outcome. There is a

Records of interviews were not, generally, held on file.

p.51

checking system (enhanced as appropriate), with a satisfactory outcome. There is a

Records of proof of qualifications were not, generally, held on file.

p.51

checking system (enhanced as appropriate), with a satisfactory outcome. There is a

Job descriptions were not, generally, held on file.

p.51

checking system (enhanced as appropriate), with a satisfactory outcome. There is a

Gaps in employment records were not evidenced as having been investigated on file and there was a lack of evidence to indicate that direct contact had been made with referees by the School.

p.51

checking system (enhanced as appropriate), with a satisfactory outcome. There is a

Not all files contained Health Declarations as required by Shropshire County Council.

p.51

checking system (enhanced as appropriate), with a satisfactory outcome. There is a

It was not clear that all referees had been asked to state any know reason why a person should not be employed to work with children.

p.51

checking system (enhanced as appropriate), with a satisfactory outcome. There is a

The gap students files were the most comprehensive and contained the relevant elements. Thomas Adams School Page 50

p.51

that member of staff has been satisfactorily checked with the Criminal Records

Bureau. Key Findings and Evidence Standard met? 2

p.52

that member of staff has been satisfactorily checked with the Criminal Records

CRB checks were not recorded for some teaching members of staff in the Adams House system, although it is acknowledged that they may have been held in the School system. However, acceptable practise for schools differs from that for Boarding Schools, where clear CRB checks are required before any individual starts work.

p.52

that member of staff has been satisfactorily checked with the Criminal Records

One recently appointed member of staff had started work without a satisfactory CRB check being completed before employment at the School.

p.52

that member of staff has been satisfactorily checked with the Criminal Records

Adams House has not yet started to look at instigating retrospective CRB checks for current members of staff.

p.52

that member of staff has been satisfactorily checked with the Criminal Records

Gap students, however, all had completed CRB checks in place.

p.52

that member of staff has been satisfactorily checked with the Criminal Records

A policy is in place regarding access to boarders by all non-staff adults, although this could do with expanding and clarifying for staff guidance. Thomas Adams School Page 51

p.52

The intended outcomes for the following set of standards are:

• Boarders are provided with satisfactory accommodation. • Boarders have their own accommodation, secure from public intrusion. • Boarders have satisfactory sleeping accommodation. • Boarders have satisfactory provision to study. • Boarders have adequate private toilet and washing facilities. • Boarders have satisfactory provision for changing by day. • Boarders have access to a range of safe recreational areas. • Boarders are protected from safety hazards. • Boarders are suitably accommodated when ill. • Boarders' clothing and bedding are adequately laundered. • Boarders can obtain personal requisites while accommodated at school. • The welfare of boarders placed in lodgings is safeguarded and promoted. • The welfare of boarders is safeguarded and promoted while accommodated away from the school site on short-term visits.

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provided for boarders should be appropriately lit, heated and ventilated, suitably

furnished, accessible to any boarders with disabilities, and adequately maintained. Key Findings and Evidence Standard met? 2

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provided for boarders should be appropriately lit, heated and ventilated, suitably

There are five separate areas of boarding accommodation at Adams House. Lower Girls and Boys have dormitory accommodation while older pupils either have single or shared rooms. There is communal provision in the Main House and the Upper Boys House, with a small ‘lounge’ in the Upper Girls House.

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provided for boarders should be appropriately lit, heated and ventilated, suitably

Standards of provision across and within the five boarding houses at Adams House were found to be variable and it was acknowledged by the school that work needs to be undertaken to improve certain elements of the accommodation.

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provided for boarders should be appropriately lit, heated and ventilated, suitably

Since September, some redecoration of areas of the boarding accommodation has been undertaken which has improved its appearance.

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provided for boarders should be appropriately lit, heated and ventilated, suitably

It was evident that boarders had personalised their personal space and that there was a ‘homely’ feel to the boarding houses.

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provided for boarders should be appropriately lit, heated and ventilated, suitably

The ventilation in all houses was adequate. Some bedrooms were noted and reported not to be very warm, with some draughty windows in places.

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provided for boarders should be appropriately lit, heated and ventilated, suitably

There were areas, in all houses, where lighting was not felt to be adequate. This was particularly noted in some bedrooms in the Upper Boys’ House and in some areas of the Main House accommodation.

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provided for boarders should be appropriately lit, heated and ventilated, suitably

All bedrooms and communal rooms which were seen were found to be clean. Bathrooms throughout, however, required attention to both cleanliness and maintenance and the school Thomas Adams School Page 52 are aware of this as a matter requiring action.

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provided for boarders should be appropriately lit, heated and ventilated, suitably

Furnishings varied in quality from room to room, and house to house, but many chairs, bedside cabinets, wardrobes and chests of drawers required attention for repair or replacement.

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provided for boarders should be appropriately lit, heated and ventilated, suitably

There were reports from boarders that some areas of their accommodation were noisy and this was apparent in the Lower Sixth Girls’ House. Boarders indicated that they could hear other boarders conversations between floors and that the constant shutting and opening of doors was audible and distracting. It was noted that this was the case during the visit to this house.

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provided for boarders should be appropriately lit, heated and ventilated, suitably

The Main House Common Room, which is open plan, became noisy in the evenings when there were competing demands between activities.

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provided for boarders should be appropriately lit, heated and ventilated, suitably

Adams House does not currently provide accommodation for any boarder with physical disabilities. The Head of Boarding indicated that any pupil requiring ground floor accommodation would be provided with this if it were available and if the school felt that it could make necessary provision for particular needs.

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Boarding accommodation is reserved for the use of those boarders designated to use

it, and protected by access by the public. Key Findings and Evidence Standard met? 2

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Boarding accommodation is reserved for the use of those boarders designated to use

Boarders have their own accommodation, which is protected from public intrusion by the use of key pads and locks. Staff indicated that they felt it was highly unlikely that anyone who was not known to boarders would be allowed to enter the school without a member of staff being informed. There is no key pad on the sixth form, Ruscoe Centre, but staff felt that risks there were minimal as there was always a staff presence in this area.

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Boarding accommodation is reserved for the use of those boarders designated to use

Comment was received that some boarders would be happy to have locks on their bedroom doors, particularly in the Upper Sixth Girls’ House, for back up in the event of the front door security being breached.

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Boarding accommodation is reserved for the use of those boarders designated to use

Some, but not all, windows were secure from outside access.

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Boarding accommodation is reserved for the use of those boarders designated to use

Boarders’ sleeping areas were found to be for the exclusive use of boarders and other pupils sharing study/bedroom provision, other than by the reasonable invitation of the pupils designated to use those areas, with the exception of the Upper Boys’ accommodation. Upper Girls have access to the Upper Boys’ Common Room, which is on the ground floor of their accommodation.

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Boarding accommodation is reserved for the use of those boarders designated to use

The school does not use CCTV or any alarm system. Thomas Adams School Page 53

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needs and ages of boarders accommodated, with appropriate separation between

genders, age groups and from accommodation for adults. Key Findings and Evidence Standard met? 2

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needs and ages of boarders accommodated, with appropriate separation between

Sleeping accommodation was, generally, found to be suitably furnished and of sufficient size for the number, needs and ages of boarders accommodated, with appropriate separation between genders, age groups and from accommodation for adults.

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needs and ages of boarders accommodated, with appropriate separation between

It is understood that requests to change sleeping accommodation are considered by staff and actioned if a request is seen as reasonable.

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needs and ages of boarders accommodated, with appropriate separation between

Bunk beds are not used at Adams House. Boarders reported that their bedding is washed fortnightly, but that they have access to a washing machine should they wish to use it.

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needs and ages of boarders accommodated, with appropriate separation between

Lower School Boys were seen to have arranged the furniture in their dormitory to suit their requirement for privacy or otherwise and each area had been decorated with personal possessions and posters. Lower School Girls had similarly personalised the cubicles in one dormitory and their sleeping areas in the other. On the Upper School houses, shared and single rooms felt homely and contained personal possessions and decoration.

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needs and ages of boarders accommodated, with appropriate separation between

There were some areas, in each house, where minimum standards were not met.

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needs and ages of boarders accommodated, with appropriate separation between

In the Lower Boys’ dormitory two of the beds were reported to be very narrow and uncomfortable. Some study tables appeared too small. It was acknowledged that the school has been replacing beds and mattresses and that this programme is continuing.

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needs and ages of boarders accommodated, with appropriate separation between

It was noted that there was nowhere to put wet towels to dry apart from on small radiators. There was evidence of a shortage of chairs on this house and some broken or ill-fitting furniture.

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needs and ages of boarders accommodated, with appropriate separation between

Two of the Lower Girls’ cubicles did not have windows, but did have ‘borrowed light’ and lamps.

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needs and ages of boarders accommodated, with appropriate separation between

Some boarders reported that storage space was a problem and that there was a limited amount of shelving for books, CDs and other materials. Some boarders were storing their clothes on the top of their wardrobes.

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needs and ages of boarders accommodated, with appropriate separation between

Two wardrobes for lower school girls were kept outside a bedroom in order to allow enough space for beds in this room. It was acknowledged that Adams House boarding accommodation is different from one house to another and that disadvantages and advantages should be balanced as fairly as possible between boarders and houses.

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needs and ages of boarders accommodated, with appropriate separation between

On the Upper Boys house, it was noted that the lighting in some rooms was dim. There was a certain amount of damage to furniture evident and radiators appeared to be temperamental. A engineer was, however, called to the house during the period of the inspection as the boiler appeared not to be working.

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needs and ages of boarders accommodated, with appropriate separation between

It was noted that in Room 11 there was access to an airing cupboard, in which boys were storing potentially combustible materials. On the Upper Girls house, one ground floor window did not have adequate net curtaining Thomas Adams School Page 54 and the girls in Room 17 were aware that visitors to staff accommodation might pass that window.

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needs and ages of boarders accommodated, with appropriate separation between

No blind was available between Room 16 and the atrium area, again presenting a potential privacy problem.

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needs and ages of boarders accommodated, with appropriate separation between

As on other houses, comments were received about the inadequate size of some desks, the lack of some cupboard space and the variability of the heating system.

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Standard 43 (43.1 - 43.2)

Suitable facilities for both organised and private study are available to boarders. Key Findings and Evidence Standard met? 2

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Standard 43 (43.1 - 43.2)

All boarders were seen to have access to an area for study but the provision of light was not found to be good overall. There were also areas where noise was reported to be a problem, for instance in the Lower Sixth Girls accommodation.

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Standard 43 (43.1 - 43.2)

Some desks were seen, and reported, to be too small to work on effectively. It was acknowledged that, in some cases, personal preferences about the age and style of furniture played a part in the comments received. Thomas Adams School Page 55

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Adequate toilet and washing facilities are readily accessible to boarders, with

appropriate privacy. Key Findings and Evidence Standard met? 2

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Adequate toilet and washing facilities are readily accessible to boarders, with

Boarders have access to toilet and washing facilities and, in general, these are easily accessible and appropriately accessible.

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Adequate toilet and washing facilities are readily accessible to boarders, with

The standard of provision does not meet minimum standards in all cases and the school is aware of this.

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Adequate toilet and washing facilities are readily accessible to boarders, with

In some areas, such as the Lower Boys’ accommodation, privacy is compromised by the arrangement of the facilities and the lack of locks on bathroom doors. This was found also to be the case in the Lower Girls dormitory area. Privacy is more apparent as boarders move to ‘older’ accommodation.

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Adequate toilet and washing facilities are readily accessible to boarders, with

In several areas, it was noted that bathroom windows were plain glass, or that there were no blinds or curtains available to provide privacy.

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Adequate toilet and washing facilities are readily accessible to boarders, with

There was considerable evidence that bathrooms, toilets and shower areas throughout require maintenance, cleaning and refurbishment. Mildew was apparent on some ceilings and around shower bases. Some shower heads were broken and some shower trays were leaking onto bathroom floors. Some extractor fans were not of sufficient quality to remove damp air.

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Adequate toilet and washing facilities are readily accessible to boarders, with

On the Upper Boys’ house one shower was leaking and causing rust on a radiator and shower rail.

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Adequate toilet and washing facilities are readily accessible to boarders, with

Other observations included broken toilet roll holders, insufficient shaver points for the number of boys using the bathrooms, a broken toilet seat and a lack of space to hang clothes to dry.

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Adequate toilet and washing facilities are readily accessible to boarders, with

Boarders also reported that the hot water could also be either too hot or too cold and in places the water was too hot to hold a hand under.

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Standard 45 (45.1 - 45.3)

Suitable changing provision is provided for use by day. Key Findings and Evidence Standard met? 9

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Standard 45 (45.1 - 45.3)

Boarders use the changing facilities at the Thomas Adams School during the day and when changing for sports and games. Thomas Adams School Page 56

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Boarders have access to a range and choice of safe recreational areas, both indoors

and outdoors. Key Findings and Evidence Standard met? 2

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Boarders have access to a range and choice of safe recreational areas, both indoors

The lower school girls and boys have access to the Main House Common Room. The upper school girls and boys have the use of a common room situated by the main office in the upper school boys’ house and the upper school girls have a very small area with a TV and telephone within their house. Most boarders, however, use the Main House Common Room at some point during the day or evening. The positive aspect of this arrangement is that all boarders mix with each other, but the negative aspect is that younger boarders have no area which is solely their own.

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Boarders have access to a range and choice of safe recreational areas, both indoors

Outdoor areas available to the borders on Adams House site are quite limited and restrictive. In the summer months they have access to lawned areas to the rear of the home but generally, if they are allowed, the boarders walk into town, take part in the sports twice a week or use the basket ball courts. Boarders do have access to the Thomas Adams School outside areas during the week, after school, and as activities are arranged.

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Boarders have access to a range and choice of safe recreational areas, both indoors

The school is currently converting a small room in the Main House as a quiet room, as there is an acknowledgement that there are few, if any, areas where boarders can be alone if they wish. Many boarders share dormitories or bedrooms and thus are unlikely to find themselves which much solitude. The IT suite and the Library are quiet and can be used by boarders in the evenings.

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Boarders have access to a range and choice of safe recreational areas, both indoors

Access to the boarding Houses outside school time presents no problems. There are restrictions to access during school time.

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Boarders have access to a range and choice of safe recreational areas, both indoors

Access to staff accommodation is strictly forbidden unless the house parents have invited them as part of an organised event, i.e. a party or a meeting. Thomas Adams School Page 57

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Indoor and outdoor areas used by, or accessible to, boarders should be free from

reasonably avoidable safety hazards. Key Findings and Evidence Standard met? 2

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Indoor and outdoor areas used by, or accessible to, boarders should be free from

The boarders’ sleeping and living areas appeared to be free from any significant hazards, although trailing flexes were seen in one or two rooms. Many rooms contained multi-socket extension leads to facilitate the use of electrical equipment. A risk assessment report was seen, identifying that this had been looked at, but the hazard analysis documents were not available for inspection. Boarders confirmed that they were required to have electrical items tested for safety.

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Indoor and outdoor areas used by, or accessible to, boarders should be free from

Windows above the ground floor were not fitted with suitable opening restrictors. It was noted that some ground floor windows had been secured against access from outside.

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Indoor and outdoor areas used by, or accessible to, boarders should be free from

Windows in vulnerable areas had been treated with safety film or were made with suitable toughened glass.

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Indoor and outdoor areas used by, or accessible to, boarders should be free from

The area between the upper boys’ accommodation and the Main House was felt to be poorly lit and the lighting in the area between the boarding accommodation and the Ruscoe building was not fully functioning. Both these areas are accessible to the public during early, but dare, evenings.

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Indoor and outdoor areas used by, or accessible to, boarders should be free from

The school has a health and safety policy in place, but this needs to be updated to include the correct contact details for the Head of Boarding. No risk assessments were seen to be in place for any of the areas identified in this standard.

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Suitable accommodation should be available for the separate care of boarders who

are ill. Key Findings and Evidence Standard met? 2

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Suitable accommodation should be available for the separate care of boarders who

The school does not have a sick bay or sanatorium, but there is a ‘sick room’ on the top floor of the Head of Boarding’s house, which is within the Main House. This is a large room, with adequate space for visitors. The adjoining bathroom has a toilet, handbasin, bathrooms and shower. The location of this room was not felt to be ideal, in terms of access.

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Suitable accommodation should be available for the separate care of boarders who

Sick boarders are usually cared for in their own rooms. This room is potentially for use by a boarder with a contagious illness or, presumably, where a sick boarder is accommodated in a dormitory and where it would be more appropriate to move one sick boarder than 5 well boarders.

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Suitable accommodation should be available for the separate care of boarders who

Those staff and boarders who spoke to the inspectors about arrangements for sick boarders did not, however, appear to be aware of this room or its potential for use. Thomas Adams School Page 58

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Standard 49 (49.1 - 49.3)

Adequate laundry provision is made for boarders' clothing and bedding. Key Findings and Evidence Standard met? 3

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Standard 49 (49.1 - 49.3)

The laundry is taken on a daily basis to the local laundrette for a service wash and in addition the home provides two washing machines, two tumble driers, an iron and ironing board.

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Standard 49 (49.1 - 49.3)

Access to the homes facility is on a rota basis from Mon to Thurs, with free access from Friday to Sunday.

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Standard 49 (49.1 - 49.3)

Laundry is reported to be returned appropriately to its owner, provided it is named.

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Boarders are able to obtain minor necessary personal and stationery items while

accommodated at school. Key Findings and Evidence Standard met? 3

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Boarders are able to obtain minor necessary personal and stationery items while

Families of boarders are requested to send a float of £250 at the start of term to cover the cost of school trips, stationery, books and personal items.

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Boarders are able to obtain minor necessary personal and stationery items while

The boarders who are above 1* status are allowed to access the local shops for toiletries and stationery.

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accommodation and supervision, are checked by the school before use, and are

monitored by the school during use. Key Findings and Evidence Standard met? 9

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accommodation and supervision, are checked by the school before use, and are

This standard does not apply to Adams House and was not, therefore, reviewed at this inspection.

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before use (although this may not be feasible when accommodation is in private

households), and is monitored by the school during use. Key Findings and Evidence Standard met? 9

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before use (although this may not be feasible when accommodation is in private

This standard does not apply to Adams House and was not, therefore, reviewed at this inspection. Thomas Adams School Page 59

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D.1 Head’s comments/confirmation relating to the content and accuracy of the

We would welcome comments on the content of this report relating to the Inspection conducted on 8 th November 2004 and any factual inaccuracies:

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D.1 Head’s comments/confirmation relating to the content and accuracy of the

Please limit your comments to one side of A4 if possible

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D.1 Head’s comments/confirmation relating to the content and accuracy of the

We are working on the best way to include Provider responses in the published report. In the meantime responses received are available on request. Thomas Adams School Page 61

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Action taken by the CSCI in response to Head’s comments:

Amendments to the report were necessary NO

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Action taken by the CSCI in response to Head’s comments:

Comments were received from the Head YES

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Action taken by the CSCI in response to Head’s comments:

Head’s comments/factual amendments were incorporated into the final inspection report NO

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Action taken by the CSCI in response to Head’s comments:

Head’s comments are available on file at the Area Office but have not been incorporated into the final inspection report. The inspector believes the report to be factually accurate

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Note:

In instances where there is a major difference of view between the Inspector and the Head both views will be made available on request to the Area Office.

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Status of the Head’s Action Plan at time of publication of the final inspection report:

Action plan was received at the point of publication YES

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Status of the Head’s Action Plan at time of publication of the final inspection report:

Action plan covers all the recommended actions in a timely fashion YES

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Status of the Head’s Action Plan at time of publication of the final inspection report:

Action plan did not cover all the recommended actions and required further discussion

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Status of the Head’s Action Plan at time of publication of the final inspection report:

Head has declined to provide an action plan

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Status of the Head’s Action Plan at time of publication of the final inspection report:

Other: <enter details here> Thomas Adams School Page 62

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Date

Note: In instance where there is a profound difference of view between the Inspector and the Head both views will be reported. Please attach any extra pages, as applicable.

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Thomas Adams School / 8th November 2004

Commission for Social Care Inspection 33 Greycoat Street London SW1P 2QF

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Thomas Adams School / 8th November 2004

Telephone: 020 7979 2000 Fax: 020 7979 2111

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Thomas Adams School / 8th November 2004

National Enquiry Line: 0845 015 0120 www.csci.org.uk

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Thomas Adams School / 8th November 2004

S0000020780.V178161.R01 © This report may only be used in its entirety. Extracts may not be used or reproduced without the express permission of the Commission for Social Care Inspection

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Thomas Adams School / 8th November 2004

The paper used in this document is supplied from a sustainable source

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