Setting

Bramfield House School

Walpole Road Bramfield Halesworth Suffolk IP19 9AB

p.1

Bramfield House School

2nd – 4th March 2005 Residential Special School (not registered as a Children’s Home)

p.1

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.

p.2

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.

p.2

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.

p.2

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?"

p.2

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. Bramfield House School Page 1

p.2

Address

Walpole Road, Bramfield, Halesworth, Suffolk, IP19 9AB

p.3

Type of school

Date of last boarding welfare inspection: 25/02/04

p.3

Type of school

Date of Inspection Visit 2nd March 2005 ID Code

p.3

Type of school

Name of CSCI Inspector 1 Bridget Forrest 075526

p.3

Name of Establishment Representative at the

time of inspection Mrs Dee Jennings - Head Bramfield House School Page 2

p.3

INTRODUCTION TO REPORT AND INSPECTION

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

p.5

INTRODUCTION TO REPORT AND INSPECTION

Inspections assess the extent to which the school is meeting the National Minimum Standards for Residential Special 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. Residential Special Schools are not registered as children’s homes unless they accommodate, or arrange accommodation for, one or more children for more than 295 days a year.

p.5

INTRODUCTION TO REPORT AND INSPECTION

This document summarises the inspection findings of the CSCI in respect of Bramfield House School. The report follows the format of the National Minimum Standards and the numbering shown in the report corresponds to that of the standards.

p.5

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

p.5

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.

p.5

INSPECTION VISITS

The report represents the inspector's findings from the evidence found at the specified inspection dates. Bramfield House School Page 4

p.5

BRIEF DESCRIPTION OF THE SCHOOL AND RESIDENTIAL PROVISION

Bramfield House was established as a School in 1970. In 1986 it became approved as a school suitable for the admission of pupils for whom statements are maintained, and has kept this status and remains approved by the Secretary of State under Section 347(1) and (3) of the Education Act 1996.

p.6

BRIEF DESCRIPTION OF THE SCHOOL AND RESIDENTIAL PROVISION

The School is in the private ownership of Mr and Mrs Anstes, who have a flat on the first floor, and who spend some of their time living on site. Neither of them are involved in the routine running of the School, although more recently, their son Mr M Anstes, has become increasingly involved in the financial / business side of the School’s operation. The School is run on a day-to-day basis by the Headteacher Deirdre Jennings, supported by senior staff, teachers, and a team of pastoral and ancillary staff. Since the last inspection of the School in February 2004, there have been changes in personnel including a recently appointed Head of Care.

p.6

BRIEF DESCRIPTION OF THE SCHOOL AND RESIDENTIAL PROVISION

The School is situated in a rural setting, on the outskirts of Bramfield – a small village in the northern part of Suffolk. The actual location of the School is between the villages of Bramfield and Walpole. The nearest towns are Halesworth, Beccles, and Southwold.

p.6

BRIEF DESCRIPTION OF THE SCHOOL AND RESIDENTIAL PROVISION

The School premises comprise the main Hall, which includes the boarding accommodation, and a range of separate school buildings used for teaching and recreation. The School is set in 10 acres of grounds used for sports and recreation, and there is also an indoor swimming pool.

p.6

BRIEF DESCRIPTION OF THE SCHOOL AND RESIDENTIAL PROVISION

At the time of this inspection, a total of 38 boys were on the Roll, and being educated at the School. Of these, 33 were boarders, with a further 5 attending the School on a daytime basis only. The School is open weekdays Monday to Friday, during term times. All boarders returned to their own homes at the weekends, and some boarders also went home for overnight stays, during the school week.

p.6

WHAT THE SCHOOL DOES WELL IN BOARDING WELFARE

Bramfield House School Page 5 The Inspectors found that the School worked well in collaboration with parents, with placing authorities, and with other professionals. There was evidence that parents were consulted about the needs of their children, and that the School worked hard to include parents in decision-making processes, and keep them informed. There was also evidence that the School took many positive steps to keep children in education at the School, including doing visits to their family homes, if necessary in term time, and also in the school holidays. This was felt to be a valuable way of maintaining contact and stability.

p.7

WHAT THE SCHOOL DOES WELL IN BOARDING WELFARE

The boarders who completed a Questionnaire said many good things about the School. They liked the building and grounds; the activities being offered; the food; and many spoke of positive relationships with staff, including members of the Senior Staff team. The activities offered during the evenings were also praised, as were the catering arrangements.

p.7

WHAT THE SCHOOL DOES WELL IN BOARDING WELFARE

The environment was warm, comfortable, and homely, and there was a sense of ‘ownership’ in the dormitories where the boys not only slept at night, but also used later in the evening, to relax and unwind, before bedtime. The fact that these dormitories included comfortable chairs / settees, and televisions, was felt to be of positive value, as it gave these areas a sense of greater personal identity and somewhere that boarders could belong.

p.7

WHAT THE SCHOOL DOES WELL IN BOARDING WELFARE

Although quite recently appointed, the new Head of Care demonstrated to the Inspectors a real commitment to addressing the outstanding recommendations from previous inspections of the School. He was clear about his priorities for moving the pastoral care within the School, forward.

p.7

WHAT THE SCHOOL DOES WELL IN BOARDING WELFARE

The majority of relationships between boarders, and between staff and boarders were noted to be positive, warm, and caring. The Inspectors found there was an appropriate balance - between staff enforcing rules and boundaries and responding to significant challenges in behaviour from boarders - to being more relaxed and spending time with boarders during periods of pastoral activity and non School time.

p.7

WHAT THE SCHOOL DOES WELL IN BOARDING WELFARE

The fact that a forum for boarders to meet and express their views had been reintroduced was also reported as having positive benefits, with boarders feeling that their views had been listened to, and the fact that some things had been changed as a result of things that they had said.

p.7

WHAT THE SCHOOL SHOULD DO BETTER IN BOARDING WELFARE

Bramfield House School Page 6 The majority of recommendations made arising from this inspection related to outstanding recommendations made when a different Head of Care was in post. The Inspectors acknowledged that these changes in personnel had inevitably led to some areas not having been addressed, and they were assured from an interview with the new Head of Care that these matters would now be addressed with priority. It was the Head of Care’s intention to have the majority of recommendations met before the start of the next School year (September 2005).

p.8

WHAT THE SCHOOL SHOULD DO BETTER IN BOARDING WELFARE

Whilst the levels of bullying were not excessive, bearing in mind the schools works with challenging young people, the School needs to address issues and perceptions associated with bullying in a more proactive way as, whilst the Inspectors felt assured that incidents of bullying were addressed; the systems in place at the time of the inspection were reactive, rather than proactive. The Inspectors recommended that the School introduced an Anti Bullying campaign that involved pupils (including boarders) in the process.

p.8

WHAT THE SCHOOL SHOULD DO BETTER IN BOARDING WELFARE

The School still needs to strengthen the process for inducting, supervising, and appraising staff, together with ensuring that staff training and development opportunities are identified and met. The School should provide each member of staff with a Personal Development Plan.

p.8

WHAT THE SCHOOL SHOULD DO BETTER IN BOARDING WELFARE

Written information for boarders still needs to be developed in an appropriate format that boarders can relate to and understand, and which gives the key messages about the philosophy and operation of the School.

p.8

WHAT THE SCHOOL SHOULD DO BETTER IN BOARDING WELFARE

The pastoral staffing arrangements (including staff levels) should be subject to ongoing review, to ensure that the School meets its obligations in respect of Care Plans, Risk Assessments, and Key worker roles.

p.8

CONCLUSIONS AND OVERVIEW OF FINDINGS ON BOARDING WELFARE

Overall, the findings from this inspection were positive. The School was well managed by the Head and Senior staff team, and the Inspectors were impressed by the hard work and commitment of staff to provide positive outcomes for the boarders being educated and cared for. A number of new staff had been appointed since last year, and this was seen to be having a positive impact on the group of young people.

p.8

CONCLUSIONS AND OVERVIEW OF FINDINGS ON BOARDING WELFARE

The School provided a warm safe and homely environment, where boarders had the opportunity to live together, study together, and share things together, as well as having opportunities to personally develop and gain more skills and confidence on an individual basis.

p.8

Children Act 1989 arising from this inspection?

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

p.9

IMPLEMENTATION OF RECOMMENDED ACTIONS FROM LAST INSPECTION

Recommended Actions from the last Inspection visit fully implemented? NO

p.9

implemented are listed below:

No Standard Recommended actions Timescale for action Bramfield House School Page 8

p.9

which indicates how recommended actions are to be addressed. This action plan

will be made available on request to the Area Office.

p.10

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 Residential Special 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 RS1 The School should develop specific information in the most suitable format for children / young persons to understand.

p.10

RECOMMENDED ACTION

This is a repeat recommendation in respect of which the timescale has been extended. 1 September

p.10

RECOMMENDED ACTION

2 RS2 The School should introduce policy guidance for staff about their role and responsibilities for seeking the opinions and views of children / young persons boarding at the School.

p.10

RECOMMENDED ACTION

This is a repeat recommendation in respect of which the timescale has been extended. 1 September

p.10

RECOMMENDED ACTION

3 RS3 The School should expand its policy guidance for staff in respect of the issues of respecting boarders privacy, in particular in terms of their working practices when supervising arrangements in dormitories, and bathroom, shower and toilet facilities.

p.10

RECOMMENDED ACTION

This is a repeat recommendation in respect of which the timescale has been extended. 1 September

p.10

RECOMMENDED ACTION

4 RS5 The School should produce a written policy in respect of Lone Working, for those members of staff who work alone (day or night) or are involved in 1:1 contact with a boarder.

p.10

RECOMMENDED ACTION

This is a repeat recommendation in respect of which the timescale has been extended. 1 September Bramfield House School Page 9 5 RS6 The School should adopt a more proactive approach to the issues of bullying, in terms of developing an Anti- Bullying campaign, designed to raise awareness about bullying, whilst clearly stating the School’s position, and having strategies for dealing with boarders who are either the perpetrators or victims of bullying incidents. Such a campaign should include discussion with and the involvement of boarders, in order to raise awareness of the consequences and repercussions of bullying, and to raise the profile of bullying as not being tolerated, at Bramfield School. 1 September

p.10

RECOMMENDED ACTION

6 RS9 The School should address the perception by boarders regarding a member of staff who boarders felt less positive about, both in terms of general attitude / personality, and in terms of that persons robust response to challenging behaviour, including their restraining techniques. 1 April 2005

p.11

RECOMMENDED ACTION

7 RS10 The School should ensure that each episode of restraint includes the opportunity for a meaningful debriefing after the restraint has been applied. This both for the benefit of the boarder who has been restrained, and the member(s) of staff who have been involved in the application of restraint. 1 April 2005

p.11

RECOMMENDED ACTION

8 RS10 The School should provide restraint training (Team Teach) and updates on this training at regular / annual intervals. This both to ensure that any new members of staff are included in the training, and that existing staff are updated on best practice and latest techniques. 1 September

p.11

RECOMMENDED ACTION

9 RS10 The School should include information in the Children’s Guide (see Standard 1 above) about expectations of behaviour, school rules, and sanctions and physical interventions that might be used.

p.11

RECOMMENDED ACTION

This is a repeat recommendation in respect of which the timescale has been extended. 1 September

p.11

RECOMMENDED ACTION

10 RS11 The School should include information in the Children’s Guide (see Standard 1 above) about the process used at the School for introducing and admitting new children / young persons to the School.

p.11

RECOMMENDED ACTION

This is a repeat recommendation in respect of which the timescale has been extended. 1 September Bramfield House School Page 10 11 RS17 The School should develop information gathered about children / young persons into formal written Placement Plans / Care Plans, for each boarder. These Care Plans to capture the assessed needs of boarders and how these needs will be met and supported by staff working at the School.

p.11

RECOMMENDED ACTION

This is a repeat recommendation in respect of which the timescale has been extended. 1 September

p.12

RECOMMENDED ACTION

12 RS17 The School should ensure that staff with Key working responsibilities are given a more significant role in the development and maintenance of Care plans for those boarders for whom they hold Key working responsibilities.

p.12

RECOMMENDED ACTION

This is a repeat recommendation in respect of which the timescale has been extended. 1 September

p.12

RECOMMENDED ACTION

13 RS18 The School should include information in the Children’s Guide (see Standard 1 above) about boarders rights to access their personal files.

p.12

RECOMMENDED ACTION

This is a repeat recommendation in respect of which the timescale has been extended. 1 September

p.12

RECOMMENDED ACTION

14 RS22 The School should seek to develop an arrangement for boarders to have access to an Independent Advocate. For example, the introduction of a local independent person / counsellor / mentor. If such a person cannot be found, the School should consider approaching an advocacy provider, such as NYAS, in this respect.

p.12

RECOMMENDED ACTION

This is a repeat recommendation in respect of which the timescale has been extended. 1 September

p.12

RECOMMENDED ACTION

15 RS25 The School should ensure that all door locks in bathroom / shower / toilet areas assure privacy (whilst being able to be opened from the outside in the event of an emergency situation arising).

p.12

RECOMMENDED ACTION

This is a repeat recommendation in respect of which the timescale has been extended. 30 April 2005 Bramfield House School Page 11 16 RS26 The School should address the 3 issues raised following the Fire Authority’s inspection of the School on 3 March 2005, which are:

p.12

RECOMMENDED ACTION

• Wedges to be removed from all fire doors and these doors maintained in the closed position, or alternative appropriate door closures fitted.

p.13

RECOMMENDED ACTION

• Updating of the School’s Fire Risk Assessment

p.13

RECOMMENDED ACTION

• Replacing out of date Fire Signage in various areas of the School. 31 December

p.13

RECOMMENDED ACTION

17 RS28 The staffing arrangements and staffing levels at the School should be reviewed. This to ensure that there is sufficient time for pastoral staff (including those with Key working roles) to develop and review Care Plans for individual boarders placed at the School. 1 September

p.13

RECOMMENDED ACTION

18 RS29 The School’s induction programme should be reviewed, to provide a more formal induction process for new staff working at the School. The induction programme to include:

p.13

RECOMMENDED ACTION

• Shadowing more experienced staff and being provided with support as part of the induction process

p.13

RECOMMENDED ACTION

• Understanding the local child protection procedures and the School’s own procedures in that respect

p.13

RECOMMENDED ACTION

• Learning skills in writing incident reports

p.13

RECOMMENDED ACTION

• Reading, understanding, and writing Care Plans and Risk Assessments

p.13

RECOMMENDED ACTION

• An awareness of the School’s Notification of Incidents procedure 1 September

p.13

RECOMMENDED ACTION

19 RS29 Each member of staff working at the School should have a Personal Development Plan.

p.13

RECOMMENDED ACTION

This is a repeat recommendation in respect of which the timescale has been extended. 1 September Bramfield House School Page 12 20 RS30 The School’s supervision arrangements should be reviewed to meet the Criteria of Standard 30 (30.2) in that regard.

p.13

RECOMMENDED ACTION

This is a repeat recommendation in respect of which the timescale has been extended. 1 September

p.14

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* Recommendation

p.14

ADVISORY RECOMMENDATIONS

None Note: You may refer to the relevant standard in the remainder of the report by omitting the 2-letter prefix. E.g. RS10 refers to standard 10. Bramfield House School Page 13

p.14

PART B INSPECTION METHODS AND FINDINGS

The following inspection methods were used in the production of this report

p.15

PART B INSPECTION METHODS AND FINDINGS

Direct Observation YES Pupil Guided Tour of Accommodation YES Pupil Guided Tour of Recreational Areas YES

p.15

PART B INSPECTION METHODS AND FINDINGS

Checks with other Organisations • Social Services YES • Fire Service YES • Environmental Health YES • DfES NA • School Doctor YES • Independent Person NO • Chair of Governors NA Tracking individual welfare arrangements YES Survey / individual discussions with boarders YES Group discussions with boarders YES Individual interviews with key staff YES Group interviews with House staff teams YES Staff Survey YES Meals taken with pupils YES Early morning and late evening visits YES Visit to Sanatorium / Sick Bay YES Parent Survey YES Placing authority survey YES Inspection of policy/practice documents YES Inspection of records YES Individual interview with pupil(s) NO Answer-phone line for pupil/staff comments NO

p.15

PART B INSPECTION METHODS AND FINDINGS

Date of Inspection 02/03/05 Time of Inspection 14.00 Duration Of Inspection (hrs.) 20.5 Number of Inspector Days spent on site 3

p.15

Pre-inspection information and the Head’s Self evaluation Form, provided by the

school, have also been taken into account in preparing this report. Bramfield House School Page 14

p.15

SCHOOL INFORMATION

Age Range of Boarding Pupils From 10 To 16

p.16

NUMBER OF BOARDERS 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 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?"

p.16

NUMBER OF BOARDERS AT TIME OF INSPECTION:

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

p.16

NUMBER OF BOARDERS 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. Bramfield House School Page 15

p.16

The intended outcome for the following standard is:

• Children, parents, staff and placing authorities have access to a clear statement of the school's care principles and practice for boarding pupils.

p.17

Approved Arrangements and school prospectus, which are required to include

specific information. Key Findings and Evidence Standard met? 2 As part of the pre-inspection material, the Inspectors were provided with a copy of the School Prospectus 2004/2005, which had been updated since the last inspection. This was a comprehensive document which described the aims and objectives of the School, and the way in which both the educational and boarding arrangements were carried out. The Prospectus also included key policy documentation, including child protection, control and restraint, bullying, complaints, sanctions and rewards.

p.17

Approved Arrangements and school prospectus, which are required to include

There was a shortfall in meeting this Standard. A recommendation from the last two inspections of the School remained outstanding to be addressed. This related to specific information to be produced for boarders (i.e. a ‘Boarders Guide’). The Inspectors understood that, because there had been personnel changes for the position of Head of Care, this documentation had not yet been produced.

p.17

Approved Arrangements and school prospectus, which are required to include

During this inspection, the situation was discussed with the recently appointed Head of Care, who was able to confirm that he intended to develop this piece of work, in consultation with boarders and other staff members, and that it would be completed in readiness for the start of the next school year, i.e. by September 2005. A repeated recommendation was made in this regard. (See also Standards 10 below, with regard to information to be provided to children about the School’s expectation regarding behaviour, rules, sanctions and physical interventions; Standard 11 below with regard to information for new boarders; and Standard 18 below with regard to a child’s right to see their personal file. Bramfield House School Page 16

p.17

The intended outcomes for the following set of standards are:

• Children are encouraged and supported to make decisions about their lives

p.18

and to influence the way that the school is run. No child should be assumed

to be unable to communicate their views. • Children's privacy is respected and information about them is confidentially handled. • Children's complaints are addressed without delay and children are kept informed of progress in their consideration. Bramfield House School Page 17

p.18

key decisions which are likely to affect their daily life and their future. Feedback is

given following consultations. Key Findings and Evidence Standard met? 2 The Pre-inspection Questionnaire confirmed that “Views are generally sought verbally although on some occasions boys write suggestions down. Verbal opinions occur in a number of ways and in different settings e.g. trips out, meetings, class discussion, bedroom discussion, mealtimes, activities, and the journey. Two boys meetings have taken place in the last half-term with a member of the care team and the Head of Care. Boys are encouraged to offer opinions and ideas openly and to make suggestions for evening activities. Boys are asked for their opinions in relation to their School reports, and these are recorded as part of that report. This is also part of the recent boys meeting”.

p.19

key decisions which are likely to affect their daily life and their future. Feedback is

When the Inspectors spoke with groups of boys, they did confirm that their views were sought and listened to, and were able to give examples of where things had been changed for their benefit, as a result. This included choices of activities, food and drink preferences, and a slightly later bedtime on Thursday evenings.

p.19

key decisions which are likely to affect their daily life and their future. Feedback is

12 boarders who completed a Questionnaire said that staff asked for their opinions about the School, 8 said that they were sometimes asked, and 3 said that they had not been asked at all.

p.19

key decisions which are likely to affect their daily life and their future. Feedback is

In answer to the question ‘Are staff good at letting you know about things that happen with your child? 17 of the 18 parents who completed a Parents’ Questionnaire confirmed a satisfactory Yes. In answer to the Boarders’ Questionnaire which asked ‘Do staff ask your opinions about the School?’ 12 boys said yes, 3 said no, and 8 said sometimes.

p.19

key decisions which are likely to affect their daily life and their future. Feedback is

As reported previously, there was a daily meeting at 4pm, where boys and staff gathered together, to review the day. The meeting, attended by teaching and pastoral staff, was mainly intended for staff to give feedback on how well the boys had fared, praising achievements and good behaviour and also commenting where boys had not had such a positive day. Where Points had been awarded or deducted, these were also mentioned at these meetings. The Inspectors attended one of these meetings, which they felt provided a positive opportunity for staff and boys to reflect on the day. The emphasis was on giving praise for things achieved. Mention was also made of situations where boys had done less well but this was not dwelled on.

p.19

key decisions which are likely to affect their daily life and their future. Feedback is

The Head of Care confirmed that a regular (4 weekly) forum for the views of boys to be sought, had been set up, and took place on Wednesday evenings. The forum included taking notes, so any necessary matters or suggestions could be referred for action, and boys could be provided with feedback, at a later date. He also confirmed that the School was now taking more positive action regarding the recommendation made at the last two inspections of the School, with regard to introducing policy guidance for staff about seeking the views of boarders. A repeat recommendation was made in this regard. Bramfield House School Page 18

p.19

The school and staff respect a child's wish for privacy and confidentiality so far as is

consistent with good parenting and the need to protect the child. Key Findings and Evidence Standard met? 2 The Pre inspection Questionnaire confirmed that “The School has a room available for children to meet with visitors. The vast majority of visitors are social workers or youth offending officers. Both groups of people would already be known to the young person. Staff will sit in on the meeting should the young person request this”.

p.20

The school and staff respect a child's wish for privacy and confidentiality so far as is

The School Prospectus 2004/2005 included a section on Privacy and Confidentiality. This talked about the school and staff “respecting a child’s wishes for privacy and confidentiality so far as is consistent with good parenting and the need to protect the young person.” Whilst the Prospectus did provide guidance for staff about not divulging confidential information, or written information from files, to inappropriate parties, and also referred to the fact that certain information (i.e. child protection matters) must be passed on to the designated Child Protection Coordinator at the School, it did not address all of the day to day practical issues.

p.20

The school and staff respect a child's wish for privacy and confidentiality so far as is

When the Inspectors spoke to groups of boarders, a consistent theme was that their privacy was not entirely respected – particularly when they were in their dormitories, changing, or using the showers. Examples were given of staff coming into dormitories without knocking or waiting to be invited in, and the example of shampoo being given out, by staff, at the times when boys were actually using the showers. 8 boarders who completed a Questionnaire said that there was enough privacy, and 10 boarders said there was not. They cited examples that shower curtains could be opened, that there was no privacy between the shower and dormitory, that the locks were ‘useless’ and that there was no privacy when making phone calls to family or friends. The situation was discussed with the Head of Care, who confirmed that guidelines were being drawn up, as part of an Induction pack, for new staff. Therefore a repeated recommendation was made for this guidance for staff to be

p.20

The school and staff respect a child's wish for privacy and confidentiality so far as is

drawn up, and put into working practice, in these respects.

p.20

The school and staff respect a child's wish for privacy and confidentiality so far as is

The issue of privacy was also raised in respect of door locks to toilets and bathrooms – boarders said that, in some areas, these locks were insecure, and if doors were shaken or tampered with, the bolts could come undone, and privacy would be compromised. During the interview with the Head of Care, he confirmed that work was in hand to provide more secure and appropriate door locks. Because this matter remained outstanding from previous inspections of the School, (linked to Standard 25 below and the need to have door locks that can be opened from the outside in the event of an emergency) a repeat recommendation was made. Bramfield House School Page 19

p.20

living in the school, and feel confident that any complaint is addressed seriously and

without delay. Key Findings and Evidence Standard met? 3 19 boarders who completed a Questionnaire said that they knew how to make a complaint, and 5 said that they did not. Those who knew, said they had either been told by the School, by their parent, or by other boys. They were also clear that they could make a complaint to anyone they felt comfortable with – citing the Head, Deputy, Head of Care, staff on duty, or Key workers. The Inspectors felt that there was a positive culture within the School towards complaints, and that boys were encouraged to let someone know if they had a worry or concern.

p.21

living in the school, and feel confident that any complaint is addressed seriously and

The Pre inspection Questionnaire confirmed that there had been no serious complaint about the School or those working there in the previous twelve months.

p.21

months:

Number of above complaints substantiated: 0

p.21

months:

Number of above complaints substantiated: 0

p.21

The intended outcomes for the following set of standards are:

• The welfare of children is promoted, children are protected from abuse, and an appropriate response is made to any allegation or suspicion of abuse. • Children are protected from bullying by others. • All significant events relating to the protection of children accommodated in

p.21

the school are notified by the Head of the school to the appropriate

authorities. • Children who are absent without authority are protected in accordance with written guidance and responded positively to on return. Bramfield House School Page 20

p.21

suspicions or allegations of abuse are properly responded to. These are known and

understood by all staff (including junior, ancillary, volunteer and agency staff). Key Findings and Evidence Standard met? 2 The School Prospectus 2004-2005 included the Child Protection Policy for the School, which talked about the procedure for investigating child protection matters, as well as the procedure for selecting staff to work at the School. The procedure said that the Head, Mrs Jennings, was the ‘Named Person’ with responsibility for coordination of child protection matters at the school, and for liaising with other relevant agencies.

p.22

suspicions or allegations of abuse are properly responded to. These are known and

The Pre inspection Questionnaire also confirmed that “Child protection training takes place periodically. It is essential for staff to be available for this training which normally takes place during the three weeks allocated”.

p.22

suspicions or allegations of abuse are properly responded to. These are known and

The Inspectors asked one new member of staff who was interviewed what their understanding was in respect of child protection matters, and they were clear that they could listen to what was being said by a child, but would need to refer anything onto the Named Person, for further investigation.

p.22

suspicions or allegations of abuse are properly responded to. These are known and

The Commission for Social Care Inspection was aware of one child protection allegation that had resulted in a strategy meeting and investigation, since the last inspection of the School in February 2004.

p.22

suspicions or allegations of abuse are properly responded to. These are known and

The School also had, within its Prospectus, guidance for staff on Working Alone with a child, which included guidance for staff about summonsing assistance if needed, about avoiding being alone with a child in any remote or secluded area, and ensuring there was visual access or an open door, in any one-to-one situation. Staff were also required to report any situation where a child became distressed or angry. The Pre Inspection Questionnaire confirmed that “a written policy on lone working, or working one-to-one with children is in the process of being drafted”. This recommendation was therefore repeated.

p.22

familiar and which is effective in practice. Where possible children in the school

contribute to the development of the policy. Key Findings and Evidence Standard met? 2 The Pre inspection Questionnaire confirmed that the School countered bullying by “The good relationships which exist between staff and pupils mean that staff can tackle incidents between young people as they happen. This also means that children are able to confide in staff when incidents take place. There is also good supervision which decreases the time when bullying can take place”. There was evidence, in the form of observed interaction between staff and boarders, that this statement was an accurate reflection of life at the school.

p.23

familiar and which is effective in practice. Where possible children in the school

However, responses given by the majority of boarders were that there were incidents of bullying at the School. 9 said they were bullied ‘most of the time’; 2 ‘often; 6 ‘sometimes’, 5 ‘hardly ever’, and 4 ‘not at all’. 6 boarders said that bullying was one of the things that they didn’t like about living at the School, and 5 said that it was the worst thing that had happened since they were living at the School.

p.23

familiar and which is effective in practice. Where possible children in the school

These responses were discussed more fully with groups of boarders, during the inspection process, and it was clear that bullying continues to be an issue at the SchooI. The Inspectors understood that the nature of Bramfield School was such that it would be unrealistic to expect there to be no bullying between boys, and they were assured that incidents of bullying that were known about were dealt with. However, they were concerned that the School’s response was reactive rather than proactive, and felt that more could be done. For example, there was no Anti Bullying initiative, either instigated through the School curriculum or during pastoral activities, nor were there any posters or other reminders to boys that bullying would not be tolerated. Boys reported that bullying occurred in the forms of getting hit or pushed; having rude or nasty things said; racist remarks; and what seemed to be a quite common practice of being slapped across the forehead by other boys. A

p.23

familiar and which is effective in practice. Where possible children in the school

member of staff who had worked at the School for several years said that in response to bullying the boys were nagged and told to stop – again, this demonstrated a reactive position. The Inspectors felt that, although the school was clearly working in a positive way a group of challenging young people, the School needed to address the whole issue of bullying in a more proactive way, including introducing discussion, debate, and consequences, on a regular basis. One bullying incident that the Inspectors were aware of had been included in the file of the boy who had been bullied, but there was no evidence a report in the file of the perpetrator of the bullying, neither was there any action plan for addressing the issue with that young person.

p.23

familiar and which is effective in practice. Where possible children in the school

The situation was discussed during the interview with the Head of Care. He confirmed that staff did try to reinforce the message that bullying was not acceptable and would not be tolerated, and that staff tried to get the young persons into more ‘adult behaviours’. He agreed that a section on bullying would be incorporated into the Children’s Guide, and the Inspectors suggested that this should include clear descriptions of what forms bullying might take; advice about what to do if a boy was being bullied; strategies for coping; and a clear outline of what the School would do to support any boy who had been bullied, and what action the School would take in respect of the perpetrator of the abuse.

p.23

familiar and which is effective in practice. Where possible children in the school

The Head of Care also confirmed that it was intended to develop an initiative through art Bramfield House School Page 22 lessons, to develop the bullying theme, and to encourage boys to express this through artwork, including posters that could be displayed around the School. Another forum for discussing bullying was the more recently introduced Boarders meetings. There was also an intention to set up a Drama Group – where the issue of bullying would also be able to be expressed through the medium of drama. The Inspectors felt that these ideas, if turned into positive actions, would be a significant improvement in raising awareness, and in stating the School’s position with regard to bullying, and its consequences. A recommendation was made in that regard.

p.23

All significant events relating to the protection of children in the school are notified by

the Head of the school or designated person to the appropriate authorities. Key Findings and Evidence Standard met? 3 As reported last year, the Head was aware of her responsibilities for notifying significant events to the appropriate Authorities.

p.24

All significant events relating to the protection of children in the school are notified by

The Commission for Social Care Inspection had been kept informed of relevant matters, in the twelve month period since the last inspection of the School.

p.24

NUMBER OF THE FOLLOWING NOTIFIED TO CSCI DURING THE LAST 12 MONTHS:

• conduct by member of staff indicating unsuitability to work with children 0 • serious harm to a child 0 • serious illness or accident of a child 0 • serious incident requiring police to be called 0 Bramfield House School Page 23

p.24

The school takes steps to ensure that children who are absent from the school

without consent are protected in line with written policy and guidance. Key Findings and Evidence Standard met? 3 The Pre inspection Questionnaire confirmed that “In the initial instance, the School will make contact with the home to find out why the child is absent. If there is a continued absence without a reasonable explanation, the School will notify the Education Authority. In the case of an unauthorised absence of a child from school premises, staff make every effort to locate the child and return them to school. If a child has been absent for a period of one hour without any sighting, local police are informed. Once a child has returned to school, every effort is made to talk through the incident and the reasons for it, with them”.

p.25

The school takes steps to ensure that children who are absent from the school

At the start of this three day inspection, the Head talked with the Inspectors about a small number of boys who were not currently in School, for a variety of different reasons. The School was working hard with parents, and with boys, to ensure that they were able to return to the School at the earliest, most appropriate, time. A positive example included the Head of Care making a detour on his route to School one morning, to collect a boy who had been absent for a time, from his home, and to support him with his return to the School.

p.25

The school takes steps to ensure that children who are absent from the school

The School continued to have contact and liaison with the local Community Police, who had, in the past, attended the School in respect of their public relations and safety roles.

p.25

The intended outcomes for the following set of standards are:

• Children have sound relationships with staff based on honesty and mutual respect. • Children are assisted to develop appropriate behaviour through the

p.26

encouragement of acceptable behaviour and constructive staff response to

inappropriate behaviour. Bramfield House School Page 25

p.26

understanding and clear professional and personal boundaries which are effective for

both the individuals and the group. Key Findings and Evidence Standard met? 2 The Pre inspection Questionnaire confirmed that “Staff at school form close relationships with pupils and this is of paramount importance when talking of methods of control. These good relationships are the first level when looking at control”.

p.27

understanding and clear professional and personal boundaries which are effective for

The School continued to encourage mutually respectful relationships – between boarders, and between boarders and staff. The 4pm meeting, designed to reflect on the events of the day, helped to focus attention on positive points, as well as making mention of things that had not gone so well. Boundaries were in place, and supervision of boarders was such that there were, as far as was possible, staff on hand to anticipate and deflect what could otherwise become significant events or challenging situations. This was particularly noticeable at mealtimes, when each table of pupils included at least a member of staff, keeping a watching brief on table manners, and interactions between pupils sitting together.

p.27

understanding and clear professional and personal boundaries which are effective for

Each of the house dormitories also had named pastoral staff who had responsibility for supervising these areas and supporting the boarders sleeping in those rooms. It was clear from the discussion groups that some staff working at Bramfield House are held in high esteem by the boarders, including staff who boarders they felt they could talk to, if they had a worry or concern.

p.27

understanding and clear professional and personal boundaries which are effective for

The School operated a Points system, designed to encourage and reward pupils who are able to maintain a reasonable attitude during the day. Additional points could be earned for volunteering with extra chores. Points were deducted for significant misbehaviour and disruptive attitudes. Pocket money was given to pupils, based on a rising scale of points achieved, between 50 and 60 points. There was also a Bonus Pot which was made up of monies not given to pupils who scored less points. The Points system was understood by the boarders, and they felt it was one way in which they could positively achieve. The whole school meetings, held in the morning before School, and in the afternoon, at the end of the School day, included discussion about points that had been achieved and deducted.

p.27

understanding and clear professional and personal boundaries which are effective for

The Inspector overheard an incident during the course of the inspection where a pair of trainers belonging to one boy had gone missing. The boy asked a member of staff to help, and, instead of helping to sort the matter out, the member of staff suggested that the boy asked another boy what had happened to them. The Inspectors felt that this was a poor response to a situation that might encourage further conflict between two boys, and that it was important that boys are not able to play one off, against the other.

p.27

understanding and clear professional and personal boundaries which are effective for

The Inspectors were somewhat concerned to hear numerous comments from boarders regarding a member of staff who they felt less positive about, whose name was mentioned several times during the inspection. Their comments related to that member of staff’s general attitude / personality, as well as their robust response to challenging situations and restraining techniques.

p.27

understanding and clear professional and personal boundaries which are effective for

Because of the Inspector’s concerns, there was some general discussion with the Head of Care, during the inspection. He felt that one of his key roles since appointment would be to encourage staff to develop their abilities and capabilities to their fullest potential, as well as Bramfield House School Page 26 addressing issues of poorer performance, or where there was perceived conflict amongst the staff team. As far as he was concerned, he had not witnessed any inappropriate restraints by staff, during his presence in the School.

p.27

understanding and clear professional and personal boundaries which are effective for

The situation was also discussed with the Head and Mr Anstes, during the feedback meeting after the inspection had taken place. They confirmed being aware of the situation, and confirmed that the situation was being addressed. Bramfield House School Page 27

p.28

is regarded as unacceptable by staff, it is responded to by constructive disciplinary

measures which are approved by the Head of Care. Key Findings and Evidence Standard met? 2 As reported last year, good behaviours and positive attitudes towards each other were noted and rewarded, including reference being made at the 4pm meeting. The Inspectors found that, on a one-to-one basis, the majority of boys were friendly, helpful, and interested in talking to the Inspectors. The dynamics of small groups of boarders in the evening discussion groups with the Inspectors made it, in some cases, more difficult for boarders to engage positively in the exercise. This could be attributed to a number of reasons, including personality clashes, different ages and abilities, some discomfort at talking with the Inspectors, and boys simply wanting to be elsewhere. However, the most likely being that the range of emotional and behavioural problems experienced by the boarders at Bramfield does not lend itself to prearranged group discussions with inspectors who were, to a large

p.29

is regarded as unacceptable by staff, it is responded to by constructive disciplinary

degree, strangers to the young people. The Inspectors did explain that the discussion groups were not mandatory, and boys were only invited to take part if they really wanted to.

p.29

is regarded as unacceptable by staff, it is responded to by constructive disciplinary

The Pre inspection Questionnaire confirmed that “The school operates a points system which the majority of boys work within. There are other rewards for good behaviour, both in the class setting and in the house. These are often individual arrangements between staff and pupils working towards particular targets. When control is challenged there are a variety of different strategies used. This will include engaging the child in dialogue, using diversionary tactics, change of environment, moving to another room, passing the child on to another member of staff”. One practice still used at the School was ‘sitting back’ which involved a pupil being taken out of their usual setting, and being required to ‘sit back’ quietly in a different room, under the supervision of staff. The new Head of Care discussed the fact that he felt this may not always be the most appropriate method and that he was intending,

p.29

is regarded as unacceptable by staff, it is responded to by constructive disciplinary

in consultation with other members of staff and boys, to review this. He also acknowledged that there was, to a degree, a historical ‘maleness’ about the School which he felt was being gradually dispelled. He felt that this had been helped by the appointment of a female Head, and more female staff working in pastoral roles at the School. He told the Inspectors that a former acceptable practice of ‘rough and tumble’ between boys and staff was no longer seen as appropriate, neither could he condone the use of a School Punch bag, as a way of getting rid of physical aggression, as he did not feel that any activity involving the use of a clenched fist was an appropriate model of control.

p.29

is regarded as unacceptable by staff, it is responded to by constructive disciplinary

With regard to the application of physical restraint, 11 boarders who completed a Questionnaire said that they had been restrained, and 13 said that they had not. They described restraint having been applied to break up fights; punish; stop damage; prevent someone from being hurt. The majority of those who completed a Questionnaire felt that staff had used proper ways of restraining; 8 said they had never been hurt, and 5 said that they had been hurt during a restraint. A member of staff who was interviewed by the Inspectors said that there was no meaningful debriefing after restraints or incidents, and that, as a member of staff, there was no time to have a period of calm after the restraint had taken place, before continuing duty. These issues were discussed again at the feedback meeting, and the Head confirmed that they would be addressed.

p.29

is regarded as unacceptable by staff, it is responded to by constructive disciplinary

With regard to the actual written records of Restraints, the School had introduced a Restraint Log - a bound book which had been set up since the last inspection of the School, and was Bramfield House School Page 28 designed to provide detail of the restraints that had taken place. The Head discussed this particular record with one of the Inspectors, as she felt that the tick box style constrained the entries that were being made. The same Inspector also examined the Restraint Log, and it was recommended that the most important thing was for the records of restraint to accurately reflect the detail of the restraint incidents. The Inspectors felt that the bound log book could be cross referenced to the more detailed incident reports which were made, and placed on boarders files.

p.29

is regarded as unacceptable by staff, it is responded to by constructive disciplinary

Restraint records examined, did not, in every case, provide the information required. Some of the language used to describe restraints that had been applied was inappropriate. By way of example, one entry said “… went barmy. I took him onto the landing and lay him on the floor and held him with one arm”. In another entry “… does not want to be here”. As one of the key purposes of a restraint log was to confirm that appropriate holds and techniques were used, the above examples were felt to be inappropriate, both in terms of content, and because the second comment was opinion based, rather than based on fact. A recommendation was made for staff to receive further training in that regard.

p.30

is regarded as unacceptable by staff, it is responded to by constructive disciplinary

Since the last inspection of the School, a positive development had been training for staff in positive handling strategies – delivered by Team-Teach. This training had clearly benefited a number of staff at the School in terms of knowledge, skills, and confidence. Of the 9 members of staff who completed a Staff Questionnaire the majority referred to the training as a positive aspect, saying it had been “sensible, practical, and effective”. For staff who had started at the School more recently, the intention was for the training to be repeated at regular intervals, and one objective was to have a member(s) of staff accredited in Team- Teach methods, so that training could, at a future stage, be delivered in-house. The Inspectors noted that not all staff had attended the training on an ongoing basis, although future dates had been identified for those unable to attend on the planned day. Due to the

p.30

is regarded as unacceptable by staff, it is responded to by constructive disciplinary

complex nature of the challenges presented by the boys at Bramfield School, the Inspectors recommended that Team-Teach training to be repeated at regular / annual intervals, to ensure that any new staff receive the training, and to update other staff on changes and developments within this programme.

p.30

is regarded as unacceptable by staff, it is responded to by constructive disciplinary

One member of staff who had recently joined the School told the Inspectors that although Incident Reports were completed in respect of issues such as bullying or difficult behaviour. further work needed to be developed within the staff team. The suggestion of a Group Work forum was discussed, as the member of staff thought this might help to change the culture towards a more proactive approach.

p.30

is regarded as unacceptable by staff, it is responded to by constructive disciplinary

A recommendation relating to the Children’s Guide (see also Standard 1) also remained outstanding for action. This Guide, when produced, should include information for boarders about the School’s expectations of behaviour, school rules, and sanctions and physical interventions that might be used. This recommendation was therefore repeated.

p.30

is regarded as unacceptable by staff, it is responded to by constructive disciplinary

With regard to Sanctions, 11 boarders who completed a Questionnaire said that these were very fair, 4 said they were quite fair, 5 said that they were usually okay, and 5 thought they were either quite / very unfair. They said that typical punishments included not going out on trips or activities; having to ‘sit back’; going to bed early; not being able to watch television; and being told off. Boarders confirmed that staff did discuss any behaviour and punishments with them. Bramfield House School Page 29

p.30

The intended outcomes for the following set of standards are:

• Children experience planned and sensitively handled admission and leaving processes. • The school's residential provision actively supports children's educational progress at the school. • Children have ample opportunity to engage in purposeful and enjoyable activities both within school and in the local community. • Children live in a healthy environment and the health and intimate care needs of each child are identified and promoted. • Children are provided with healthy, nutritious meals that meet their dietary needs. • Children wear their own clothing outside school time, can secure personal

p.31

appropriate, with parents and carers and placing authorities – as far as possible and

handled with sensitivity and care by those concerned. Key Findings and Evidence Standard met? 2 A boarder who assisted the Inspectors during a guided tour, confirmed that the admission process to the School had been good. It had involved a visit from the former Head of the School, a visit to the School before deciding whether or not to move there, and a chance to get to know the staff, and other boys.

p.31

appropriate, with parents and carers and placing authorities – as far as possible and

As reported previously, the boys who attended Bramfield School had all been admitted to the School as part of a pre-planned process, involving parents, carers, and placing authorities.

p.31

appropriate, with parents and carers and placing authorities – as far as possible and

Older boarders told the Inspectors that they were expected to help and support younger / new boarders when they first joined the School. An outstanding recommendation which relates to this Standard (and to Standard 1 above) relates to the introduction of a Children’s Guide, which should include information bout the process for introducing and admitting boys to the School. This recommendation has therefore been repeated. Bramfield House School Page 30

p.31

education, ensuring regular attendance, punctuality and a minimum of interruption

during the school day. Key Findings and Evidence Standard met? 3 The Inspectors found that this Standard was being well met at the School. The small size of the School, and the way in which staffing arrangements for teaching and pastoral staff overlapped, meant that a seamless service was being provided, with good consistency of practice.

p.32

education, ensuring regular attendance, punctuality and a minimum of interruption

The Inspectors met with a number of pastoral staff, who were committed and enthusiastic about the School, and who felt that things had continued to improve with the new Head of Care in post.

p.32

education, ensuring regular attendance, punctuality and a minimum of interruption

The School, quite small in size, provided good communication between staff working there, and there was an appropriate distinction between classroom regimes and expectations, to the more relaxed and informal approach, once School time ended and the evening’s activities began.

p.32

education, ensuring regular attendance, punctuality and a minimum of interruption

Although this inspection did not include discussion with a group of teachers, 6 of the teaching staff completed a Staff Questionnaire, designed to inform the inspection process. Their responses were very positive – in respect of teamwork, relationships between the School, other professionals, and parents of boys. Staff felt well supported, particularly mentioning the Senior Management Team. All staff confirmed there were regular teachers meetings, as well as full staff meetings.

p.32

education, ensuring regular attendance, punctuality and a minimum of interruption

Boys were involved in the review of their educational achievements, including reading the reports that were compiled to parents, which reported on their progress and achievements. Bramfield House School Page 31

p.32

Children have ample opportunity to engage in purposeful and enjoyable activities

both within the school and in the local community. Key Findings and Evidence Standard met? 4 The majority of boys mentioned in their Questionnaires that the activities were a positive part of School life. The said they enjoyed youth club, paint balling, using the swimming pool, playing games, and football matches.

p.33

Children have ample opportunity to engage in purposeful and enjoyable activities

The School had a good programme of activities and real choices could be made. These were decided on at the time of the 4pm meeting, when boys were asked to say what activities they would like to join in, and were given a choice of at least 3 / 4 activities, each night. Some of these activities were based in the School, and some involved trips away. Some offered quieter activity, whilst others offered exercise, noise, and fun. If a boy had received a sanction, his choice of activity might be restricted for a particular evening.

p.33

Children have ample opportunity to engage in purposeful and enjoyable activities

In terms of ‘high risk’ activities, the Pre inspection Questionnaire confirmed that there were regular activities in Norwich, Great Yarmouth, Ipswich and Lowestoft. All of these activities took place at a recognised centre, and were supervised by properly qualified staff. The Pre inspection Questionnaire confirmed that “ There were, in the grounds, some hazards, such as trees that boys found irresistible to climb. These activities were, when known about, supervised. There were, inevitably, occasions when boys did place themselves at risk”.

p.33

Children have ample opportunity to engage in purposeful and enjoyable activities

The School was set in extensive grounds with sports pitches, an indoor sports area, and swimming pool. There were areas where boys were allowed to play, unrestricted, and other areas that were designated out of bounds.

p.33

Children have ample opportunity to engage in purposeful and enjoyable activities

During the discussion groups, the Inspectors were told that access to the Internet had been stopped. Boarders said that there was a filter system which had been disabled. They also thought there had been a problem with a computer virus. The Inspectors agreed that they would check the position with the Head, who subsequently confirmed that in actual fact there was access to the internet , although this was strictly monitored, including filters within the system, and all access being supervised by member(s) of staff. Bramfield House School Page 32

p.33

The school actively promotes the health care of each child and meets any intimate

care needs. Key Findings and Evidence Standard met? 3 The Pre inspection Questionnaire confirmed that “Medication is kept in a locked cabinet in an allocated room. Medication is administered by nominated senior staff in the absence of the school Matron. Records are kept of any medication administered. Regular medication, for example Ritalin or Concerta X, is taken to the child while they are having their meal, either breakfast, lunch, or tea”.

p.34

The school actively promotes the health care of each child and meets any intimate

The same document also confirmed that “Children have regular dental and optician appointments, although this is becoming problematic, as there is not a National Health Dentist at the practice at present. If a boy needs to see a doctor, an appointment will be made at the local surgery, by the School Matron”.

p.34

The school actively promotes the health care of each child and meets any intimate

One of the Inspectors met with the School Matron and examined the storage and record keeping arrangements in respect of medications. These were found to be satisfactory, including appropriate record keeping in respect of the administration of controlled drugs. There was also a range of information leaflets / booklets regarding drugs, smoking, abuse, and sexual health for men.

p.34

The school actively promotes the health care of each child and meets any intimate

The Lead Inspector also wrote to the local GP to seek his views on the School. In a letter, he confirmed that he had visited the previous autumn, and had found the school to be well run with the boys seeming happy and well looked after. He also confirmed that boys were occasionally seen at the local surgery, but far less frequently than in previous years. Bramfield House School Page 33

p.34

health, religious persuasion, racial origin or cultural background are met, including

the choice of a vegetarian meal for children who wish it. Key Findings and Evidence Standard met? 4 The Pre inspection Questionnaire confirmed that “The School cook provides very tasty and nutritious meals, made with fresh local ingredients. Many of the pupils live on take-away meals at home, and what we try to do at School is introduce them to home-cooking and get them to try a range of meals”. The School was commended for the catering arrangements, in terms of the variety of menu, and portion sizes, and the informal atmosphere in which meals were served and eaten.

p.35

health, religious persuasion, racial origin or cultural background are met, including

During the three days of the inspection, the Inspectors sampled breakfast, lunch, and evening meal. The meals were well prepared, with ample portions, and there were choices including salads, vegetables, and cakes for dessert. Boarders sat together on tables for 5 or 6, with a member of staff supervising. Conversation was encouraged and good table manners were expected.

p.35

health, religious persuasion, racial origin or cultural background are met, including

Of the boarders who completed a Questionnaire, 12 said that the food was very good, 3 said that it was usually good, 4 said it was just about okay, and 3 said that it was very bad. The Inspectors observed that meals appeared to be enjoyed, with the odd exception of one or two boarders who, for different reasons, either had no appetite, or did not like what was on the menu. The kitchen staff were involved in serving the meal, and staff were also on hand to observe any situation where a pupil refused food, or took just a small portion, so that this could be monitored. Breakfast sampled was a choice of cereal, fruit juice, followed by egg on toast, and the lunch was a full roast chicken dinner. Teatime was a choice of meat or fish, with vegetables or salad, and home-made cake. Later in the evening, at the end of the activities, the boys were offered a sandwich, cake, and fruit juice, before going up to their

p.35

health, religious persuasion, racial origin or cultural background are met, including

The main kitchen was well organised and clean. Food was covered and labelled, and there was evidence of fresh produce being used.

p.35

health, religious persuasion, racial origin or cultural background are met, including

Older boarders were able to prepare drinks and snacks, in the evening, in the small lounge which formed part of a more independent dormitory area – otherwise known as ‘the flat’. A kettle and toaster had been provided. Bramfield House School Page 34

p.35

Children are provided for adequately on an individual basis and encouraged to

exercise their own preferences in the choice of clothing and personal requisites.

p.36

their money are provided with the assistance they need, in a way which maximises

their choice. Key Findings and Evidence Standard met? 3 The pupils at Bramfield House do not wear School uniform. The Pre inspection questionnaire confirmed that “A part-time domestic is responsible for washing children’s clothes. There is no facility at the School for children to wash their own clothes. Some children prefer to take their clothes home to wash. Children are only resident for a maximum of four nights at any one time”.

p.36

their money are provided with the assistance they need, in a way which maximises

In practice, boys wore casual clothes, during the school day and during the evening, such as sweat shirts, tee shirts, jeans, and trainers. Each boarder had an individual hanging locker in their dormitory area, where their clothing was kept.

p.36

their money are provided with the assistance they need, in a way which maximises

The Pre inspection Questionnaire also confirmed that “Children are encouraged to hand any valuables and money to staff, for safe keeping”. The system for accounting for these monies and for ensuring that monies being securely stored were satisfactory, were not checked during the course of this inspection, although the Head of Care did confirm that the record keeping arrangements had been improved, in line with a recommendation made at last year’s inspection, in that regard. Bramfield House School Page 35

p.36

The intended outcomes for the following set of standards are:

• Children have their needs assessed and written plans outline how these needs will be met while at school. • Children's needs, development and progress is recorded to reflect their individuality and their group interactions. • There are adequate records of both the staff and child groups of the school. • In accordance with their wishes, children are able and encouraged to maintain contact with their parents and families while living away from home at school. • Children about to leave care are prepared for the transition into independent living. • Children receive individual support when they need it. Bramfield House School Page 36

p.37

that child in accordance with that plan, monitors progress in relation to that plan, and

updates that plan as necessary. Key Findings and Evidence Standard met? 2 The Inspectors discussed with the Head of Care whether or not Care Plans had been developed for boarders at the School, since last years inspection. He said that whilst there were education plans in place, nothing had yet been developed in respect of pastoral care.

p.38

that child in accordance with that plan, monitors progress in relation to that plan, and

Inspection of files examined confirmed that a number of identified issues had not been addressed through the Care Plans to give guidance to staff and to ensure a consistent approach was given when working with these issues with the boarders. For example, the Inspectors were aware that personal care was an issue for some boarders, but there was nothing recorded about how staff would support and encourage good personal care routines in this respect. Another example concerned a boy who was frequently restrained because of challenging behaviour, but there was no plan of action or information for staff to follow, about how the boy would be supported or helped in that respect.

p.38

that child in accordance with that plan, monitors progress in relation to that plan, and

The Head of Care acknowledged the need for this to be addressed, and felt that staff with Key working roles needed to be engaged in this process, including having time within their shifts of duty to read, review, and develop the care plans. This comment was corroborated by staff who talked with the Inspectors, who felt that, currently, their shifts were “hands on practical care” with little time left for reading, writing, or updating documentation.

p.38

that child in accordance with that plan, monitors progress in relation to that plan, and

In the Self Assessment document, completed by the Head before the inspection, she identified the fact that the files for children “were retrospective rather than forward planning”. She also commented on the fact that she did not want staff sitting writing about children at the expense of actually working with them. In the Inspector’s view, it should not be an either / or situation, and staff should have time within their allocated hours of duty to spend time updating, reading, and reviewing files.

p.38

that child in accordance with that plan, monitors progress in relation to that plan, and

The recommendation made last year in respect of the development of Care Plans was therefore repeated. Bramfield House School Page 37

p.38

which can, in compliance with legal requirements for safeguards, be seen by the

child. Key Findings and Evidence Standard met? 2 As reported last year, a sample of boarders files were examined. These provided evidence that essential information was recorded, including a photograph. The files contained School Reports and Pastoral Summaries, at the end of each term. These included boarders and Headteachers' comments.

p.39

which can, in compliance with legal requirements for safeguards, be seen by the

A repeat recommendation was made in respect of boarders rights to access their personal files, linked to Standard 1 above, with regard to the ‘Boarders Guide’ being developed, to include information for children about their right to see their personal file.

p.39

The school maintains clear and accurate records on the staff and child groups of the

school, and major events affecting the school and children resident there. Key Findings and Evidence Standard met? 3 As reported previously, the School continued to maintain a Register of all children, which included the information outlined in Criteria 19.2 of this Standard.

p.39

The school maintains clear and accurate records on the staff and child groups of the

All records requested by the Inspectors were made available during the course of the inspection. Bramfield House School Page 38

p.39

to maintain contact with their parents and other family members (unless there are

welfare concerns) while living at school. Key Findings and Evidence Standard met? 4 As in previous years, this is an area of activity where the School was commended. A number of parents, Placing Authorities, and staff, all commented positively about the way in which the School interacted with and supported parents, to ensure ongoing placement of their child at the School. This included visits to families during school holidays, regular telephone calls and contacts, and inviting parents to attend significant meetings including reviews.

p.40

to maintain contact with their parents and other family members (unless there are

This was confirmed in the Head’s response to the Pre inspection Questionnaire which said “There is regular contact with all parents. Senior staff aim to visit families at home at least twice a year, and there is frequent phone contact. Families are encouraged to attend reviews and if possible the School will help to arrange transport”.

p.40

to maintain contact with their parents and other family members (unless there are

Comments from parents include the following: “Dee Jennings phones me and then lets me know about things in writing. She encourages visits, and she always makes me welcome. I can talk to her about anything. 1st class!” “There is telephone contact and detailed letters. They make you feel welcome and they offer you a tea or coffee. They keep coming back to check everything is alright. They always say you can come back, at any time”. “The staff are very good – and there is lots of communication between them and myself”. “Staff are always friendly and helpful”. “Always ask us if we would like to stay to lunch. Staff are always friendly and open. They always ask what we think and listen to any comments we make”. “We are made to feel part of the School”. “We always get a smile, get offered tea, and the staff talk to us in laymans terms – there are no airs or graces”. “Staff are always friendly, and ready to assist”.

p.40

is expected to leave care or move to independent living. The school works with any

Personal Advisor for the child. Key Findings and Evidence Standard met? 3 The Pre inspection Questionnaire confirmed that “Pupils are not in care here”. Nonetheless, the School did play an active part in helping young persons towards adulthood and moving on. The School had helped boarders to secure work placements, and to think about what they might want to do, once they leave. The School had also helped older boarders to develop some independent living skills, by offering, in their last year at the School, the opportunity to live in a semi-independent flat, which consists of two dormitories, and also had a lounge, with facilities to make drinks and hot snacks. Examination of one boarders file provided evidence that the School was helping seek an further education course for the boarder, who was due to leave the School summer 2005. Staff also worked with external education colleagues, seeking work experience and college placements for boarders who

p.41

children identified as having particular support needs, or particular problems, receive

help, guidance and support when needed or requested. Key Findings and Evidence Standard met? 2 As reported previously, the stated ethos and philosophy of the School, which includes “The aim to safeguard and promote welfare; to create a safe community with clear and thoughtful boundaries; to create an atmosphere within which a young person can grow in every sense of the word – physically socially emotionally and intellectually…” was reflected in the everyday practices observed by the Inspectors during their three day visit. Boarders were given individualised support in line with their wishes and needs, and a Key worker system had been set up, so that there were opportunities for one-to-one, including activities that took place away from the School.

p.41

children identified as having particular support needs, or particular problems, receive

The Headteacher and Senior team took particular interest in the pastoral care of boarders including those with complex and difficult family situations and backgrounds. This was borne out by the fact that they were prepared to visit these families during school holidays.

p.41

children identified as having particular support needs, or particular problems, receive

In terms of the development of an independent advocacy service for boarders, this remains to be addressed. Previous recommendations have been made for this area of the Schools provision to be developed, but, to date, the School has been unable to find anyone local, who would be willing or suited to take this on. The Inspectors felt that it was an important area that needed to be addressed – particularly for boarders who could benefit from the opportunity to talk to someone who was neither connected directly to the School (i.e. a member of staff), or was a member of their own family, or a friend. A repeat recommendation was therefore made, in this regard. Bramfield House School Page 40

p.41

The intended outcomes for the following set of standards are:

• Children live in well designed, pleasant premises, providing sufficient space and facilities to meet their needs. • Children live in accommodation that is appropriately decorated, furnished and maintained to a high standard, providing adequate facilities for their use. • Children are able to carry out their ablutions in privacy and with dignity. • Children live in schools that provide physical safety and security.

p.42

environment most helpful to each child's development, and is sufficient for the

number of children. Key Findings and Evidence Standard met? 3 As reported previously, the School is on the outskirts of Bramfield village, and is located adjacent to a working farm. There are extensive grounds, and the majority of the School is located in the main house – a large three storey period property. As such, the premises would not meet the Criteria 23.2 of this Standard and be suitable to accommodate children with physical disabilities.

p.42

environment most helpful to each child's development, and is sufficient for the

With regard to Criteria 23.6, the Proprietors of the School – Mr and Mrs Anstes – did occupy accommodation on the first floor, on a part-time basis. Their accommodation was accessed from within the School, via the first floor. This area was in close proximity to boarding areas, and the Inspectors noted that the safety and privacy of boarders could be compromised by these arrangements, although this had not been raised as an issue at this, (or at previous) inspections of the School. In practice, Mr and Mrs Anstes had spent very little time living in this accommodation, in the last twelve months, and were frequently away during term-time.

p.42

environment most helpful to each child's development, and is sufficient for the

Visitors to the School were monitored – the front door was locked, and visitors had to ring a bell and wait to be invited in.

p.42

environment most helpful to each child's development, and is sufficient for the

The Pre inspection Questionnaire confirmed that “The School makes every effort to liaise with other professionals, with neighbours, and the local community. Pupils regularly participate in work experience in the locality, and also socialise to a small extent by attending the local youth club”.

p.42

environment most helpful to each child's development, and is sufficient for the

Some of the staff who work at the School also lived in the local area. Bramfield House School Page 41

p.42

The school provides adequate good quality and well-maintained accommodation for

boarding pupils, which is consistent with their needs. Key Findings and Evidence Standard met? 3 The Inspectors were taken on a pupil guided tour of the accommodation, assisted by two boys. The accommodation and facilities were appropriate for boarders. There was plenty of space, and the areas were comfortable and organised. Feedback from boys who completed a Questionnaire was that the School could be cold, particularly when the weather changed suddenly. However, the Inspectors found everywhere to be warm during their visit, in early March, when the weather had been poor including quite heavy snow.

p.43

The school provides adequate good quality and well-maintained accommodation for

The School had a total of seven bedrooms, ranging in size from two to seven beds. Boys were allocated to these dormitories based on friendship groups, age, and also taking into account their relationship with the member of staff in charge of that dormitory. By and large, these arrangements worked well, and boys had developed friendships with each other, and with the member of staff on duty. This was evident during the Inspectors’ evening visit to the School, when boarders were using their dormitories to watch t.v. play games, and generally relax together, before bedtime.

p.43

The school provides adequate good quality and well-maintained accommodation for

This is not a full-time boarding School, and therefore the boys tended not to personalise their dormitories to any great extent, although they were allowed to put up suitable posters, pictures, or photographs, if they wanted to. The fact that some dormitories did accommodate more than four boys was not expressed as a concern, as the maximum amount of time a boy would spend in the dormitory would be four nights a week, and some boys also went home during the School week, for an overnight stay. The oldest boys could, if they chose, move more independent accommodation during their last year at School – this was provided in a separate corridor, leading off the main landing, and comprised two dormitories, a lounge, and separate bathroom and toilet facilities.

p.43

The school provides adequate good quality and well-maintained accommodation for

During the earlier part of the evenings, boys had access downstairs to computers, to pool tables, to the gym, and in good weather, to the outdoors, as well as those activities that were arranged, away from the School.

p.43

The school provides adequate good quality and well-maintained accommodation for

A positive aspect of the dormitory accommodation was the addition of comfortable sofas and chairs, and televisions. This provided a homely space for boys to relax in their groups and to benefit from time with their supervising member of staff, before bedtime. Boys were able to visit each other in the dormitories, provided that other boys agreed that they wanted visitors in their dormitory at that time of the evening. The Inspectors felt that this arrangement worked well, and was more beneficial in this School setting, than one larger common room that all the boys would use together. Each boy was provided with a full length metal locker to store their clothes and personal items. There was discussion with the Deputy about a plan to move these lockers into another area on the first floor – as it was felt that this would improve the appearance of dormitories, and provide more space, and the Inspectors agreed

p.43

The school provides adequate good quality and well-maintained accommodation for

with this proposal for improving the arrangements for boarders at the School.

p.43

The school provides adequate good quality and well-maintained accommodation for

In the Pre inspection Questionnaire, the Head has indicated that changes she would like to see made to the School premises, if this were feasible, were: “Improve the gym area. Convert disused space to an art room. Provide a proper rope and activity area”. The arrangements for supervising boarders at night were unchanged. The School employed a waking night person who came on duty at 11pm and left at 7am. During the course of the Bramfield House School Page 42 night he provided regular dormitory patrols and stationed himself on the landing area, where he was able to listen out for any disturbances, and keep a watching brief. The waking night staff was supported by another member of staff who (on a shift basis) slept-in, using a bedroom located nearby.

p.43

suitable to meet the needs of the children. The school has appropriate changing and

washing facilities for incontinent children where necessary. Key Findings and Evidence Standard met? 2 There were sufficient numbers of baths, showers and toilets, all of which were of a good standard. However, during the tour of the accommodation, the Inspectors noted that not all the door locks worked effectively, and some of the doors which had bolts fitted, could not be opened from the outside in the event of an emergency. This was a recommendation from the last inspection, and the Head of Care confirmed that it was due to be addressed, very shortly. The recommendation was therefore repeated. Bramfield House School Page 43

p.44

and other hazards, in accordance with Health and Safety and Fire legislation and

guidance. Key Findings and Evidence Standard met? 2 The Fire Authority arranged to visit the School during the inspection. The Fire Officer who carried out a tour of the premises and inspected the fire safety arrangements, confirmed that he would be providing the School with a report from the visit, in due course. In the meantime, he advised the Inspectors that there were three issues that needed to be addressed, and these in brief were: Some fire doors were wedged open; Some fire signage was out of date; and the School’s Fire risk assessment had not been updated in the last three years. A recommendation was made in that regard. The Fire Authority’s visit was discussed during the feedback meeting with the Head and Mr Anstes, who confirmed that the issues would be addressed, and all of the advice would be acted on, by, the latest, the end of December 2005.

p.45

and other hazards, in accordance with Health and Safety and Fire legislation and

In other respects, the School was being maintained to reasonable standards, and matters of damage whether accidental or deliberate, were effectively reported, and dealt with. Restraints had been fitted to upstairs windows.

p.45

and other hazards, in accordance with Health and Safety and Fire legislation and

The Head of Care was asked whether risk assessments had been developed. He told the Inspectors that he had produced a Pre-Admission / Review Risk Assessment and Activity Risk Assessment formats, which were shortly to be put into working practice.

p.45

The intended outcomes for the following set of standards are:

• There are careful selection and vetting of all staff, volunteers, and monitoring

p.45

abusers

• Children are looked after by staff who understand their needs and are able to meet them consistently. • Children are looked after by staff who are trained to meet their needs. • Children are looked after by staff who are themselves supported and guided in safeguarding and promoting the children's welfare. Bramfield House School Page 44

p.45

or Enhanced level as appropriate to their role in the school), with a satisfactory

outcome. There is a satisfactory recruitment process recorded in writing. Key Findings and Evidence Standard met? 3 One of the Inspector’s examined five staff personnel files. These contained evidence that staff were being appropriately recruited, including Application Forms, seeking of references, Criminal Records Bureau checks at enhanced levels, Contracts of Employment, and Job Descriptions. The Head discussed the fact that obtaining verbal verification of references was time consuming, but nonetheless she understood the need to ensure that all references were genuine. The Inspector suggested the task could be delegated to the School Secretary, and that the Head would only need to be involved if an issue arose as a result of the phone call made seeking verification.

p.46

specified under standard 28.2. Records of staff actually working in the school

demonstrate achievement of this staffing level. Key Findings and Evidence Standard met? 2 The staffing levels at the School had increased since last year’s inspection. This had a positive effect on the arrangements for the supervision of boarders at the School. Each full time member of staff was allocated a Dormitory to supervise, and there was a clear shift pattern for pastoral staff, which involved working during the early morning, over lunchtime, and then the longest shift at the end of the School day. Although shifts constructed in this way were quite tiring, the Inspectors acknowledged that the School was not open on Friday evenings or at the weekends, and that staff also benefited from longer breaks in the School holidays.

p.47

specified under standard 28.2. Records of staff actually working in the school

The Inspectors acknowledged that with the recommendations being made, and the additional responsibilities to be taken on by staff, there could be a need to revise the staffing levels and staffing structure, to facilitate the developmental work that is both planned by the School and recommended through the inspection findings. For instance, staff will need time to develop their Key working roles; to read review and update Care Plans; to set up Group work Forums; and to be given time for a thorough induction, to receive one-to-one supervision, and to have their training needs met. A recommendation was therefore made for staffing levels to be reviewed.

p.47

Staff receive training and development opportunities that equip them with the skills

required to meet the needs of the children and the purpose of the school. Key Findings and Evidence Standard met? 2 The Pre Inspection Questionnaire confirmed that “There are 3 weeks in the year set aside for staff training. These are traditionally one week at Easter, and two at the start of the summer holidays. However, I have recently changed the summer arrangements for one week at the start of the holidays and one week at the end of the holidays. This is to allow Key workers time to undertake home visits. Professional development currently takes place within the 3 weeks highlighted above. Two care staff are undertaking Open University courses to gain qualification. Most of the work entailed in this is undertaken in their own time but time off is allowed for exams. Care staff have also undertaken some training in term time, such as Child Protection courses.

p.47

Staff receive training and development opportunities that equip them with the skills

The School had a positive view of staff training and development opportunities for its’ staff. The Team Teach training referred to earlier in this report had been very beneficial for staff working with challenging young persons. Child protection training was also provided on an annual basis.

p.47

Staff receive training and development opportunities that equip them with the skills

Some key recommendations made at the last inspection of the School remained outstanding for action. These were discussed with the recently appointed Head of Care, who confirmed that support, supervision, training and development were on the Agenda for action.

p.47

Staff receive training and development opportunities that equip them with the skills

During an interview with a recently appointed member of staff, it was established that the induction process for that person had been quite minimal. It was described as being shown the Dormitory that was to be supervised, and then “getting on with it”. This comment needs to be seen in the context of how the school arranges staffing of boarding accommodation. Bramfield House School Page 46 Staff are allocated to a dormitory each, with no more than 6 boarders in each, and at least one member of supernumerary staff available for support if needed. Staff consistently reported that their colleagues were supportive and helpful to new members of staff on a day to day basis, although the reported experiences of one member of staff suggest the early days may be daunting and the systems the school have would be enhanced, were they preceded by a formal, recorded induction, clarifying roles, routines, expectations and

p.47

Staff receive training and development opportunities that equip them with the skills

methods of dealing with a range of predictable issues. A recommendation, made last year, was repeated with regard to the introduction of a formal, recorded induction programme to be provided for new staff. This should include shadowing more experienced staff, being provided with support, discussion of child protection policy and procedures, understanding those matters that need to be notified, writing of incident reports, reading of care plans and risk assessments for individual boarders, and ensuring that policies and procedures had been provided, read and understood in terms of safe and consistent working practices.

p.48

Staff receive training and development opportunities that equip them with the skills

Another recommendation, which has been repeated from last year’s inspection, related to each member of staff having a personal development plan.

p.48

All staff, including domestic staff and the Head of the school, are properly

accountable and supported. Key Findings and Evidence Standard met? 2 One of the Inspectors interviewed a member of the housekeeping staff, and also had a discussion with the School Cook. Both were satisfied with the arrangements in place for their support and supervision.

p.48

All staff, including domestic staff and the Head of the school, are properly

With regard to staff with teaching and pastoral roles, there was no formal supervision process in place. This was discussed with the Head of Care who confirmed that a process for induction, supervision and support to staff was being introduced. This would include formal 1:1 supervision sessions between supervisor and supervisee, and a written format for supervision notes to be made. He recognised the importance of introducing a process that led from sound recruitment, to induction, to support and supervision, leading to the development of the Personal Development Plan (see Standard 29 above) and the Annual Appraisal. Because this piece of work had not yet been entirely implemented, a repeat recommendation was made in that regard. Bramfield House School Page 47

p.48

The intended outcomes for the following set of standards are:

• Children receive the care and services they need from competent staff. • Children enjoy the stability of efficiently run schools. • The governing body, trustees, local authority, proprietor or other responsible body monitors the welfare of the children in the school.

p.49

The school is organised, managed and staffed in a manner that delivers the best

possible childcare. Key Findings and Evidence Standard met? 3 The Inspectors found that the arrangements for organisation, management and staffing of the School had developed and improved from the previous year. Staffing levels had been increased, and with a recently appointed Head of Care in post, it was clear that steps were being taken to reinforce the pastoral care arrangements.

p.49

The school is organised, managed and staffed in a manner that delivers the best

The School continued to hold an ‘end of the week management meeting’ between the Head, Deputy, Head of Care, and Senior Care Worker. This meeting was designed to ‘catch’ the issues from the working week.

p.49

The school is organised, managed and staffed in a manner that delivers the best

During a short interview with the Deputy the Inspectors heard that staff were positive about the changes that had been made, and that any frustrations related to the fact that staff did not have enough time to develop the School in certain areas, including in respect of recommendations made as part of the inspection process.

p.49

The school is organised, managed and staffed in a manner that delivers the best

With regard to the School having a minimum ratio of 80% of care staff having completed NVQ level 3 (or equivalent) by the year 2005. This was discussed at the feedback meeting and it was confirmed that two members of staff were actively undertaking NVQ level 3 equivalent through study with the Open University. The Head felt that another positive development was the fact that the Head of Care was also an NVQ Assessor, and that this might encourage other staff to consider taking up NVQ training opportunities, based on the fact that they would be able to be assessed, in-house. The position with regard to staff development and training will therefore be kept under review.

p.49

must make sure that the operation of the school meets the requirements of these

standards in relation to the day to day running of the school. Key Findings and Evidence Standard met? 9 This Standard did not apply.

p.50

receive a written report on the conduct of the school from a person visiting the school

on their behalf every half term. Key Findings and Evidence Standard met? 3 The Inspectors attended a feedback meeting at the School, on 22 March 2005, to discuss the findings of the inspection. This was attended by the Head, and Mr M Anstes, the son of the Proprietors, who had more recently taken over a monitoring role at the School. Copies of his reports from visits carried out in October, November, January and February were provided to the Inspectors. Discussion with him during the feedback meeting, together with evidence of his involvement with the School, demonstrated a commitment to the business and running of the School and for ensuring that the School continued to be managed effectively. It was clear that monies were being invested in the School, in terms of the infrastructure and physical environment, as well as for recruiting staff, and for their training and development needs. The Inspectors were told that the maximum amount of pupils that

p.50

receive a written report on the conduct of the school from a person visiting the school

the School can accommodate was 40, and that, as at Easter 2005, there were 37 pupils at the School. There was also a waiting list of boys who had been referred for a place at the School, as and when vacancies occurred. Bramfield House School Page 49

p.50

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 2 nd – 4 th March 2005 and any factual inaccuracies:

p.52

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 Bramfield House School Page 51

p.52

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

Amendments to the report were necessary YES

p.53

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

Comments were received from the provider YES

p.53

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

Head’s comments/factual amendments were incorporated into the final inspection report YES

p.53

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

YES 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

p.53

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.

p.53

are to be addressed and stating a clear timescale for completion. This will be

kept on file and made available on request.

p.53

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

p.53

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

Action plan covers all the statutory requirements in a timely fashion YES

p.53

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

Action plan did not cover all the statutory requirements and required further discussion

p.53

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

Provider has declined to provide an action plan

p.53

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

Other: <enter details here> Bramfield House School Page 52

p.53

relating to the inspection conducted on the above date(s) and that I agree with

the recommended actions made and will seek to comply with these.

p.54

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.

p.54

Bramfield House School / 2nd – 4th March 2005

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

p.55

Bramfield House School / 2nd – 4th March 2005

Telephone: 020 7979 2000 Fax: 020 7979 2111

p.55

Bramfield House School / 2nd – 4th March 2005

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

p.55

Bramfield House School / 2nd – 4th March 2005

S0000024575.V207015.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

p.55

Bramfield House School / 2nd – 4th March 2005

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

p.55