Newbury Manor School

Farleigh College Independent school standard inspection report

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DfE registration number 933/6195 Unique Reference Number (URN) 131016 URN for social care 033016 Inspection number 361369 Inspection dates 7−8 December 2010 Reporting inspector Thomas Fisher-Smith Social care inspector Martin Davies HMI achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk No. 090070 Independent school standard inspection report

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Purpose and scope of the inspection

This inspection was carried out by Ofsted under Section 162A of the Education Act 2002, as amended by schedule 8 of the Education Act 2005, the purpose of which is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school. 1, 2 The inspection of boarding provision was carried out under the Care Standards Act 2000 having regard to the national minimum standards for residential special schools, in order to assure children and young people, parents, the public, local authorities and the government of the quality and standard of the service provided. 3

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Information about the school

Farleigh College is a residential school for up to 65 students aged 11 to 19 years, of mixed gender, and who have Asperger’s syndrome and associated difficulties. The majority are of White British origin. The college, which opened in 1996, provides termly, weekly boarding and day placements for students. It is located in a former Georgian manor house and grounds, approximately five miles from Frome in Somerset. The provision is on five sites; three of these are residences and one is a satellite learning base. All are within 30 minutes travel of the main college site at Mells, which also includes residential provision. The college is owned by The Priory Education and Children’s Services which owns other similar schools that provide education for young people with special educational needs and/or disabilities. Currently there are 49 students on roll, of these 34 are resident and all have statements of special educational needs. The aims of the college are to teach

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Information about the school

students about their diagnosis and provide them with strategies to live full and productive lives. Concurrent with this education inspection, the residential provision was also inspected by Ofsted Children’s Directorate. The college had its last education inspection in November 2007 and a care inspection in March 2010. Since the last education inspection the composition of the senior management team has changed.

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Evaluation of the school

Farleigh College provides good quality education and meets its broad aims. This quality has improved since the last inspection. The quality of teaching is good and students are provided with a good curriculum that enables them to develop their range of diverse talents. Students make good progress from their starting points, and many attain GCSEs and other accreditation. Supported by satisfactory procedures for their welfare, health and safety, students’ personal development is

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Evaluation of the school

1 www.opsi.gov.uk/acts/acts2002/ukpga_20020032_en_14#pt10-ch1-pb4-l1g162 2 www.opsi.gov.uk/ACTS/acts2005/ukpga_20050018_en_15#sch8 3 www.opsi.gov.uk/acts/acts2000/ukpga_20000014_en_1 Independent school standard inspection report satisfactory and they generally behave well. Safeguarding arrangements are satisfactory. The college meets all but one of the regulations.

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Quality of education

The overall quality of the curriculum is good. The breadth of the curriculum ensures that the needs and interests of the students are well provided for; post-16 students also benefit from a curriculum that is tailored to their particular needs. The curriculum provides opportunities for access to additional support such as speech and language therapy, literacy support and occupational therapy. In its implementation, the curriculum is appropriately modified to take account of students’ individual needs and there is a suitable emphasis on the acquisition of skills in literacy and numeracy. The college provides specific literacy support for individual students and this benefits their studies in other subjects. Adequate provision is made for personal, social and health education, though the school accepts that this is an area in need of further development. Students study a suitable range of subjects that

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Quality of education

includes careers education and citizenship. Alongside this, students also follow practical subjects, such as design and technology. In Year 11 most students gain GCSEs in key subjects such as English, mathematics and science, but GCSEs are also taken up in subjects as diverse as statistics and classical civilisation. Some students gain GCSE accreditation in Year 10. Curriculum planning is held on the college’s internal server network. It is mostly used well and provides a sound guide for teaching and students’ progression in learning. However, in a few subjects, planning is insufficiently detailed, There is too much dependency on the expertise and individual knowledge of teachers to provide work and content at a suitable level of detail and challenge to ensure learning and progress. Consequently, if teachers are absent or unavailable, students’ progress is compromised. The quality of teaching and assessment is good and this mirrors the progress that

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Quality of education

most students make. Where lessons are taught by teachers with specialist subject knowledge, they offer good levels of challenge to students. The tasks they provide are enjoyable and encourage students to take a full, active part in their learning. This was seen, for example, in English lessons for both older and younger students. The older students were asked to empathise with characters in the novel Of Mice and Men; this they did with great success through role playing their chosen character. The younger students successfully completed an exercise in describing emotions which they related from their own setting. Interactive whiteboards are used effectively to support teaching and learning in some, but not all, lessons. Less effective lessons tend to be those where the style of teaching is more question and answer, or where the learning is derived solely from a text book. A common theme in a few lessons was that there were too few opportunities for students to

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Quality of education

demonstrate skills in speaking and listening. In some instances, students were not allowed a response time that was sufficient to enable them to formulate an answer. The good relationships between staff and students are a significant factor in the success of teaching and learning. Students’ responses and behaviour are managed well and staff have a good understanding and knowledge of each student and their Independent school standard inspection report individual conditions. Consequently, students generally concentrate well throughout most lessons and this contributes to the good progress that they make. Good individual education plans underpin teaching and learning. These are well devised documents, and where they are used consistently, provide a good resource to support students’ learning and personal development. The targets they contain are realistic, accurately derived from students’ statements of special educational

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Quality of education

needs and clearly identify what the student needs to do in order to improve. The college uses a rigorous and effective assessment system that provides good evidence of students’ progress. All subjects provide information about each student’s attainment and the aggregated results provide a secure picture of their progress over time. Assessment practice within most lessons is good, but in a minority this is less secure and not used as frequently. These lessons end without a clear knowledge by the teacher of what the students have learned and understood. In these few lessons, students are denied the opportunity to confirm and enjoy the success of their effort.

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Spiritual, moral, social and cultural development of pupils

The students’ spiritual, moral and social development is satisfactory. It is under- pinned by the good relationships that exist between staff and students and the good links between education and residential staff. Students make an effective contribution to their community through activities such as the school council. The consistency of behaviour management between the residential and education staff along with their good communication practice enhances the quality of provision. Students become increasingly self-aware. This is most evident in older students who show an increasing capability to manage change and respond more readily to their surroundings. The ethos of the college encourages the development of students’ self- esteem. Frequent contact with the local community and charity fund-raising initiatives enable students to view themselves as making a worthwhile contribution to the wider society. Many parents also confirmed this view in their questionnaire

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Spiritual, moral, social and cultural development of pupils

responses. For example, one parent wrote that, ‘Now, our son has a future.’ Feelings of self-worth are also evident in students’ attendance at lessons; they attend willingly and settle to work equally quickly. Where absences occur, these are generally attributable to students’ individual conditions. Generally, students’ behaviour is good; although some, as one parent described, ‘have their moments’, the majority respond well to the calm and consistent approaches of all staff. Students’ own views about the behaviour in the college are understandably mixed – though the majority say that it is good. Students do understand the concept of right and wrong and they are very open to correction by staff. Responses, such as that within an English lesson for older students which concerned racism, indicate they have a clear moral outlook. The curriculum makes specific provision for students’ understanding of citizenship.

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Spiritual, moral, social and cultural development of pupils

Through this subject, they gain a secure understanding of the wider community and the services that are available. The whole community celebrates cultural and multicultural events but these tend to be isolated or themed occasions that are not readily integrated or embedded within the college’s wider curriculum. The outcome of this is that students may become aware of different cultures without necessarily Independent school standard inspection report gaining an understanding of them. The curriculum prepares students well for their later lives by equipping them with the skills they will need. Significantly, the college fulfils its central aim by enabling most students to accept and manage change. The residential element of the college provides a good platform for the personal development of students. The practices are complementary to those of the education provision. For example, students are fully involved in the consultation process where

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Spiritual, moral, social and cultural development of pupils

issues directly affect them and the college actively seeks their views.

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Welfare, health and safety of pupils

The provision for the welfare, health and safety of students is satisfactory. The college has an appropriate safeguarding policy which is implemented satisfactorily. Appropriate risk assessments are carried out, particularly where off-site facilities are used, and the effectiveness of these is monitored through behaviour management and placement plans. Fire prevention measures are satisfactory and complemented by regular testing of equipment and building services. Staff are vigilant in their supervision of students; most students are escorted between locations on the college site. Anti-bullying measures are in place and these are reinforced by events such as a week that had anti-bullying as its theme. Students indicate in their questionnaire returns that there is no systematic bullying of which they are aware. And if they need to, there is always someone to whom they can turn for help. The tutor system within

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Welfare, health and safety of pupils

the college and other support mechanisms within the residences ensure that students are cared for appropriately. The college provides opportunities for students to take part in regular exercise. This is either within the curriculum or in students’ free time. The residential provision enables students to take part in activities such as ice-skating and hill-walking. The curriculum for personal, social and health education includes provision for teaching students about the risks associated with drug misuse. However, not all students have access to this particular provision. Students indicated through their questionnaires that they are aware of hazards that might face them, and older students firmly indicate they feel ready to move on to their next phase of life or education. The college has compiled an appropriate response by which it can meet its obligations under the Disability Discrimination Act 1995, (as amended).

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Suitability of staff, supply staff and proprietors

All the required safeguarding checks are carried out on the proprietor and education staff and these are recorded appropriately in the central register of staff checks .

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Premises of and accommodation at the school

The premises and accommodation enable students to learn effectively and safely. Purpose-built classrooms each include a computer station for every student and specialist facilities such as those for science and art support the curriculum and learning effectively. A further provision for design and technology is located nearby and all classrooms are also equipped with interactive whiteboards. Independent school standard inspection report

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Provision of information

With the exception of one mandatory requirement the school provides a good range of information for parents. The exception is that parents are not routinely provided with a copy of the college’s safeguarding policy. The quality of reports provided to parents is very good: these are informative and provide parents with a good picture of how their child is performing. Parents expressed positive comments about the very good communication they have with the school.

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Manner in which complaints are to be handled

The college’s policy and procedures for the management of complaints fully meet the requirements.

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Effectiveness of the boarding provision

The overall quality of boarding provision is satisfactory. Strong leadership and improved lines of accountability are now in place. The head of care is supported by three assistants who, together, are improving the quality of care in key areas; of the 10 recommendations made at the last boarding inspection in March 2010, eight are now fully met. The promotion of equality and diversity is satisfactory.

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Effectiveness of the boarding provision

Young people’s routine health needs are suitably met. Safe medication storage practices are followed with clear arrangements in place for the receipt and administration of drugs. The school has recently reviewed and improved students’ health care plans; however, further work is required to ensure that these accurately cover all identified health needs. Specialist health services are now coordinated by the head of therapy and work is underway to ensure that individual young people have access to, and benefit from, specialist services.

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Effectiveness of the boarding provision

The school takes care to provide young people with a balanced and varied diet. The food served is nutritious and a choice is always available. Mealtimes in houses are relaxed and enjoyable, and staff work hard to ensure that young people are actively involved in menu planning and preparation of meals. Young people have raised concerns regarding the quality and choice of food served at lunchtime; this issue has been discussed by the school council and a range of solutions are under consideration.

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Effectiveness of the boarding provision

Clear and well understood systems are in place to protect young people. Anti- bullying strategies are effective; young people report that serious bullying is rare and wherever there are concerns that staff act promptly and consistently to manage incidents. Complaints received are thoroughly investigated and monitored effectively, and young people report that staff take their concerns seriously.

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Effectiveness of the boarding provision

There are robust systems in place to ensure that all staff receive appropriate child protection training and good links have been established with the Local Safeguarding Children Board and other statutory agencies. However, further work is required to Independent school standard inspection report ensure that apparent low-level concerns are managed effectively, and where necessary, that advice is sought from children’s services regarding welfare issues.

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Effectiveness of the boarding provision

Staff enable young people to develop socially acceptable behaviour through encouragement and consistent application of the school’s rules and expectations. The head of care is informed of any incident where physical intervention has been used, and reviews both individual and strategic planning where necessary. While clear records of sanctions are maintained and young people are encouraged to record their views in these records, the strategic monitoring of sanctions across houses is not fully effective.

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Effectiveness of the boarding provision

The staff recruitment policy is appropriate; however, despite clear expectations that all new staff will be closely supervised, shortfalls in recruitment practice have the potential to put young people at risk.

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Effectiveness of the boarding provision

Robust systems ensure that good communication is maintained between boarding and education staff, enabling care staff to appropriately support young people’s educational progress. Young people report positive relationships with staff and feel well supported; the appointment of an independent visitor strengthens the support available to individual young people.

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Effectiveness of the boarding provision

Young people are encouraged to contribute to decision making regarding developments in boarding provision. The school council is well embedded and is having a tangible impact on service provision. Consultation within houses is a particular strength and contributes to the high value that young people attach to their house group.

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Effectiveness of the boarding provision

Importance is given to care planning, with behaviour support plans being particularity effective. However, the individual care plans currently in place do not give sufficient regard to individual background factors, including potential risk factors.

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Effectiveness of the boarding provision

Accommodation within the main school site is well maintained and provides sufficient facilities to meet the individual and collective needs of the young people. The off-site houses provide excellent standards of accommodation, including opportunities for older young people to live more independently. Health and safety systems are fully effective across all of the boarding accommodation.

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Effectiveness of the boarding provision

Young people benefit from a stable and consistent staff group who understand their needs well. The senior management team is visible and provides effective leadership and direction to care staff. Considerable developments have taken place since that last inspection; however, a number of key systems are yet to be fully embedded and as a result, appropriate levels of formal supervision and staff appraisal have yet to be achieved. Independent school standard inspection report Staff benefit from a thorough induction process and have access to a range of basic training and development events. Plans are in place to more closely involve the head of therapy in the design and delivery of staff training programmes. Currently only 50% of care staff have the relevant National Vocational Qualification (NVQ) level 3 qualification. While a number of staff are working towards this qualification, progress in this regard has not been sufficient.

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Effectiveness of the boarding provision

External monitoring on behalf of the responsible body is effective and contributes towards the school’s action plan. Internal monitoring systems are in place and in most regards are effective, but there remain gaps in the monitoring of some key areas.

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Compliance with regulatory requirements

The proprietor has ensured that the school meets The Education (Independent School Standards) (England) Regulations 2010, schedule 1 (‘the Regulations’), with the exception of that listed below. 4

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Compliance with regulatory requirements

The school does not meet all requirements in respect of the provision of information (standards in part 6) and must:  ensure that a copy of the college’s safeguarding policy is published on its website or sent to parents of students (and of prospective students on request) (paragraph 24(1)(c)).

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Compliance with regulatory requirements

In order to meet the national minimum standards for residential special schools and associated regulations, the school should:

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Compliance with regulatory requirements

 make certain that systems in place in the school ensure that any suspicion of abuse or neglect is properly responded to (NMS 5)  ensure that records of sanctions are regularly reviewed by a senior member of the school’s staff to identify any patterns in incidents leading to sanctions (NMS 10)  ensure that written health care plans include all relevant information (NMS 14)  ensure written placement plans include how cultural and racial needs are to be met, and set out any significant risk factors (NMS 17)  make certain that the system for recruiting staff ensures that all required checks are in place (NMS 27)  ensure that staff receive formal supervision and appraisal at the required frequency (NMS 30)  ensure that a minimum ratio of 80% of staff have completed their level 3 in Caring for Children and Young People NVQ or have qualifications which demonstrate the same competencies as the NVQ (NMS 31)

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Compliance with regulatory requirements

4 www.legislation.gov.uk/uksi/2010/1997/contents/made Independent school standard inspection report  ensure that an effective internal system is designed to monitor records, and identify patterns and issues requiring attention (NMS 32).

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What the school could do to improve further

While not required by regulations, the school might wish to consider the following points for development:  make wider provision for the personal, social and health education of students  provide dedicated training for teachers and other staff that will enable them to use interactive whiteboards more effectively. Independent school standard inspection report Inspection judgements outstanding

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The quality of education

How well the curriculum and other activities meet the range of needs and interests of pupils 

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The quality of education

How effective teaching and assessment are in meeting the full range of pupils’ needs 

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The quality of education

How well pupils make progress in their learning 

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The quality of education

Pupils’ spiritual, moral, social and cultural development Quality of provision for pupils’ spiritual, moral, social and cultural development 

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Welfare, health and safety of pupils

The overall welfare, health and safety of pupils 

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The quality of boarding provision

Effectiveness of boarding provision  Independent school standard inspection report

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School details

Type of school Residential special school

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School details

Number on roll (full-time pupils) Boys: 41 Girls: 8 Total: 49

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School details

Number of boarders Boys: 26 Girls: 8 Total: 34

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School details

Number of pupils with a statement of special educational needs Boys: 41 Girls: 8 Total: 49

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School details

Address of school Farleigh College, Newbury Manor, Newbury, Nr Mells, Frome, Somerset, BA11 3RG

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School details

Email address alunmaddocks@priorygroup.com

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School details

Proprietor The Priory Education and Children’s Services

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