Moor House School & College

Moor House School, Mill Lane, OXTED, Surrey, RH8 9AQ

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Overall effectiveness Outstanding 1

Outcomes for residential pupils Outstanding 1 Quality of residential provision and care Outstanding 1 Residential pupils’ safety Outstanding 1 Leadership and management of the residential provision Outstanding 1

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The residential provision is outstanding because

● Residential students are at the centre of all practice and make outstanding progress during their time at the school. Bespoke packages ensure social, emotional, physical and educational needs are provided for in a consistent manner. Residential students make consistently measurable progress in their social and living skills, and in their speech and language. ● The vast majority of students say they feel safe in the residential provision. Staff have an excellent understanding of why young people may feel unsafe and do all they can to rectify concerns. There is a proactive approach to risk management and students are able to participate fully in activities they enjoy. Policies, procedures and learning programmes are thoughtfully updated in response to incidents or concerns. ● Multi-disciplinary monitoring and evaluation of progress in social and life skills, enables the school to develop programmes which continually improve their skills. Records and

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The residential provision is outstanding because

graph based analysis demonstrate success in an easy to determine visual manner for students and staff. Successes are celebrated and this underpins the culture of progress and achievement. ● Arrangements for health promotion are excellent. Staff have excellent relationships with other professionals and parents to ensure individual health needs are met. Bespoke training packages in specialist medical equipment and medication administration enable staff to care for students in a safely. Residential students enjoy varied and healthy meals that are home made and include an abundance of fresh produce. All individuals engage in healthy activities, regardless of any disability, such as athletics, football and swimming. ● The leadership and management of the residential provision are excellent. Residential students are cared for by and enthusiastic team, who are eager to continually improve practice. Staff are well supported by senior staff and have access to varied training

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The residential provision is outstanding because

opportunities. Joint working with parents and across the school ensures all students have access to the best possible care and life experiences. Inspection Report Moor House School, 15/10/2014 Page 2 of 11

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Compliance with the national minimum standards for residential special schools

The school meets the national minimum standards for residential special schools Inspection Report Moor House School, 15/10/2014 Page 3 of 11

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Information about this inspection

The inspection was announced via telephone, to the head of school on the morning of the first day. On arrival, an initial meeting was held with the headteacher and head of care. Inspectors held discussions with residential care staff; the catering manager and staff; the ground keeper and maintenance manager; teaching and classroom staff; therapists (occupational, psychotherapeutic and speech and language); medical practitioners and governors. All residential areas were observed and visited during the inspection and the inspectors observed, and when appropriate took part in activities with residential students in addition to having group and individual discussions with them. Inspectors held telephone discussions with the Local Authority Designated Officer and parents. Questionnaires for residential students and staff were distributed during the inspection and the information gathered was evaluated and any lines of enquiry

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Information about this inspection

followed up with relevant staff. A range of documents and records were also examined during the inspection.

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Inspection team

Jennie Christopher Lead social care inspector Keith Riley Social care inspector Inspection Report Moor House School, 15/10/2014 Page 4 of 11

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Information about this school

Moor House School is a co-educational, non-maintained residential and day special school. There are currently 104 pupils on roll between the ages of 7 and 19, of which 65 are residential pupils. All pupils possess varying degrees of speech and language difficulties. Accommodation is provided in one of three boarding houses, two within the main school building, with post 16 pupils being accommodated separately in recently opened facilities on the school campus. Moor House is set within large, well-maintained grounds in Oxted, Surrey.

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What does the school need to do to improve further?

● Ensure staff job descriptions accurately reflect established routines. Inspection Report Moor House School, 15/10/2014 Page 5 of 11

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Outcomes for residential pupils Outstanding

Outcomes for residential students are outstanding. Residential students make excellent progress in their speech and language skills. In addition, increased social skills and positive peer relations lead to elevated self-confidence and a positive self-view. Through highly individualised support packages, young people develop a wide range of educational and social skills, leading to significant, measurable progress. Residential students talk positively about their experiences while using the residential provision, saying it is like a ‘second home’ and they get to spend time with their friends.

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Outcomes for residential pupils Outstanding

All students are engaged in a wide range of socially and emotionally stimulating activities both on site and in the community. These range from football, athletics and archery to meals out, arts, crafts and discos. Students comment that they like the range of activities on offer and that they have the opportunity to try new experiences they may not be able to with their families.

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Outcomes for residential pupils Outstanding

Residential students’ individuality is respected and peer relationships are incredibly supportive. They look to include each other in all activities and show great enthusiasm in the success of their peers, in football for example. Staff foster positive relationships within groups of students and manage any tensions in friendships promptly. As a result, residential students develop a good understanding of friendships and how to maintain them. Parents comment that, ‘it is a joy to see they have a group of friends’.

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Outcomes for residential pupils Outstanding

Individual emotional well-being is held in high regard and promoted in all areas within the school. Close working within the school ensures young people are able to become part of the wider community through community passes, based on individual ability and need. This has resulted in some students having increased community presence and enhanced social skills.

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Outcomes for residential pupils Outstanding

Residential students feel their views are listened to and taken into account in the running of the boarding provision and within the school. They are aware that the school council have brought about change for all students, but individuals have also brought about change to their own care and experiences through their key work sessions.

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Outcomes for residential pupils Outstanding

Residential students gain skills they need for independence throughout their time in the residential provision. Parents comment how pleased they are that their child can now brush their own hair and tie their shoe laces, for example; while older students are proficient in budgeting and preparing their own meals. Bespoke independence programmes prepare those at or approaching adulthood for their next step, be it living independently or moving onto a residential college.

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Quality of residential provision and care Outstanding

The quality of care for residential students is outstanding. Highly individualised care and support plans are consistently implemented by a committed and experienced staff team. The whole- school approach to target and goal setting provides a continuous, clear plan. Students acknowledge what they are working towards and what is expected of them. Care staff and therapeutic input ensure residential students flourish in a nurturing environment. Residential students talk positively about staff and each other and appear relaxed in their surroundings. A student suggested that they ‘do not get lonely’ when using the residential provision and another was pleased to spend time with their ‘best friend’. Parents comment that it is like ‘a permanent holiday club’.

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Quality of residential provision and care Outstanding

Student accommodation is of a very high standard throughout. It is well maintained, despite the Inspection Report Moor House School, 15/10/2014 Page 6 of 11 upcoming plans to decommission the current dormitories and move into separate on-site houses. Residential students are able to personalise their own area and enjoy the freedom to relax in their personal space when they choose. A group of students said that now having their own bedrooms means they ‘get more sleep at night’, but admitted to enjoying the banter when they shared a dormitory.

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Quality of residential provision and care Outstanding

New residential students are assigned a more established student as a 'buddy' to support them while they acclimatise to the surroundings. Students are incredibly positive about this system and continue to seek guidance from their mentor, often after years in the school.

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Quality of residential provision and care Outstanding

Residential students are supported to live healthy lifestyles and to understand what this means for them. All are engaged in a wide variety of emotionally and physically stimulating activities and there is a current emphasis on promoting ‘female friendly’ physical activities, such as rhythmic gymnastics. However all are welcome in any activity. Health care arrangements are excellent and administration and care of medicines is robust. Staff have student specific training in varying health needs, including instruction on how to use individual apparatus. Whenever possible, students are encouraged to take responsibility for their own health needs and self-administer medication when appropriate.

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Quality of residential provision and care Outstanding

Joint working between residential, health and school staff ensures consistency in social learning and appropriate peer relationships. Residential students engage in a robust personal, health and social education programme covering puberty, friendships, relationships and specific topics such as gaining and giving consent. The quality of the food is fantastic. Students enjoy a varied diet of freshly prepared meals and healthy snacks. Individual dietary needs are appropriately catered for and students have the opportunity to try new foods they have not experienced before.

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Quality of residential provision and care Outstanding

Residential students’ views are integral to the running of the residential provision. Regular meetings with key workers and involvement in the school council ensure ideas for change are heard and when possible implemented. An independent visitor is available to all students, including via telephone and email. Anonymous email accounts within the school and suggestion boxes further enable young people to share their ideas, views or worries with staff and other adults.

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Quality of residential provision and care Outstanding

Individual care plans are of excellent quality. Consultation with parents is key to their formulation along with input from a variety of colleagues within and external to the school. Care staff clearly know residential students well and work to ensure they meet their targets and are able to progress to their full potential. Weekly meetings of key team member’s from all departments within the school ensure plans remain highly relevant and highlight areas for change in line with individual current needs. Annual reviews document each student’s educational, emotional, behavioural, social and physical development and termly target reviews form the basis for easy to understand graphs of achievement for both students and staff to reflect on.

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Residential pupils’ safety Outstanding

Residential students consistently report that they feel safe in the residential provision and can identify staff they would go to if they were worried or upset. Staff are aware of individual vulnerabilities and concerns and respond proactively to alleviate any fears. An example includes moving a sleeping area for a student to be nearer to extra light sources and sleep-in staff. Staff are confident in procedures to follow should they be concerned for a student’s welfare or emotional well-being.

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Residential pupils’ safety Outstanding

Safety is central to practice and the culture within the school ensures students are protected from harm. Designated senior staff take responsibility for child protection and all have undertaken appropriate training. The school works effectively with the local safeguarding board and Inspection Report Moor House School, 15/10/2014 Page 7 of 11 designated officer, promptly addressing any safeguarding incidents or concerns. Records of concerns are meticulous and provide an excellent audit trail, demonstrating how procedures have been followed and practice reviewed in light of incidents.

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Residential pupils’ safety Outstanding

The schools recruitment process is robust and effectively implemented, ensuring all appropriate checks are undertaken before staff are employed. The environment is physically safe and the estates manager rigorously ensures all safety checks are up to date, and responds swiftly to any maintenance issues that arise.

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Residential pupils’ safety Outstanding

Residential students do not identify bullying as a concern and observed behaviour in the residential areas is exemplary. Staff set clear and consistent boundaries and expectations. Students are clear on what is expected of them and are confident in approaching staff to support them in managing disagreements within friendships or the group. Responses to undesirable behaviour are effective and sanctions are fair, propionate and in line with individual behaviour support plans. As a result the residential area is relaxed and has a comfortable atmosphere. Staff focus on de-escalation and resolution of conflict and since the last inspection, there has been just one occasion where physical intervention has been used. Staff respond quickly to support students to manage any frustrations exhibited.

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Residential pupils’ safety Outstanding

Going missing is not currently identified as a concern. There have been no incidents since the last inspection of students going missing from the residential provision. Staff are confident what to do should this occur and procedures are agreed with local police. Prior to activities in the community, students verbally go through a checklist of what to do should they become lost or separated from the group and safe people in the community are identified, such as police and railway staff for example.

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Residential pupils’ safety Outstanding

Risk assessments are robust. They reflect individual need and abilities, while allowing students to take age-appropriate risks. Regular review ensures students are able to take new controlled risks in line with progress they have made within individual plans.

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Leadership and management of the residential provision Outstanding

The leadership and management of the residential provision is outstanding. The residential management team are experienced and have been in post for a substantial period. They have an excellent understanding of the strengths and weaknesses of the provision, and are constantly seeking ways in which to improve students’ experiences. Regular reports from the independent visitor provide substantial challenge and insight into practice. The visitor comments positively and notes that there is a ‘culture of improvement’ within the school. Staff feel their contributions are listened to and that they are able to effect change and implement new ideas. Governors are actively involved with the residential provision and are keen to understand students’ views and ideas. Plans to move the residential area into houses on site are taking effect and are deemed to have a substantial impact on students’ experiences, not least as all will have their own bedrooms.

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Leadership and management of the residential provision Outstanding

The staff team is experienced and enthusiastic. They are interested in exploring new approaches to ensure they are providing the best service possible for students. The aims of the boarding provision are effectively implemented by all staff. The ethos of the provision, as highlighted in the Statement of Principles, is clearly implemented in practice by staff. Staff who have worked in the residential team for several years comment that they thoroughly enjoy their work. More recent recruits feel welcomed in to the team and that they can go to others for guidance when necessary.

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Leadership and management of the residential provision Outstanding

Staffing levels at all times of day are reflective of students’ needs. Residential students can call on assistance at any time during the night via a pager system. There are robust arrangements in place to cover staff short falls or for emergency situations. Staff say they are well supported Inspection Report Moor House School, 15/10/2014 Page 8 of 11 through regular supervision and feel they can approach managers at any time. A thorough training programme ensures staff are confident in their roles and that skills remain in line with current practice. Further areas for development are identified in annual appraisals including specific areas of interest.

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Leadership and management of the residential provision Outstanding

Communication and liaison with parents is excellent. Both students and parents know how to access the formal complaints system if they have any concerns. Complaints are managed promptly and to the complainant’s satisfaction.

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Leadership and management of the residential provision Outstanding

Records are clear and non-stigmatising, reflecting individual needs and progress. Policies and procedures are regularly reviewed and updated in response to new guidance or incidents within the school. They provide clear guidance and instruction. An area for improvement would be to ensure all job descriptions clearly indicate tasks and expectations that are already embedded in day-to-day practice. Inspection Report Moor House School, 15/10/2014 Page 9 of 11

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Grade Judgement Description

Grade 1 Outstanding A school which provides an exceptional quality of care and significantly exceeds minimum requirements. Grade 2 Good A school which provides a high quality of care that exceeds minimum requirements. Grade 3 Adequate A school which meets minimum requirements but needs to improve the quality of care it provides. Grade 4 Inadequate A school where minimum requirements are not met and the quality of care has serious weaknesses. Inspection Report Moor House School, 15/10/2014 Page 10 of 11

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School details

Unique reference number 125454 Social care unique reference number SC013926 DfE registration number 936/7007

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School details

This inspection was carried out under the Children Act 1989, as amended by the Care Standards Act 2000, having regard to the national minimum standards for residential special schools.

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Age range of boarders

Headteacher Mrs Hilary Dobbie Date of previous boarding inspection 24/02/2014 Telephone number 01883 712271 Email address info@moorhouseschool.co.uk Inspection Report Moor House School, 15/10/2014 Page 11 of 11 guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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Age range of boarders

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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Age range of boarders

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.ofsted.gov.uk

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Age range of boarders

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. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille,

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Age range of boarders

please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Age range of boarders

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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