Meath School

Meath School, Brox Road, Ottershaw, Chertsey, Surrey KT16 0LF

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Inspection dates 1 March to 3 March 2016

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Overall experiences and progress of children and young people Outstanding 1

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Quality of care and support Outstanding 1 How well children and young people are protected Outstanding 1 Impact and effectiveness of leaders and managers Outstanding 1

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Summary of key findings

The residential provision is outstanding because  The leadership is exceptional. Senior leaders are inspirational, confident and ambitious to challenge and improve practice continually. There is a strong ethos of sharing their expertise to benefit residential pupils outside of the school.

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Summary of key findings

 Residential pupils make exceptional progress, both socially, and in their speech and language development. They work to agreed measurable targets, which they proudly display and own.

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Summary of key findings

 Residential pupils enjoy staying at the provision. They value the opportunity to play with friends, while developing their social relationships and motor co- ordination skills. They look forward to attending school.

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Summary of key findings

 Parents provide clear descriptions of the positive impact the residential provision has for the social and emotional development of their children. They can see the benefit on their children’s independence and confidence. They value the excellent lines of communication established by staff.

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Summary of key findings

 Residential pupils are safe. Staff allow them to develop and show responsibility while fully safeguarding them. The residential pupils’ safety underpins the ethos of staff.

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Summary of key findings

 Leaders and the manager continually strive to improve this excellent service, resulting in clear improvements and initiatives since the last inspection. Excellent monitoring continues to identify key strengths and areas of further improvement. Inspection Report Meath School, 1 March 2016 Page 2 of 11 Compliance with the national minimum standards for residential special schools

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Summary of key findings

The residential provision meets the national minimum standards for residential special schools.

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What does the school need to do to improve further?

Review the quality of the records related to the physical intervention records and key worker sessions to ensure that they accurately reflect what has occurred.

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Information about this inspection

Ofsted carried out this inspection at three hours' notice. Inspection activities included: observation of residential practice over two evenings; formal and informal discussions with a wide range of children who board; sharing mealtimes; and discussions with the principal, manager of residential services, premises manager, family support nurse, and school nurse. Residential staff, including volunteers, were also consulted. Information was provided by the local statutory safeguarding authority, and a tour of all the accommodation was undertaken. A wide range of documentation concerning the residential provision was scrutinised. The responses on Parent View were considered along with responses to the point-in-time surveys.

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Inspection team

Suzy Lemmy lead social care inspector Inspection Report Meath School, 1 March 2016 Page 3 of 11

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Information about this school

Meath School is a day and residential non-maintained primary special school. It fosters an integrated model of support that includes education, speech and language therapy, occupational therapy and residential care. It provides for up to 75 pupils, 15 of whom can be residential, of either gender, aged four to 11 years, whose primary needs arise from severe and complex speech, language and communication difficulties. The school offers a residential service and an extended school day programme to all pupils. In excess of 35 children have accessed the residential provision over the last year. Six pupils stay Monday to Friday, while others participate in the planned overnight programme. The frequency of the overnight stays is agreed with the parents. The school is owned and managed by the children’s communication charity ICAN. The residential accommodation is on the first floor of the main school building.

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Information about this school

Inspection Report Meath School, 1 March 2016 Page 4 of 11

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Inspection Judgements

The overall experiences and progress of children and young people Outstanding

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Inspection Judgements

Residential pupils make exceptional progress academically and socially. Managers collect data to monitor progress in learning and personal development. Appropriate personal targets are set at school and at the residential provision. Staff award residential pupils with tokens for reaching their targets, and residential pupils display them on the wall. Residential pupils proudly showed the inspector their rewards for reaching their targets.

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Inspection Judgements

Education and health professionals work with residential staff to ensure an integrated approach is taken to promote residential pupils’ academic progress. Speech and language therapists are attached to each class. Their shared expertise is evident in the signs, photographs and objects of reference displayed around the residential provision. Residential pupils have access to a wide variety of communication methods. All staff promote residential pupils’ continual development of speech and understanding.

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Inspection Judgements

Inter-agency working is strong across the school and residential setting. There is excellent liaison with education staff, handovers before and after the school day ensure that strategies and therapy programmes are consistent across both settings. Residential staff consult with the occupational therapist. As a result, residential pupils are provided with specialist equipment, for example a weighted blanket to aid sleep and specialised cutlery at mealtimes. Residential pupils follow a motor co-ordination improvement programme designed to be fun. Activities enjoyed by them include ‘Fit Kids’, gym, and ‘Jump Ahead’. Children report that these are some of the best activities at the residential provision.

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Inspection Judgements

The role of the family support worker is integral in ensuring the emotional well-being of residential pupils and their families is central. Her qualifications equip her with the skills to offer direct work and counselling sessions with residential pupils. She works closely with identified residential pupils in order to support them within school and home settings. Strategies that are effective within the school are adapted to the home environment. Parents value this support.

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Inspection Judgements

Staff instil the quality of caring for others through the ethos of the school. Residential pupils value being ‘good friends’ and show genuine kindness towards each other. They are calm, friendly and polite to visitors. The inspector observed them enjoying their time at the residential provision. They participated in a range of activities, including arts and crafts, dressing up, board games and engaging the inspector in imaginary games. Staff also promote a sense of community by encouraging residential pupils to participate in activities within the local area, for example performing with a choir and attending the gym.

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Inspection Judgements

The social interactions observed between staff and pupils highlight the major achievements that the residential pupils have made. Children who were previously reluctant to speak initiated conversations. A parent reported that ‘within less than one year of starting at the school, my daughter’s speech has improved so much that I suddenly stopped having to be her translator’. Residential pupils report that attending Inspection Report Meath School, 1 March 2016 Page 5 of 11 the provision enables them to socialise with their peers. One child said, ‘I don’t have friends to play with at home; I can play with my friends here’. The staff encourage good social interactions, including sharing, being a good friend and taking turns. Staff read books to residential pupils as part of their bedtime routine. This further enhances the educational and social experience.

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Inspection Judgements

Residential pupils have excellent relationships with staff. This allows them to share any concerns or worries. Two residential pupils were observed to seek out staff to share their experiences of their day. Staff respond positively and prioritise time spent with residential pupils. Residential pupils report that they can talk to all staff, not only their named key worker. When asked, they said the best thing about the school is the residential provision. Residential pupils feel listened to and valued.

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Inspection Judgements

Residential pupils have a strong influence on the running of the service. Staff consult them and encourage them to exercise choice. Staff facilitate formal opportunities to influence the running of the school and residential service. A number of residential pupils sit on the school council, which increases the status of residential care. The monthly residential pupils’ forums are child-focused. Staff value their opinion and act on their wishes. Examples are residential pupils’ choice of their duvet and the colour of the bedroom walls. This meant that in some bedrooms every wall is painted a different colour, reflecting individual choice. Residential pupils personalise their areas and keep their possessions safe. They are proud of their rooms, and insisted on showing off their bedrooms during the residential provision tour.

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Inspection Judgements

Leaders and staff continually reflect on and celebrate pupils’ achievements. Pupils respond by being immensely proud of their progress and strive to succeed.

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Inspection Judgements

The quality of care and support Outstanding

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Inspection Judgements

Admission processes are individualised and welcoming, residential pupils receive personal booklets so they know what to expect before they arrive. Staff meet the residential pupils and their parents prior to admission. The assessment process is vigorous, involving many internal staff, to ensure that only pupils who will benefit from the specialist services are admitted.

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Inspection Judgements

Permanent, familiar staff care for residential pupils. Skilled volunteers commit to working with the residential pupils. One volunteer said, ‘I have learnt so much in the short time I have been here’. Residential pupils benefit from the experience, energy and dedication of the staff. Staff manage the residential pupils’ routines excellently. They have high expectations for the residential pupils. The residential pupils’ behaviour was exemplary during the inspection.

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Inspection Judgements

The quality of accommodation is excellent. Staff supervise the residential pupils closely to keep them safe. Risk assessments are in place to ensure that staff and residential pupils know the rules and expectations about the close proximity of the girls’ and boys’ sleeping accommodation. During the residential tour, the girls were observed pointing out to a boy that he was not allowed in their area.

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Inspection Judgements

Residential pupils stay overnight in response to different circumstances, including the Inspection Report Meath School, 1 March 2016 Page 6 of 11 distance they need to travel to and from school, personal situations or to increase their social opportunities. A new initiative, in response to parental request, is the after-school club and holiday play scheme. This reflects the considerable value that staff and parents attach to the provision. The residential provision offers a 24-hour curriculum to complement the school day. Staff provide continuous learning and development of speech and language skills.

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Inspection Judgements

Feedback from parents and carers is consistently positive. One parent said, ‘he packs his bag even when he is not due to stay; he can’t wait to go, it’s like a second family for him’. Another parent said, ‘I feel happy and safe in the knowledge he is being looked after well, I can’t fault anything’.

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Inspection Judgements

Residential pupils enjoy their breakfast and evening meal, with staff and each other, which provides an opportunity to communicate with each other, it is a relaxed and important time of the day when staff promote good social skills. The menu is healthy, varied and of good quality. Kitchen staff liaise with residential staff to ensure that dietary and cultural needs are met.

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Inspection Judgements

Celebrations of different cultures include theme nights, when residential pupils learn about different festivals. They have designed displays promoting good values, and acceptance of other religions and beliefs. This evidences their strong moral stance and social responsibility.

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Inspection Judgements

Residential pupils keep in daily contact with their families by telephone or the internet. This is part of their social skills and independence programme, and is reassuring for them, and their parents and carers. Staff keep parents updated during the evenings. One parent reported that ‘there is good communication with the staff, they are always able to update me on how my child is’.

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Inspection Judgements

The residential pupils’ general health needs remain the responsibility of their parents and carers. Staff are trained in first aid and have clear protocols, should a child fall ill. Trained staff record and administer medication, these robust systems keep residential pupils safe. The school nurse is a familiar face to all pupils. In addition to her responsibilities towards the pupils’ health needs, she works in the classroom and residential provision. She is someone who the pupils visit when they are ill or need ‘tender loving care’.

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Inspection Judgements

Staff in the residential setting ensure that all aspects of the pupils’ care focuses on their personal and social development. The residential provision enhances the high quality of education and care provided during the school day.

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Inspection Judgements

How well children and young people are protected Outstanding

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Inspection Judgements

Residential pupils are very safe in this school. Policies and procedures are reviewed regularly. Designated safeguarding leads are suitably trained; training includes sessions on the Prevent agenda, child sexual exploitation and female genital mutilation. Residential pupils do not go missing due to the security of the building and close supervision, however, staff are clear about what to do should this occur. All staff, including governors, are concerned with safeguarding pupils. They consult with other professionals who give advice and guidance in the event of any concerns or allegations. Inspection Report Meath School, 1 March 2016 Page 7 of 11 The residential pupils report that they feel safe.

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Inspection Judgements

Risk assessments, care plans and detailed ‘pen portraits’ equip staff with knowledge about how to minimise risk. The residential pupils’ relationships with staff and the ethos of treating others with respect mean that physical intervention is rarely needed and has been significantly reduced. Staff record physical interventions in conjunction with behaviour plans. Evaluation of the physical intervention is difficult, because both documents record one incident. The recording needs to differentiate between staff and residential pupil’s views to inform the auditing and monitoring process.

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Inspection Judgements

There is an excellent approach to e-safety. Residential pupils sign an agreement in relation to the safe use of the internet. They understand and take responsibility for their own computer use. Parents and staff also sign agreed rules and expectations. The residential pupils rarely use electronic devices, preferring outdoor activities and socialising. Staff demonstrate a good knowledge of e-safety and close supervision of the residential pupils’ internet use.

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Inspection Judgements

Residential pupils report that bullying is not an issue in the residential provision. Anti – bullying signs displayed in the residential area remind them about the procedures and policies in place. An independent visitor, who is not affiliated to the school, visits the residential provision monthly and is available for residential pupils to talk to privately. The residential pupils’ positive relationships with staff and the effective key-worker system further protects them. However, key-work sessions are not recorded, such reports would ensure discussions are captured and evaluated. Staff are adept at signing and other non-verbal communication methods, they can communicate effectively with each child.

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Inspection Judgements

All necessary health and safety certificates are in place. Staff report that any maintenance issues are promptly actioned by on-site maintenance staff, overseen by an efficient premises manager. A rolling programme of improvements is in place. Fire evacuations are carried out with pupils at different times of day in order that all residential pupils are aware of the procedures.

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Inspection Judgements

The recruitment process is robust. All necessary checks are in place to ensure that only suitable adults have contact with residential pupils. This includes supervision of casual contractors on-site. Regular contractors have the necessary safety checks. The induction process for new staff and volunteers is thorough. They have access to and read the residential pupils' files, as well as relevant policies and procedures prior to working directly with residential pupils. They also undertake basic training, including safeguarding. The manager of the residential services ensures that staff offer a consistently excellent level of care.

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Inspection Judgements

The impact and effectiveness of leaders and managers Outstanding

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Inspection Judgements

Leadership and management are exceptional. Inspirational leaders drive forward continual improvement. This specialist facility contributes extensively to research projects, including published books and articles. Knowledge and expertise are shared to benefit the wider community. Inspection Report Meath School, 1 March 2016 Page 8 of 11 Leaders lead by example and are excellent role models, cultivating a close-knit staff group that work as a cohesive team. Staff said ‘the welfare and well-being of the residential pupils is the most important things here’. Staff provide the highest quality of care possible, putting the residential pupils at the centre of everything they do. One parent said ‘my son has come on in leaps and bounds. The school is rated outstanding, I would rate it above outstanding’. Another parent said ‘the staff and leadership are always pushing the boundaries of what the school and its pupils can achieve’.

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Inspection Judgements

Communication between managers and staff is excellent. Regular team meetings formalise this. The focus of meetings is the residential pupils, in addition to keeping up to date with good practice, and policy and procedures. The staff group and pupils are learning a new sign language to bring them into line with that used by the school pupils move on to. A staff member reported, ‘it is good to learn at the same time as the pupils, they enjoy correcting you’.

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Inspection Judgements

Regular handovers and de-briefing sessions underpin the effective sharing of knowledge. Residential staff sleep in the provision and volunteers live in the grounds. This allows time to reflect at the end of the day. Waking night staff respond to the pupils’ needs and safety during the night. Staff ensure that residential pupils have consistency of care. The staff who put them to bed are the ones who wake them in the morning.

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Inspection Judgements

Staff benefit from regular monthly supervision, which includes time to reflect on the impact of the work as well as discuss any areas needed to improve practice. Staff have access to a varied training programme provided both by the school and external providers. Managers identify training and development needs through annual appraisals. The personnel files for the specialist staff evidence professional registration. This means that qualified, experienced, professional staff care for the pupils.

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Inspection Judgements

The residential provision is a valued part of the school. The after-school club familiarises residential pupils with the facilities and activities. Residential pupils happily share their space with their friends. On one day a week, the after-school club is off-site to allow residential pupils some time as a cohesive group.

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Inspection Judgements

The statement of purpose is clear. Staff, parents and social workers understand the role of the school in improving residential pupils’ outcomes. A child-friendly version is available for newly admitted residential pupils.

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Inspection Judgements

Staff have cultivated strong relationships with parents. One parent reported, ‘we will be very sad when he leaves. It is an inspiring, nurturing environment, which has helped our son to make outstanding progress’. Another parent reported, ‘the children enjoy sleeping over and feel comfortable to do this. I am extremely happy with the school.’ The ‘Friends’ of the school are active fundraisers, benefiting the school community as a whole. A rigorous monitoring process includes oversight by the governing body and independent person. The manager of children’s services works in conjunction with the principal to ensure that any recommendations are actioned promptly. Established systems and routines ensure that the residential provision runs smoothly on a day-to-day basis. The school’s ethos is one of continual learning and development, to improve the service for the residential pupils, their families and the wider community.

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Inspection Judgements

Inspection Report Meath School, 1 March 2016 Page 9 of 11

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What inspection judgements mean

The experiences and progress of children and young people are at the centre of the inspection. Inspectors will use their professional judgement to determine the weight and significance of their findings in this respect. The judgements included in the report are made against ‘Inspections of boarding and residential provision in schools: the inspection framework’.

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What inspection judgements mean

Judgement Description Outstanding A school where the experiences and progress of children and young people consistently exceeds the standard of good and results in sustained progress and achievement. The outcomes achieved by children and young people are outstanding and the impact the boarding/residential provision has had in supporting this progress and achieving these outcomes is clearly evidenced. Good A school providing effective services which exceed minimum requirements. Children and young people are protected and cared for and have their welfare safeguarded and promoted. Requires improvement A school where there are no serious or widespread failures that result in children and young people's welfare not being safeguarded or promoted. However, the overall outcomes, experiences and progress of children and young people are not yet good. Inadequate A school where there are serious and/or widespread failures that mean

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What inspection judgements mean

children and young people are not protected or their welfare is not promoted or safeguarded, or if their care and experiences are poor and they are not making progress. Inspection Report Meath School, 1 March 2016 Page 10 of 11

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School details

Unique reference number 125478 Social care unique reference number SC013925 DfE registration number 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. Type of school Residential Special School Number of boarders on roll 35 Gender of boarders Mixed Age range of boarders 5 to 11 Headteacher Janet Dunn Date of previous boarding inspection 2 March 2015 Telephone number 01932 872302 Email address meath@meath-ican.org.uk Inspection Report Meath School, 1 March 2016 Page 11 of 11 guidance 'Raising concerns and making complaints about Ofsted', which is available from Ofsted's website: www.gov.uk/ofsted. 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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School details

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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School details

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.gov.uk/ofsted

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School details

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, please

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School details

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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School details

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

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