T A S I S

School and boarding report TASIS Coldharbour Lane, Thorpe, Surrey TW20 8TE

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Overall effectiveness Inadequate

Effectiveness of leadership and management Inadequate Quality of teaching, learning and assessment Good Personal development, behaviour and welfare Inadequate Outcomes for pupils Good Early years provision Inadequate Sixth form provision Inadequate Overall experiences and progress of children and young people in the boarding provision Inadequate

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Overall effectiveness Inadequate

Quality of care and support in the boarding provision Inadequate How well children and young people are protected in the boarding provision Inadequate Impact and effectiveness of leaders and managers in the boarding provision Inadequate Overall effectiveness at previous inspection Good

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This is an inadequate school

 School leaders have not ensured that all the national minimum standards for boarding schools and the independent school standards relating to welfare, health, safety and safeguarding are met. They have failed in their duty to keep pupils safe. They have not followed the guidance issued by the Secretary of State.  Governance by members of the board is ineffective. There are no suitable arrangements in place to hold school leaders to account.  School leaders do not provide sufficient guidance to teachers to improve teaching because they do not accurately evaluate the work of the school.  Leaders’ and staff members’ roles and responsibilities are unclear. Leaders and managers have failed in their duty to ensure the safety and welfare of boarders. The dean of residential life and the designated safeguarding lead are not senior leaders. Some boarding accommodation does not meet the required standards. Boarders do not know about the

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This is an inadequate school

independent visitor.  Health and safety is not underpinned by a robust policy or plan and required actions have not been implemented. Staffing levels are regularly not sufficient to ensure that boarders’ whereabouts are known at all times.

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The school has the following strengths

 Relationships are good. Pupils behave well and have good attitudes to learning. Pupils in all phases of the school, including early years and the sixth form, attend well. They enjoy coming to school and feel well supported.  Pupils achieve well. They are prepared for the next stage of their education well. Boarders enjoy a good range of activities and community involvement. Teachers have good subject knowledge and convey new knowledge and skills effectively.

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Compliance with regulatory requirements and national minimum standards for boarding schools

 The school must take action to meet the requirements of the schedule to The Education (Independent School Standards) Regulations 2014, the national minimum standards for boarding schools and associated requirements. The details are listed in the full report.

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What does the school need to do to improve further?

 Rectify the weaknesses in safeguarding and actively promote pupils’ welfare by:

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What does the school need to do to improve further?

implementing the safeguarding policy in full appointing a member of the senior leadership team to the role of lead child protection officer ensuring all required suitability checks are carried out for all staff and for new staff prior to their appointment making sure recruitment and induction procedures are rigorous for all staff ensuring safeguarding procedures are implemented effectively.

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What does the school need to do to improve further?

 Improve the quality of leadership, management and governance by:

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What does the school need to do to improve further?

improving systems and procedures for monitoring the work of the school identifying clear roles and responsibilities for all school leaders and staff holding all staff to account, to ensure they carry out their roles and responsibilities effectively regularly checking that all safeguarding procedures are effective systematically evaluating all aspects of the school’s work.

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What does the school need to do to improve further?

 The school must ensure that it meets the national minimum standards for boarding schools.

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What does the school need to do to improve further?

 Publicise the role of the independent visitor and ensure boarders become familiar with this person.

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What does the school need to do to improve further?

 Ensure that the risk assessments of boarders who self-medicate are comprehensive and include the storage arrangements in the boarding accommodation.

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What does the school need to do to improve further?

 The school must meet the following independent school standards.

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What does the school need to do to improve further?

Ensure that arrangements are made to safeguard and promote the welfare of pupils at the school and that such arrangements have regard to any guidance issued by the Secretary of State (paragraphs 6, 7, 7(a) and 7(b)). Ensure that arrangements are made to safeguard and promote the welfare of boarders while they are accommodated at the school and such arrangements have regard to the National Minimum Standards for Boarding Schools (paragraphs 8, 8(a) and 8(b)). Ensure that the relevant health and safety laws are complied with by the drawing up and effective implementation of a written health and safety policy (paragraph 11). Ensure that the proprietor complies with the Regulatory Reform (Fire Safety) Order 2005 (paragraph 12). Ensure that attendance registers are maintained in accordance with the Education (Pupil Registration) Regulations 2006 (paragraph 15). Ensure the welfare of pupils at the school is safeguarded and promoted by the drawing up and

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What does the school need to do to improve further?

effective implementation of a written risk assessment policy and taking appropriate action to reduce risks that are identified (paragraph 16, 16(a) and 16(b)). Ensure that all required checks are made to confirm the suitability of staff, supply staff and governors and that such checks are made within the required timeframe in relation to the appointment of staff and that the proprietor keeps a register which shows such of the information as is required (paragraphs 17, 18, 19, 20 and 21). Ensure that persons with leadership and management responsibilities at the school demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently (paragraph 34(1), 34(1)(a)). Ensure that persons with leadership and management responsibilities at the school fulfil their responsibilities effectively so that the independent school standards are met consistently (paragraph

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What does the school need to do to improve further?

34(1), 34(1)(b)). Ensure that persons with leadership and management responsibilities at the school actively promote the well-being of pupils (paragraph 34(1), 34(1)(c)).

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What does the school need to do to improve further?

 The school must meet the following national minimum standards for boarding schools.

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What does the school need to do to improve further?

Suitable sleeping accommodation is provided for boarders. It is well organised and managed with risk assessments undertaken and findings acted upon to reduce risk for all boarders. Where boarders are aged 8 years or over, sleeping accommodation for boys is separate from sleeping accommodation for girls (NMS 5.1). Suitable living accommodation is provided for boarders for the purposes of organised and private study outside school hours and for social purposes (NMS 5.2). Suitable toilet and washing facilities are provided for boarders, which are reasonably accessible from the sleeping accommodation. Separate toilet facilities are provided for boys and girls unless each toilet facility is provided in a separate room intended for use by one pupil at a time, the door to which is capable of being secured from inside. Toilet and washing facilities provide appropriate privacy for boarders (NMS 5.3). Accommodation is suitably furnished and of sufficient size for the number, needs and ages of boarders

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What does the school need to do to improve further?

accommodated, with appropriate protection and separation between genders, age groups and accommodation for adults. Bedding is clean and suitable, and is sufficiently warm (NMS 5.5). Boarding accommodation is reserved for the use of those children designated to use it, and is protected from access by unauthorised persons. Any use of school facilities by individuals or groups does not allow members of the public (including members of organised groups using school facilities) substantial and unsupervised access to pupils, or to boarding accommodation while occupied by pupils (NMS 5.7). The school ensures compliance with relevant health and safety laws by drawing up and implementing effectively a written health and safety policy (NMS 6.1). The school premises, accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured (NMS

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What does the school need to do to improve further?

6.2). The school ensures that the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy and appropriate action is taken to reduce risks that are identified (NMS 6.3). The school complies with the Regulatory Reform (Fire Safety) Order 2005 (NMS 7.1). In addition, fire drills are regularly (at least once per term) carried out in boarding time (NMS 7.2). In addition to main meals, boarders have access to drinking water and to food or the means of hygienically preparing food at reasonable times. Schools are sensitive to boarders’ individual needs in this respect (NMS 8.3). Reasonable protection is provided for boarders’ personal possessions and for any boarders’ money or valuables looked after by the school (NMS 9.3). The school ensures that: • arrangements are made to safeguard and promote the welfare of pupils at the school; and

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What does the school need to do to improve further?

• such arrangements have regard to any guidance issued by the Secretary of State (NMS 11.1). The school’s governing body and/or proprietor monitors the effectiveness of the leadership, management and delivery of the boarding and welfare provision in the school, and takes appropriate action where necessary (NMS 13.1). There is clear leadership and management of the practice and development of boarding in the school, and effective links are made between academic and residential staff (NMS 13.2). The school’s leadership and management demonstrate good skills and knowledge appropriate to their role (NMS 13.3). The school’s leadership and management consistently fulfil their responsibilities effectively so that the standards are met (NMS 13.4). The school’s leadership and management and governance actively promote the wellbeing of pupils (NMS 13.5). The school follows and maintains the policies and documents described in Appendix 1 (NMS 13.7).

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What does the school need to do to improve further?

The records specified in Appendix 2 are maintained and monitored by the school and action taken as appropriate (NMS 13.8). The issues specified in Appendix 3 are monitored, and action is taken to improve outcomes for children as appropriate. Schools operate safe recruitment and adopt recruitment procedures in line with the regulatory requirements and having regard to relevant guidance 15 issued by the Secretary of State (NMS 14.1). For all persons over 16 (not on the roll of the school) who after April 2002 began to live on the same premises as boarders but are not employed by the school, an enhanced certificate with barred list information must be obtained from the Disclosure and Barring Service (DBS) (NMS 14.2). There is a written agreement between the school and any person over 16 not employed by the school but living in the same premises as children (for example, members of staff households). This specifies

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What does the school need to do to improve further?

the terms of their accommodation, guidance on contact with pupils, their responsibilities to supervise their visitors, and notice that accommodation may cease to be provided if there is evidence that they are unsuitable to have regular contact with pupils. They must be required to notify an unrelated designated senior member of staff if they are charged with, or convicted of, any offence (NMS 14.3). The staff supervising boarders outside teaching time are sufficient in number, training and experience for the age, number and needs of boarders, and the locations and activities involved (NMS 15.3). Boarders are at all times under the responsibility of an identified member of staff who is suitably qualified and experienced (NMS 15.4). There is at least one adult member of staff sleeping in each boarding house at night, responsible for the boarders in the house (NMS 15.7). Any boarder access to staff accommodation is properly supervised and does not involve inappropriate

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What does the school need to do to improve further?

favouritism or inappropriate one-to-one contacts between staff and boarders (NMS 15.10). Boarders are actively encouraged to contribute views to the operation of boarding provision, are able to raise concerns and make complaints, and their views are given appropriate weight in decisions about the running of the school. Boarders are not penalised for raising a concern or making a complaint in good faith (NMS 17.1). The school has, and follows, an appropriate policy on recording and responding to complaints that is compliant with the relevant regulatory standards (NMS 18.1). The school’s written record of complaints identifies those complaints relating to boarding provision, and action taken by the school as a result of those complaints (regardless of whether they are upheld) (NMS 18.2).

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is inadequate

 School leaders and board members have not ensured that the national minimum standards for boarding schools or all the independent school standards are met. There are serious deficits in the school’s safeguarding procedures. Pupils and boarders are not safeguarded. As a result, pupils’ personal development, welfare, health and safety are not assured.  At the start of the inspection there was no single central record in place. Although staff worked relentlessly to compile the record, some of the required checks on staff are not carried out. Safeguarding is not given a high enough priority by senior leaders. They have not implemented a number of processes and procedures effectively.  Recruitment practice is not compliant with the relevant guidance and so fails to ensure that pupils and boarders are cared for by those assessed as suitable. For example, not all staff working in the school and in boarding have completed an application form; references have not been taken up in every case; and

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is inadequate

there is no evidence that gaps in employment have been explored. Some, not employed by the school but living in school accommodation, have not had the required checks undertaken, neither have they signed a written agreement.  The head of boarding is not a member of the senior leadership team. No senior leader has lead responsibility for boarding. There is no active involvement in the residential provision by the board. There is an absence of management oversight of the boarding provision. As a result, monitoring to ensure compliance with the national minimum standards (NMS) for boarding schools is limited. A commissioned report in November 2015 highlights areas to improve in order to meet the NMS but there is no evidence of action taken in response. A safeguarding check carried out in March 2016 does not provide suitable evidence, is not analytical and fails to identify many of the shortfalls found during this inspection.

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is inadequate

 School leaders do not carry out their roles and responsibilities effectively. Senior leaders do not provide clear direction to teachers and middle leaders. This is also the case in the boarding provision. Consequently, health and safety matters are not addressed promptly and important tasks are not completed because staff are unclear of their accountabilities. The staff survey showed that a number of staff are concerned about the quality of leadership, particularly of senior leaders and the board of governors.  Record-keeping is poor. Fragmented records mean that information is difficult to access as it is stored in different places. This fails to provide a secure audit trail for matters that are required to be monitored, for example child protection and complaints records. Records do not provide full information about individual boarders. Complaints about boarding are not monitored by the headteacher, neither is the response to

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is inadequate

complainants consistent.  Staffing levels in boarding are inadequate. There are not enough staff on duty to check on boarders’ whereabouts, particularly at weekends. There is a heavy reliance on a newly introduced electronic checking-in system that boarders are required to use. Most do record where they say they intend to go. In one boarding house, there is no member of staff sleeping in. This means that, at times, it is not clear who is the identified member of staff responsible for the boarders. Staff with boarding responsibilities as ‘dorm parents’ also have full-time roles as teachers. Although they are not formally on duty at weekends, they supplement low staffing levels because they live in boarding accommodation. There is an unacceptable approach to boarders going into staff accommodation. Some boarders provide babysitting services for school staff.  Staff have job descriptions and receive an induction which provides important information for new staff.

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is inadequate

Boarding staff are appraised annually by the head of boarding, but this evaluation is not used to inform the development of boarding or prompt a review of staffing levels. A number of staff have expressed concern about their availability in boarding time. Core training is limited and there is not a comprehensive list of essential courses for staff.  School leaders have not established systems for monitoring the work of the school. Too much is left to chance. In some instances, no checks are carried out. As a result, some important aspects, such as health and safety checks, have not been completed as required.  Senior leaders and board members have not engaged and motivated staff well enough. This is because there is no effective system in place to manage the performance of staff. Almost a third of staff who responded to the staff questionnaire said that the school is not well led and managed.  School leaders’ evaluation of the school is overgenerous. Plans for improvement lack clarity. Areas for

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is inadequate

improvement are identified, but plans do not set out exactly how they will be achieved or how leaders and board members will evaluate the impact of any actions.  The management of health and safety is weak, compounded by confusion about specific areas of responsibility and a limited health and safety policy. There is no accessible health and safety plan and no evidence that the site assures the health and safety of pupils and boarders. A school-commissioned health and safety review identified deficits, several of which were fire safety measures. There is no up-to- date evidence of actions to address the issues identified. There are a number of significant concerns: the fire risk assessment is out of date; fire evacuations have not been held regularly; areas assessed as high risk in June 2013 remain unchanged; there is no clear protocol for site security guards to follow and actions deemed necessary following a risk assessment have not been taken.

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is inadequate

 Leaders’ vision to foster a passion for excellence alongside mutual respect and understanding is embraced by all staff. This is evident in pupils’ good spiritual, moral, social and cultural development. Pupils learn about British values alongside their own school values through the history and culture curriculum.  The behaviour of boarders is generally good. They are polite and care for each other. They are familiar with the disciplinary sanctions, but staff do not apply and record sanctions consistently. Staff do not maintain a room search log. There is a lack of clarity about when searches take place or the reasons for them.  The curriculum in all phases of the school meets the needs of pupils effectively. Helpful plans are in place to enable pupils to achieve well. There are a wide range of opportunities for pupils to engage in additional sporting and musical activities. Many pupils take part in the International Schools Sports Tournaments.

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is inadequate

However, there is no senior leader with overall responsibility for the curriculum. As a result, the cohesion in curriculum provision across all three schools is underdeveloped.  The governance of the school The governance of the school is inadequate. Board members have not ensured that all the independent school standards are met. They do not have an accurate view of the school. They have not ensured strong, effective leadership is in place. Board members do not ensure proper recruitment procedures are followed when appointing new staff. They have not adhered to the statutory guidance issued by the Secretary of State. Board members do not hold school leaders to account.  The arrangements for safeguarding are not effective. School leaders have not appointed an appropriate senior leader to take responsibility for child protection. Senior leaders and board members have not carried out the required checks on staff, supply staff and governors to ensure their suitability to work with

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is inadequate

children and young people. Child protection concerns have not been managed in accordance with the relevant government and local authority guidance. For example, a concern was investigated without reference to the local authority and the investigation was not thorough. There remains a failure to act on an allegation made against a member of staff in June 2015. There is no overarching record of safeguarding matters. As a result, there is not a complete picture of concerns. Leaders are therefore not able to identify any patterns or trends emerging. Some aspects of site security are weak. Although there are security guards on site, there is open access to the public at a number of places on the school site.

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Quality of teaching, learning and assessment is good

 Teachers know pupils well. Relationships are strong. Activities are planned well to meet the needs of each pupil. Time is used effectively in lessons to enable pupils to get the most out of their learning.  Teachers make sure that pupils know what they are intending to learn in lessons. Checks are regularly made on pupils’ previous learning. Teachers use this information effectively to develop new knowledge and understanding during lessons.  Teachers have very good subject knowledge. They explain new concepts and ideas well. Pupils are confident to ask questions and clarify their understanding. In one lesson for pupils who speak English as an additional language, the teacher used phrases and sentence questions to help pupils to know the correct grammatical use of English. This helped pupils to explore their understanding of written and spoken English and increased their accuracy during their verbal responses.

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Quality of teaching, learning and assessment is good

 Teachers regularly check on pupils’ understanding over the year.  Teachers make effective use of the plentiful resources available to support learning. Learning equipment enhances pupils’ learning opportunities.  Teachers develop pupils’ reading, writing and communication skills well. In one lesson, pupils were preparing their college essays. The teacher provided a useful set of prompts to guide pupils’ thinking. Good discussion, clear explanations and effective collaboration between pupils enabled them to develop a good understanding of how to convey their personality through a thoughtful piece of writing.  Homework is used effectively to develop pupils’ understanding further. Teachers use a secure online system to provide feedback to pupils about their learning and progress. Pupils and parents are able to access this information regularly.  All the independent school standards for the quality of education, teaching, learning and assessment are

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is inadequate.  Leaders have not ensured that all the regulatory requirements for welfare, health and safety have been met. Safeguarding arrangements do not ensure the welfare of pupils. Risk assessments are not updated to reflect current situations and appropriate action is not taken to reduce identified risks.  School leaders are not diligent enough about recording the presence of pupils during the school day. Fire safety procedures are not rigorous enough. Absence is recorded but it is not clear whether pupil absence has been authorised. Some staff stated in their questionnaire responses that pupils are not safe at the school.  Pupils say they feel safe and parents agree. All parents who responded to the Parent View questionnaire say that their child feels safe in school. Pupils say that teachers are approachable, will listen to their

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Personal development and welfare

concerns and are supportive and helpful.  Pupils say that bullying is rare, but that if it does occur, adults take action to sort it out.  Pupils express themselves clearly and demonstrate self-confidence and self-awareness. They are developing a good understanding of, and respect for, people of different cultures, faiths and backgrounds. The wide range of cultures represented at the school enables pupils to gain a better understanding of British values alongside their school values. This is preparing them well for life in modern Britain.

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Behaviour

 The behaviour of pupils is good.  Pupils’ behaviour in lessons and around the school is mature and responsible. Pupils collaborate together well in lessons and demonstrate positive attitudes to learning.  Attendance is above national figures. Pupils say they enjoy coming to school.  The school does record behaviour incidents and sanctions in line with the behaviour policy. However, school leaders are not checking how effective these arrangements are in reducing repeated occurrences.  The independent school standards for this aspect of the school’s work are met.

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Outcomes for pupils are good

 Attainment at the end of each year, across all phases of the school, is above average. Test and examination results show that pupils achieve well at the end of each academic year and by the time they leave the school. Examination results show that attainment is well above the United States norms.  Results in the International Baccalaureate show that, since 2013, almost all pupils pass and attainment is well above the international benchmark. A significant proportion of pupils achieve the highest grades.  Pupils are prepared well for the next stage of their education. Almost all students secure a place at universities in the United Kingdom or the United States, or in other prestigious universities in a wide range of countries across the world, such as Canada, Japan, Germany, Switzerland and the Netherlands. A few students take a gap year and some choose to take up a career in the military.  Pupils develop a love of reading from an early age. The well-stocked libraries in each phase of the school

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Outcomes for pupils are good

enable pupils to choose suitable reading material appropriate to their age and ability.

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Early years provision is inadequate

 As in the other phases of the school, safeguarding arrangements in the early years are inadequate. This means that the overall effectiveness of the early years provision is inadequate. However, there are significant strengths in other aspects of the early years, such as leadership and management, outcomes and teaching.  The early years leader has a clear vision for improvements to the provision. Children’s achievements are carefully recorded and checked. Where concerns about children’s learning are identified, additional activities are devised to support their progress.  Children in the Frog Hollow class settle well and make good progress because adults provide beneficial support, know the children well and provide effective opportunities for their learning. The early years follow a core knowledge curriculum which provides learning opportunities for a range of stimulating and interesting activities. Children engage well in their learning and enjoy the activities on offer. They are well

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Early years provision is inadequate

prepared for learning when they leave Pre-Kindergarten.  Adults support children’s language development well. Effective teaching of early reading skills helps children to recognise the sounds that letters make. Children use this knowledge to tackle unfamiliar words effectively.  Children behave well, develop good relationships and know right from wrong. The welfare arrangements for early years are in place. Children have ready access to drinking water. They are supervised well and learn about keeping themselves safe in school and in the community. Visits from dentists, the nurse and the school counsellor help children to understand about keeping safe and healthy. Visits to the local fire station and actively learning about road safety support this aspect of their learning well.  Parents are informed regularly about their child’s progress. Comprehensive reports provide detailed information about children’s progress and development. During the inspection, parent conferences were

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Early years provision is inadequate

scheduled to enable parents to discuss their child’s progress with the teacher and receive detailed information about their child’s learning and development during the year.

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Sixth form provision is inadequate

 Safeguarding arrangements in the sixth form are inadequate, because the overall effectiveness of safeguarding throughout the school does not meet requirements. Sixth form provision is therefore inadequate.  Expectations of all staff are high, but it is unclear who takes overall responsibility for monitoring the quality of teaching and learning. This is because there is not a member of staff with overall leadership of the sixth form. The roles and responsibilities are carried out by various members of staff. In addition, checks on the tracking of ongoing assessments are also unclear.  There are a number of strengths, particularly in the sixth form provision. Lessons are carefully planned and meet the needs of students well. Students’ progress is reviewed by teachers and guidance is provided to aid their decisions about the most appropriate subjects to pursue.  The school uses an online system to review students’ work. Inspectors were unable to scrutinise students’

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Sixth form provision is inadequate

work over time. However, outcomes for students are good. In 2015, 98% of students passed the International Baccalaureate.  Students are provided with helpful, impartial career guidance and support to help them to make effective choices for their next stage of education.  Students say they feel safe. Their behaviour is responsible and self-regulated. High levels of respect are evident towards other students and to the adults who support their learning.  Students make a positive contribution to the school and to the community through their Creative Action Service which constitutes part of the International Baccalaureate programme.

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are inadequate

 Boarders enjoy good relationships with each other and respect and celebrate the rich diversity of the school. There is sound equality of opportunity. They behave well and interact positively with each other, across the age range. There is a warm, inclusive atmosphere among them.  The majority are very focused on achieving to the best of their ability and work hard to realise their ambitions. As a result, their academic attainment is good. They seek and receive both personal and academic support from staff of their choosing when necessary. The information-sharing across disciplines within the school is not embedded, and appears confused by a misunderstanding of confidentiality. This creates the potential for staff to miss opportunities to support boarders comprehensively.  Boarders do not feel that their voice is actively sought or heard. They cite examples of suggestions for change but say nothing happens. House meetings are held, with a printed agenda. It is not clear how

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are inadequate

boarders contribute to the agenda. There are no minutes kept of these meetings.  Boarders have opportunities to develop some independence skills. At specific times, they enjoy a wide range of personal freedom, including access to the local area. They are responsible for their own laundry, with use of launderette-style facilities. They do not have access to facilities to prepare their own meals, which many said they would like.  There is ineffective leadership and management of boarding. The lines of responsibility and accountability are not clear. This has contributed to a widespread lack of monitoring and action to ensure compliance with the national minimum standards. This in turn has compromised the safety and well-being of the boarders.

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is inadequate

 The boarding accommodation is provided in 15 houses in the very well-kept school grounds. There are security guards on duty 24 hours a day. The nature of the site means that it is easily accessible to unauthorised persons during the day. The boarding accommodation has keypads fitted but these are not routinely used and boarders reported that on occasions strangers had accessed their house. During the inspection, windows on the ground and first floor were fitted with restrictors when identified by inspectors. Some of these had been identified in a commissioned report in November 2015.  Accommodation includes a small Tudor house known as Lodge House, for six boarders, and a purpose- built house that accommodates 26. Some, but not all, of the accommodation is of a good standard. For example, some do not have enough bathing facilities for the number of boarders; boarders’ privacy is not maintained in one style of shared bathroom. There is a lack of suitable communal space. In some houses

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is inadequate

the largest bedroom is used for house meetings.  The majority of bedrooms are shared and some have bunk beds in order to accommodate two boarders. These are not liked by those who are using them and are not appropriate for their age – 16 and 17 years. Each house is for single-gender occupancy. There are no formal assessments of bedroom-sharing arrangements to reduce risk. Boarders are provided with a lockable space in their rooms, but some of these are not easily accessible. Boarders report incidents of theft. There is not a consistent response to these incidents, with little evidence of how staff actively followed up such reports, for example a consideration of police involvement or support to boarders to keep their possessions safe.  In some houses there is limited access to drinking water, despite the use of filter jugs. Boarders generally have use of small kitchen appliances. In some houses, these are located in hallways and landings. This is

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is inadequate

a potential hazard and has not been risk-assessed. Boarders say that the food is improving and they are provided with a range of options. The recent reintroduction of a food committee is welcomed by boarders.  Boarders benefit from a well-planned and structured introduction to boarding that begins before they arrive on the receipt of an induction pack. The prefects take an active part in the induction and boarders find this very helpful. Prefects, who receive an induction into their role, are well liked by boarders, who see them as someone they would go to if they had a concern. Boarders say they have a range of people they can go to. They describe the dean of residential life as a supportive figure. Some said, ‘He’s like a dad’. Boarders spoke about some ‘dorm parents’ very warmly, but were critical of the approach of others. Boarders also said they could talk to the counsellor and the nurses but none knew of the independent

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is inadequate

visitor.  Boarders’ health is promoted well. They have easy access to the on-site health centre which is staffed by a team of qualified nurses 24 hours a day, seven days a week. A local general practitioner provides two clinics per week and boarders have access to other health professionals when necessary. The implementation of sound systems ensures that first aid provision is well managed.  Medication is safely stored in the health centre and properly administered. The risk assessments of boarders who self-medicate are not comprehensive and do not include the storage arrangements in the boarding accommodation. The counsellor, contracted by the school, provides advice and/or support where there is an identified need. The counsellor works in partnership with the nursing team. Additional needs may be met through local NHS provision or privately, in accordance with boarders’ and parental wishes. The health centre provides good facilities for boarders who are unwell. There have been

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is inadequate

occasions when these facilities have been used to accommodate boarders prior to an exclusion. There is no supporting policy or rationale to underpin such use.  Boarders enjoy a range and choice of activities. They participate in many sports, both competitively and for recreation. They have good involvement with the local community, both through the community service curriculum and membership of local groups. Boarders can make use of a recreation budget and plan their own activities, with staff approval. They also enjoy a variety of overseas trips, which are well planned.

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School details

Unique reference number 125423 Social care unique reference number SC013945 Inspection number 10020067 DfE registration number 936/6532 This inspection was carried out under section 109(1) and (2) of the Education and Skills Act 2008, 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. The inspection of boarding provision was carried out under the Children Act 1989, as amended by the Care Standards Act 2000, having regard to the national minimum standards for boarding schools. Type of school Boarding School status Independent boarding school Age range of pupils 3–18 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 738 Of which, number on roll in sixth form 206 Number of part-time pupils 5 Number of boarders on roll 199 Proprietor TASIS England Chair Lisa Smith

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School details

Headteacher Mindy Hong Annual fees (day pupils) £6,180–£22,510 Annual fees (boarders) £39,500 Telephone number 01932 565 252 Website http://england.tasis.com Email address mhong@tasisengland.com Date of previous inspection 24–25 January 2012

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Information about this school

 TASIS England is part of TASIS Foundation. It was established in 1976 by Mary Crist Fleming. In 2005 the schools and campuses were donated and transferred to the TASIS Foundation, a not-for-profit organisation. A board of directors was then established.  The school is registered as an independent co-educational boarding school for boys and girls. It is registered to accept 800 pupils aged three to 18 years. There are currently 738 pupils on roll, with 199 boarders aged 14 to 18 years.  There are no pupils with special educational needs or disability. There are no pupils with education, health and care plans or with a statement of special educational needs.  The last inspection was in January 2012. A new headmaster was appointed in July 2015. The school remains committed to using the title ‘headmaster’. The new headmaster is female.  Pupils attending the college are from a wide range of countries around the world. The largest proportions

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Information about this school

are from the United States, with many others from Asia, South America and Europe.  The school is organised into three divisions: lower school – Frog Hollows (aged 3) to Grade 4 (aged 9– 10), middle school – Grade 5 (aged 10–11) to Grade 8 (aged 13–14) and upper school Grade 9 (aged 14– 15) to Grade 12 (aged 17–18).  The school website states: ‘TASIS is a family of international schools that welcomes young people from all nationalities to an educational community which fosters a passion for excellence along with mutual respect and understanding. Consistent with the vision of its founder, M. Crist Fleming, TASIS is committed to transmitting the heritage of Western Civilization and world cultures: the creations, achievements, traditions, and ideals from the past that offer purpose in the present and hope for the future. Seeking to balance the pursuit of knowledge with the love of wisdom, and promoting the skills of lifelong learning,

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Information about this school

an appreciation for beauty, and the development of character, each school combines a challenging academic program with opportunities for artistic endeavour, physical activity, and service to others. Believing in the worth of each individual and the importance of enduring relationships, TASIS seeks to embody and instil the values of personal responsibility, civility, compassion, justice, and truth.’  The school does not provide any alternative provision.

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Information about this inspection

 Inspectors observed teaching and learning in a number of lessons. Eight lessons were jointly observed with the senior leaders.  Meetings were held with the headteacher, members of the executive team and senior leadership team, the school’s human resources director, finance director and two board members including the chair of the board.  Inspectors considered the views of pupils through the point-in-time survey, informal discussions and during meetings with groups of pupils selected by inspectors.  The views of parents were considered through informal discussions during the school day, and through the 79 responses to the Parent View online survey.  Inspectors considered the views of the 129 members of staff who completed the Ofsted questionnaire.  A range of documents were scrutinised, including the school’s own evaluation of its work, the school improvement plan, records of meetings, curriculum plans and schemes of work and records of students’

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Information about this inspection

achievement. Information about safeguarding arrangements was checked, as was the single central record, risk assessments and a range of policies.  Social care regulatory inspectors observed boarding practice over two evenings and held formal group meetings with boarders, as well as informal discussion during shared meals. Meetings and discussions were held with the dean of residential life, boarding and ancillary staff, the human resources manager, the bursar, the head nurse and the counsellor. Inspectors also observed boarding handovers, contacted the local statutory safeguarding authority, carried out a full tour of the accommodation and scrutinised the available documentation about boarding. Pupil and staff responses to Ofsted point-in-time surveys were taken into account.  All the education independent school standards and national minimum standards for boarding were checked during this inspection.

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Inspection team

Ann Henderson, lead inspector Her Majesty’s Inspector

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Inspection team

Maire Atherton Social Care Regulatory Inspector

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Inspection team

Stephen Collett Social Care Regulatory Inspector

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Inspection team

Angus MacKay Social Care Regulatory Inspector

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Inspection team

Amanda Maxwell Social Care Regulatory Inspector guidance 'Raising concerns and making a complaint about Ofsted', which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-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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Inspection team

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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Inspection team

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/government/organisations/ofsted

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Inspection team

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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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 . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team,

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Inspection team

The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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Inspection team

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

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