Chase Grammar School International Study Centre

Inspection Report Chase Grammar School International Study Centre, 14/03/2017 Page 1 of 11 Chase Grammar School International Study Centre Chase Grammar School, Convent Close, Cannock, Staffordshire WS11 0UR

p.1

Inspection dates 14/03/2017 to 16/03/2017

p.1

The overall experiences and progress of children and young people Good 2

p.1

The quality of care and support Good 2 How well children and young people are protected Good 2 The impact and effectiveness of leaders and managers Good 2

p.1

The boarding provision is good because

 Young people enjoy boarding. They feel well cared for and supported by the committed staff team.  Staff have high aspirations for young people, both academically and for their overall well-being.  The boarding accommodation is comfortable and well maintained. Young people personalise their rooms as they wish and can relax in the shared living rooms.  Healthcare arrangements include highly skilled on-site nursing staff in a newly refurbished health centre. Medication storage and administration are good.  Young people have access to a wide range of fun and stimulating leisure activities which they are encouraged to do.  The environment is safe and young people feel very safe. They feel confident to express any concerns that they may have to a trusted adult.  There are well-established safeguarding procedures in place, and staff help young people to understand how to keep themselves safe.  Since the last inspection, a new and enthusiastic management team has encouraged a

p.1

The boarding provision is good because

culture of good communication and close collaboration between boarding and school. Records of young people’s welfare and staff supervision are not sufficiency detailed, and reports of monitoring undertaken by governors are not very helpful to the senior management team. The children missing for care and independent listener policies lack detail. Inspection Report Chase Grammar School International Study Centre, 14/03/2017 Page 2 of 11

p.1

Compliance with the national minimum standards for boarding schools

The school meets the national minimum standards for boarding schools.

p.2

What does the school need to do to improve further?

 Ensure that records accurately reflect both the work undertaken and planned by staff and managers, especially with regard to young people’s welfare plans and discussions held in staff supervision.  Ensure more effective reporting of the monitoring undertaken by the governors and advisory board. Reporting needs to evidence robust scrutiny of the boarding provision in order to assist the senior management team to develop the service further.  Review the children missing from care policy in line with the new Ofsted inspection framework and include clear plans for if a young person should go missing from the boarding provision.  Clarify the policy for independent listeners to include a definition of the role and requirements of the independent listeners and details of what young people can expect from the service. Inspection Report Chase Grammar School International Study Centre, 14/03/2017 Page 3 of 11

p.2

Information about this inspection

The inspection of boarding and welfare arrangements took place following the appropriate notice for this type of visit. Two inspectors undertook the visit and reviewed the policies, documentation, boarding provision and organisation over a period of three days. The inspectors spoke to young people across all of the boarding houses, governors, senior leaders, managers, key support staff and boarding staff. Inspectors joined young people for meals in the dining hall and met with them in formal groups to gather their views. In addition, inspectors sought feedback from parents.

p.3

Inspection team

Louise Whittle Lead social care inspector Andrew Hewston Social care inspector Inspection Report Chase Grammar School International Study Centre, 14/03/2017 Page 4 of 11

p.3

Information about this school

Chase Grammar School International Study Centre is a coeducational independent boarding school for 295 young people. The majority of the current young people are from overseas, predominantly China and Hong Kong with a small proportion of Eastern European and Indian young people. There are 126 boarding places and, at present, there are 95 young people boarding under 18. Chase Grammar School is a separately registered boarding school that operates on the same site, close to Cannock town centre. Young people from both schools share the same education and boarding provision. There is one principal over both schools and a director of pastoral care for the boarding provision. Inspection Report Chase Grammar School International Study Centre, 14/03/2017 Page 5 of 11

p.4

Inspection judgements

The overall experiences and progress of children and young people Good

p.5

Inspection judgements

Young people enjoy the boarding experience. When they arrive, they feel welcomed. They develop warm and trusting relationships with staff, and feel well cared for and supported. Young people have cosy, often shared, bedrooms that they can personalise and where they can have their own computers and tablets. They have contact with their families via the internet, on Skype and social media. They have access to several areas to study, play music and socialise together. Young people form close and supportive friendships. They make good progress in their education and emotional well-being due to enthusiastic and diligent staff who have high aspirations for them. Staff encourage young people of all ages with their education and help them with their studies. Staff help older young people to apply to university, accompanying them on visits to choose their degree courses. This provides the young people with very important support for the

p.5

Inspection judgements

next, sometimes daunting, stage of their lives.

p.5

Inspection judgements

Young people originate from several countries, including China, Hong Kong and India. Caring staff are very skilled in identifying their individual ethnic and cultural needs, which they meet with sensitivity and creativity. Young people who are struggling with English have access to staff who are able to speak their first language. Information, such as what a certain room is used for in the house, is presented in picture form as well as in words. Staff enable young people to enjoy celebrations such as the Hindu Holi festival of spring, at which they recently thoroughly enjoyed a ‘colour fight’, daubing each other with colours.

p.5

Inspection judgements

Young people enjoy a wide range of interesting and fun activities which support their physical and emotional well-being, such as horse riding, golf, and trips out with staff and day students. Day students are now assigned to a boarding house to encourage them to feel part of the school community and to spend more time with the young people who board. Together, young people who board and day students take part in house competitions and in creating artwork to give each house its own identity and atmosphere. Young people are enthusiastic about the changes that the new management has introduced to integrate the young people who board and the day students. One young person commented, ‘It is good to be able to interact with the British students.’ Another young person said, ‘We have a better relationship with the other students, and we now play football together as a house team.’

p.5

Inspection judgements

Young people benefit from developing their language skills and experiencing different cultures. The changes have led to young people of different ages and from different cultures sitting and talking together and, during a recent trip to Rome, the boarders shared rooms with the day students. They have been observed to be more talkative and willing to become involved in activities such as sport, including boys now playing netball, and charity work. These all serve to support young people’s self-esteem, self-confidence and social development. Staff and managers recognise personal development as being as important as academic development, and that they each affect the other. For example, the ability to speak confidently in what is often their second language can considerably increase their academic achievement and job opportunities. Inspection Report Chase Grammar School International Study Centre, 14/03/2017 Page 6 of 11

p.5

Inspection judgements

Since the last inspection, there have been positive changes to the school council, which previously only included day students, with one young person from each year being chosen by staff. The council now includes boarders, who are self-elected.

p.6

Inspection judgements

Several staff are multilingual and, between them, they provide all of the languages spoken by the young people who board. Staff are therefore able to communicate clearly with young people and their parents about any issues that arise.

p.6

Inspection judgements

Young people are given a structured induction which enables them to settle into the school and adapt to their new environment. They are provided with a boarders guide to the houses and have a buddy system to help them in the first weeks. Staff are aware of the huge significance for young people of leaving their family for another country, often for the first time, and provide sensitive and informed support.

p.6

Inspection judgements

The newly refurbished health centre provides young people with a bright and spacious facility which is a quiet and welcoming place to go to if a young person is unwell or needs to talk to the nursing staff. The nurses liaise with local doctors, dentists and opticians to ensure that young people receive appropriate healthcare and that their health needs are monitored. Expert support for young people’s emotional well-being is provided, when necessary, by private counsellors. The nurses are very enthusiastic about educating young people about health and diet, and use posters and information in the health centre to highlight specific health issues.

p.6

Inspection judgements

Catering staff work hard to meet the diverse needs of the young people, who comment that, while they do not always like the food, it is improving. Many of the young people from Hong Kong and China express frustration that the rice is not cooked to their liking. This and other information has been communicated to the catering staff via food questionnaires, and they are constantly reviewing the menus. The catering staff provide young people with a varied healthy and nutritious diet with fruit and vegetables, and this helps them to maintain good health.

p.6

Inspection judgements

While staff are in constant dialogue regarding the care needs of young people, written welfare plans are limited and lack detail. For example, one young person sometimes needs to leave class and return to the house if he becomes distressed. All staff have been made aware of this verbally and via email, and know that he is not to be challenged if he is out of class. This strategy provides him with valuable emotional support. However, the information about his support needs does not form part of his welfare report, but instead relies on staff’s personal knowledge of the situation to be effective. The lack of detailed records also means that the management team does not evidence the effectiveness of the work undertaken to address young people’s welfare needs.

p.6

Inspection judgements

How well children and young people are protected Good

p.6

Inspection judgements

Young people feel very safe. The environment around the houses is kept safe at night, as the external gates are locked and young people know that they are to be on site by a Inspection Report Chase Grammar School International Study Centre, 14/03/2017 Page 7 of 11 certain time. There is a one-way system for cars passing through the site which enables young people to walk to classes safely.

p.6

Inspection judgements

Male and female boarders have separate accommodation, and there are clear rules and boundaries in place, of which young people are fully aware. The matching of young people sharing rooms is based on a risk assessment by the house masters and mistresses which takes into account any behavioural issues and staff knowledge of the young people, and includes their wishes and feelings. Risk assessments are undertaken and reviewed for each house and for activities.

p.7

Inspection judgements

The school is effective in teaching young people how to understand risks and keep themselves safe. Issues such as child sexual exploitation are addressed both in class at school and in the houses. As several staff work in both the school and the houses, they develop in-depth knowledge of each young person’s vulnerabilities and are able to identify risks, for example self-harm. Online safety has been integrated into the curriculum. Staff are highly trained and no new staff member is able to begin working until they have completed their safeguarding training. Ongoing safeguarding training is delivered, including training from the local safeguarding children board. Staff training includes physical intervention, and awareness of child sexual exploitation and extremism.

p.7

Inspection judgements

Senior managers have established links with the Local Safeguarding Children Board, safeguarding team and designated officer. Since the last inspection, vigilant staff have been able to identify and to respond rapidly and appropriately to risks posed by a driver who had access to young people at the school. The senior management team referred the matter to the local authority safeguarding team and the police. No young person has gone missing from the boarding houses. However, the policy to address children missing from the boarding provision requires an in-depth review.

p.7

Inspection judgements

The impact and effectiveness of leaders and managers Good

p.7

Inspection judgements

The senior management team, which is new since the last inspection, has a wealth of relevant experience, training and skills, and shares the same aims for the school. It demonstrates in-depth knowledge of young people’s care needs in order to support their personal and academic development. The new management team presents as dynamic and enthusiastic. Managers are working hard to make the boarding provision central to the school. This includes recognising the benefits of increasing social interaction between the day students and overseas boarders. Increased staffing levels have enabled staff to spend more time with young people, and to develop positive long-term relationships with them and their families. House staff demonstrate a strong commitment to the identity of the houses and the culture of inclusion.

p.7

Inspection judgements

The senior management team is keen to ensure that boarding is not isolated from the rest of the school, and the head of care attends six different staff and management meetings throughout the week across different areas of the school to represent the boarding provision, including a weekly pastoral meeting to address the welfare of the boarders. He liaises with the housemasters and mistresses on a day-to-day basis to ensure that staffing is adequate. Inspection Report Chase Grammar School International Study Centre, 14/03/2017 Page 8 of 11 Staff receive annual appraisals during which they each identify three targets which are reviewed throughout the year. Staff run a gardening club which helps young people to relax and get to know one another better. One staff member is setting up a lesbian, gay, bisexual and transgender (LGBT) provision to increase support for diversity even further. Staff supervision is undertaken by the housemasters and mistresses and by the head of

p.7

Inspection judgements

care on an ongoing basis, but conversations are not recorded. This is a missed opportunity for staff and managers to evidence how day-to-day issues are addressed.

p.8

Inspection judgements

Managers consult with staff, parents and young people in order to monitor the impact of the significant changes that have taken place since the last inspection. The school council also comments on the effectiveness of the changes. Young people who board completed a questionnaire in May 2016 to provide feedback on their boarding experience. Their responses raised a number of issues including the poor food, lack of wi-fi and that they wanted to do prep in their bedrooms instead of in school. Managers responded by undertaking a specific food survey which asked young people what they liked and disliked, and how the food could be improved. Managers have improved the wi-fi and are allowing Year 10-13 students to do their prep in their rooms. The number of non-residential tutors who can support the young people to do their homework were increased. Managers also have an ‘open door’ policy so that young people and staff can

p.8

Inspection judgements

Monitoring of the effectiveness of the boarding provision is undertaken by the school proprietors who are the governors and by an advisory committee which visits the school. The quality of reporting following these visits is not sufficient to inform a development plan for the boarding provision. A development plan is in its early stages. This lacks clear evidence of robust monitoring to help the management team to clearly identify strengths and areas for development in order to drive up standards.

p.8

Inspection judgements

. Inspection Report Chase Grammar School International Study Centre, 14/03/2017 Page 9 of 11

p.8

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’.

p.9

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

p.9

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 Chase Grammar School International Study Centre, 14/03/2017 Page 10 of 11

p.9

School details

Unique reference number 131695 Social care unique reference number SC038716 DfE registration number 860/6023 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 boarding schools. Type of school Boarding school Number of boarders on roll 95 Gender of boarders Mixed Age range of boarders 10 to 19 Principal Dr Paul Silverwood Date of previous boarding inspection 25/03/2014 to 27/03/2014 Telephone number 01543 501 800 Email address principal@chasegrammar.com Inspection Report Chase Grammar School International Study Centre, 14/03/2017 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

p.10

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.

p.11

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

p.11

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

p.11

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’.

p.11

School details

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

p.11