Holyport College

Inspection report for boarding school - Holyport College 1 Holyport College Ascot Road, Holyport, Maidenhead, Berkshire SL6 3LE

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Inspected under the social care common inspection framework

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Information about this boarding school

Holyport College is an all-ability co-educational day and boarding school for pupils aged 11 to 19 years of age. It is a state-funded free school and Eton College is its sole educational sponsor. Entry is in Years 7 and 9 and sixth form.

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Information about this boarding school

Boarding accommodation is located on the upper floors of the two teaching blocks. In this academic year, there are four boarding houses, in two separate buildings. The boys’ accommodation is separate to the girls. There are separate wings for the sixth formers. At the time of this inspection, there were 204 boarders at the school and 640 pupils on the school roll.

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Overall experiences and progress of

children and young people, taking into account

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outstanding

How well children and young people are helped and protected outstanding

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outstanding

The effectiveness of leaders and managers outstanding

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outstanding

The boarding school provides highly effective services that consistently exceed the standards of good. The actions of the school contribute to significantly improved outcomes and positive experiences for children and young people.

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outstanding

Date of last inspection: 23 November 2021

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outstanding

Overall judgement at last inspection: outstanding Inspection report for boarding school - Holyport College 2

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outstanding

Boarders live in a vibrant and positive environment. Staff and boarders share warm and positive interactions based on mutual respect. Through these relationships, boarders make excellent progress, both personally and academically. They are settled and confident in the houses and enjoying the boarding experience. They talk confidently about their futures but are also relishing their current experiences and options.

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outstanding

Boarders have an active say in how their living spaces are developed and what they look like. The houses are individualised and bedrooms have personal touches. Boarders’ views are sought on a range of issues that impact them or wider society, from engaging in regular food committees through to deciding what charities they will support.

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outstanding

Boarders have a lot of input into the programme of activities on offer. Staff regularly seek their views and try to tailor activities to meet the wide range of needs and interests of boarders. Boarders speak enthusiastically about the range of extra- curricular activities, identifying a thoughtful balance between scheduled activities and time to relax. Staff facilitate a mix of joint activities but make sure that older and younger boarders get separate activity time too.

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outstanding

The links with Eton College mean that boarders have opportunities to listen to a range of speakers, which increases their knowledge on a variety of topics. Boarders’ aspirations are encouraged, and they learn about a range of successful professionals.

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outstanding

Boarding staff have excellent links with wider professional networks. For example, they work closely with child and adolescent mental health services, specialist health and well-being professionals and children’s services. This has supported numerous boarders to receive the additional guidance and support needed to make their boarding and educational experience a success. The work staff do to support vulnerable boarders highlights excellent inter-agency working, strong advocacy and a commitment to supporting some very vulnerable members of the student community. Staff’s willingness to support children’s needs is what makes it a unique and inclusive community.

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outstanding

Boarders learn about healthy lifestyles and follow this guidance through the wide range of physical and mentally stimulating activities on offer. Their physical and emotional well-being needs are particularly well met. Boarders have access to an exceptionally strong mental health and well-being service. The focus on this area means that boarders are supported holistically. There is a strong commitment to ensuring that the needs of boarders are met. Support is also available to staff. This means that there is a consistent offer to all. A strong and effective medication Inspection report for boarding school - Holyport College 3 management system is in place. The nurse and the matron work closely together to ensure that boarders’ health is appropriately managed and supported.

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outstanding

Boarders say they feel safe. Their actions show that they are confident in the houses and around the campus. The boarding staff know the boarding students well and know how to support them when they are anxious, worried or upset. Staff are confident in how to report their concerns through the online reporting systems, leading to a feeling of safety in the houses.

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outstanding

The safeguarding team is an asset to the boarding provision. Team staff are extremely experienced in supporting vulnerable children and have a wealth of skills, knowledge and experience. Boarders’ vulnerabilities are identified and interventions to reduce risk are swiftly implemented. The team’s strong links with specialist services and the safeguarding team in the local authority mean that there is a swift and joined-up response to any safeguarding concerns.

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outstanding

The boarders receive appropriate help and education to understand the risks of smoking and vaping, as well as drug and alcohol use. Staff do not shy away from challenging topics. They openly discuss child-on-child abuse, appropriate relationships and touch. They are supporting boarders to recognise negative male influencers while promoting positive male role modelling. This includes giving each other flowers for key events and showing that you care. This has led to a significant reduction in bullying, unacceptable comments and harassment.

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outstanding

There is a range of fully embedded systems designed to safeguard boarders. There are clear procedures to monitor safe internet use daily. Senior leaders are alerted if boarders attempt to access inappropriate material or share it. There are various levels of restrictions on internet access, depending on age. Staff pride themselves on teaching boarders to be polite in their online airtime.

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outstanding

There is a clear structure in place to support positive behaviour. Consequences are personalised to each boarder’s behaviours and needs. Boarders are respectful of the approach that staff take and will often ‘self-police’ and role model to others, knowing the high expectations they all strive towards for a calm and welcoming living environment.

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outstanding

Various systems are consistently used to promote boarders’ positive behaviour. These include behaviour points systems, celebrations podcasts, raffle tickets, trips to the fast-food places requested by the boarders and house cups.

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outstanding

The estates and maintenance staff ensure that the boarding provision is maintained to a very high standard. The team works effectively with external contractors to ensure that the residential provision is safe and well maintained. Inspection report for boarding school - Holyport College 4

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The effectiveness of leaders and managers: outstanding

Senior leaders have high aspirations for all boarders. They lead by example and have created a strong and committed staff team who focus on the best possible outcomes for boarders. The recently appointed head has focused on the school’s identity as a boarding provision, increasing the status of the boarding provision.

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The effectiveness of leaders and managers: outstanding

Staff say that support from senior staff and leaders is excellent. Leaders ensure that they spend time in the boarding provision building positive and supportive relationships with staff and boarders. Staff praise the new headteacher, saying that he is willing to learn and wants to fully understand how the boarding provision operates.

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The effectiveness of leaders and managers: outstanding

Leaders respect the work-life balance of staff. They have launched a range of well- being initiatives to promote positive mental health, including well-being days and the introduction of mental health first-aiders.

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The effectiveness of leaders and managers: outstanding

Staff receive high-quality supervision from trained supervisors. Leaders have created a reflective and thoughtful culture where staff are encouraged to challenge themselves, learn and develop. Staff feel that their voice is important, and they have an influence over practice and culture. Staff say that there is a constructive culture where positive challenge of each other is encouraged and welcomed by all members of the school community.

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The effectiveness of leaders and managers: outstanding

Staff monitor students’ progress through effective personal support plans for boarders with more complex needs. These plans focus on the challenges they may have with social interactions, health and mental well-being, and any family concerns. Staff ensure that all obstacles to boarders’ progress are carefully considered and addressed. Boarders’ support plans include clear chronologies which help to identify positive growth in their confidence and engagement.

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The effectiveness of leaders and managers: outstanding

The senior leadership team works closely together. They say that they can share anything and are able to challenge constructively. The governors bring a wealth of skills and experience. They are passionate and committed to maintaining and continuously improving standards. Governors are visible and regularly visit. They work closely and collaboratively with the school leadership team to create ambitious goals and targets for the development of the boarding provision. They are rightly proud of the contribution they make to the lives of boarders.

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The effectiveness of leaders and managers: outstanding

The oversight of the boarding provision and commitment to consistently improve is evident throughout the head of boarding’s self-evaluation. This detailed review reflects the staff’s transformative work with the boarders, and their work with parents and carers. When there have been shortfalls, leaders have handled these in a reflective manner to improve experiences for everyone. Inspection report for boarding school - Holyport College 5

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Information about this inspection

Inspectors have looked closely at the experiences and progress of children and young people using the social care common inspection framework. This inspection was carried out under the Children Act 1989 to assess the effectiveness of the service, how it meets the core functions of the service as set out in legislation, and to consider how well it complies with the national minimum standards. Inspection report for boarding school - Holyport College 6

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Boarding school details

Social care unique reference number: SC483028

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Boarding school details

Email address: info@holyportcollege.org.uk

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Inspectors

Jennie Christopher, Social Care Inspector Vevene Muhammad, Social Care Inspector Sonata Brisley, Social Care Inspector Peter Jackson, Social Care Inspector Inspection report for boarding school - Holyport College 7 to 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.

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Inspectors

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Inspectors

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Inspectors

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