The Marchant-Holliday School

Inspection report for residential special school - The Marchant-Holliday School 1 The Marchant-Holliday School Marchant Holliday School, North Cheriton, Templecombe, Somerset, BA8 0AH Residential provision inspected under the social care common inspection framework

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Information about this residential special school

The school is an independent residential special school located in rural Somerset. The school is a registered charity that provides education and residential provision for boys aged between five and 14 years who experience social and/or emotional difficulties. The school provides weekly residential provision for up to 21 children during term time. The residential provision forms part of the main school building. At the time of the inspection, there were 53 children at school, with 10 children in the residential provision.

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Information about this residential special school

The inspector only inspected the social care provision at this school.

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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 residential special 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 previous inspection: 29 November 2023

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outstanding

Overall judgement at last inspection: good Inspection report for residential special school - The Marchant-Holliday School 2

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outstanding

Positive and strong relationships between staff and children create a warm and welcoming environment where children thrive. Staff place children at the centre of their practice and embody a can-do approach. Children receive consistent and high- quality care. Staff understand how important a calm and considered approach is for children’s wellbeing.

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outstanding

Children enjoy varied and enriching opportunities in the residential provision. They enjoy the range of activities available on the school site, including the swimming pool, woods, play equipment and sports field. Structured after school activities help children to be active and to separate the school day from their evening. Children can choose from a range of different options, with an emphasis placed on active play. Children also enjoy regular trips out of school. This includes visiting local landmarks, parks and shops. Staff plan trips to help children to develop independence skills such as handling money or reading a timetable.

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outstanding

Children receive consistent experiences across the whole school. Staff work together as an effective team across the day and evening, adopting a ‘right person, right time’ philosophy. The model of practice is well embedded into day-to-day care. This means staff support children through deliberate, considered and meaningful interactions. Children’s experiences across different areas of the school are well integrated. Residential staff set targets linked to children’s education, health and care plans. This results in children receiving coherent support in the same areas using the same strategies. Staff deliver support in ways that are predictable for children and designed to help them maximise the progress they make.

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outstanding

During their time in residential, staff help children to develop their identity, self- esteem and self-worth. Many children arrive having previously experienced social exclusion. However, with the unconditional support of dedicated staff their participation in events and activities is transformed. By having the experiences in the residential provision, children learn and adapt safely, to be able to cope with different experiences when they are at home. Families recognise the progress children make because of staying at this provision. One parent shared that they have gone from not being able to leave the house with their child to being able to go away on holiday as a whole family. Two parents spoke about their children being able to have birthday parties with friends for the first time.

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outstanding

Staff continually seek and act on feedback from children to shape their time in the evenings. Children’s suggestions and choices are central to the activities that are provided. Staff use a scaling system with questions to help children provide feedback about their experiences and to identify any areas where children need more support. The student council is an active voice across the whole school and is another forum by which children share their views about different aspects of school life, including Inspection report for residential special school - The Marchant-Holliday School 3 uniform, food and activities. Senior leaders demonstrate to children how their feedback is considered and adopted.

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outstanding

Children flourish because of the trusting relationships they enjoy with staff. Staff know children well, and how to best support them. They consciously use positive language to encourage and build self-esteem and confidence. Children experience consistency and stability from the team supporting them. As a result, behaviour in the residential provision is incredibly settled. Staff identify optimal times for important conversations with children, which help them to affect change. Children continue to enjoy the token system, rewarding their positive attitudes and engagement. Staff work hard to identify and understand children’s interests for rewards to get the best outcomes possible.

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outstanding

Leaders have introduced a new system to record and monitor incidents. This improves the quality of the information they have, helps them to understand behaviour and to better target support. Staff members responsible for leading on behaviour have a clear ethos and vision of positive support in the school and hold others to their standards. Staff focus on understanding the function of children’s behaviour. Because they know children so well, staff can intervene quickly to support children and prevent issues from escalating. When children are struggling, leaders increase staff numbers for trips out, rather than cancelling them, recognising the importance of this time for development.

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outstanding

Staff accurately identify safeguarding concerns, and report these to designated staff as required. Staff take action, speaking with children, parents and professionals. Staff are familiar with the needs and risks for the children they support. A new role of safeguarding advocate has been introduced, with the managers from the residential provision leading on this role. This intends to provide children with further clarity about who they can speak to if they are worried.

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outstanding

Staff work collaboratively with families to help improve safety at home. Staff speak with parents about topics such as online safety and help them set up age-appropriate restrictions on technology. The safeguarding team provide support sessions for families, including their tea and chat group, and the gardening club. They recognise the risk of isolation for families, and the importance of developing networks of informal support.

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outstanding

Leaders foster an open culture within the school, encouraging staff to share any concerns they might have. When concerns are raised, leaders take appropriate action and share with safeguarding authorities as needed. Additional training was delivered to staff following an incident to raise their awareness of low-level concerns. Leaders have an arrangement with a local school to invite scrutiny of their processes and additional advice. Inspection report for residential special school - The Marchant-Holliday School 4

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The effectiveness of leaders and managers: outstanding

Leaders show a drive and determination for continuous improvement. They have built on the strengths from the previous inspection and are clear in their ambition and vision. This is balanced against a thorough understanding of their staff team, and the need to ensure change is sustainable and well managed. Leaders embody this culture and ethos and share this with staff and children.

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The effectiveness of leaders and managers: outstanding

Staff receive regular supervision, which challenges them and explores their development. As with children, leaders welcome feedback from staff. They encourage openness and honesty, creating an environment that fosters continuous improvement. Managers empower staff to bring ideas and to develop their practice. Staff responsible for safeguarding receive external supervision, recognising the emotional impact of the work.

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The effectiveness of leaders and managers: outstanding

Leaders have developed an outreach service, supporting other providers with strategies and consultation, with the overall aim of reducing the need for specialist provision. Through this consultation work, leaders ensure staff remain aware of the wider needs and challenges facing children and their families.

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The effectiveness of leaders and managers: outstanding

Leaders have considered how the structure of the school, and moves for children, are impacted by the wider system. In response to this, they have changed the ages they are registered for. This allows flexibility and the right plan to be in place before children move on from school, giving them a greater chance of a successful move.

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The effectiveness of leaders and managers: outstanding

Governor oversight and scrutiny is strong. Governors understand their role and responsibilities. They are confident in the school leadership team and feel there are robust responses to challenge they provide. They have a good understanding of the schools’ strengths and areas for development.

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The effectiveness of leaders and managers: outstanding

Parents and carers are positive and enthusiastic about the residential provision. They see the impact of the transformational care their children receive. They feel the communication works well and positively identify that they can get in touch with their children or staff whenever they need to. Inspection report for residential special school - The Marchant-Holliday School 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 residential special school - The Marchant-Holliday School 6

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Residential special school details

Social care unique reference number: SC033089

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Residential special school details

Headteacher/teacher in charge: Mrs Sarah Sellick

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Residential special school details

Type of school: Residential Special School

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Residential special school details

Email address: s.sellick@marchant-holliday.co.uk

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Inspector

Clare Nixson, social care inspector Inspection report for residential special school - The Marchant-Holliday School 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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Inspector

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Inspector

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Inspector

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