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 5 and 14 years who experience social and emotional difficulties. The school provides weekly boarding 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, 7 children were accessing the boarding 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: 25 February 2025

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outstanding

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

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outstanding

Children who access boarding make excellent progress from their starting points attributable to the 24-hour curriculum. Children adapt to healthy routines, learn about social etiquette and become confident in their ability to calmly communicate their views and feelings. Parents highlighted that their children’s lives have changed trajectory since they joined the school. Their children show significantly improved emotional regulation, willingness to engage in education and increased independence.

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outstanding

Children benefit from the school’s integrated care model, having access to speech and language therapists, occupational therapists and play therapists. The therapy team works collaboratively with school and residential staff to devise personalised care and education plans for the children. This approach has a profound impact on children’s lives.

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outstanding

Boarding staff have developed an in-depth understanding of children’s needs, lived experiences, strengths, vulnerabilities and risks. They use this knowledge to inform their interactions with children and to share strategies with parents with the aim of achieving consistent approaches, regardless of the child’s environment. Two children have made significant progress, and this has enabled them to return to their family’s care on a full-time basis.

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outstanding

Children have developed strong bonds with the boarding staff, and their interactions are warm, affectionate and playful. Staff work hard to build trusting relationships with children in order to help them feel safe and ready to learn. Children like staying in boarding where they develop positive friendships with their peers. Parents are encouraged to help children personalise their bedrooms. One child has beautiful paper lanterns hanging from their ceiling, depicting planets. Others have wall stickers and bedding that reflect their interests.

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outstanding

Boarding staff have devised routines for children that help them prepare for transitions throughout the day. Children like having this predictability as it enables them to focus on specific tasks within designated timeframes, helping them to feel emotionally contained. After school, children participate in enrichment activities such as sports, cooking and play. The school ensures that children have nutritious diets, incorporating salad, vegetables and fruit during each meal.

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outstanding

Staff recognise that some children may have felt marginalised in prior education settings, and their parents have felt isolated. They take a holistic approach to helping them achieve a sense of belonging. Leaders and managers know that parents need to feel heard, valued and supported in order to attain the best possible outcomes for their children. Leaders and managers create an inclusive school community by inviting parents to tea and chat sessions, classroom access days and gardening club. Inspection report for residential special school - The Marchant-Holliday School 3

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outstanding

Children are extremely settled and there are several reasons for this. The staff team is stable; children receive continuity of care, helping them to feel safe and secure. Children have developed positive relationships with staff, and they are comfortable in their presence. Children have their own bedrooms, which means they can take time out when they need to. Additionally, there are high levels of staffing in the boarding provision, which ensures that children receive sufficient attention and appropriate supervision.

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outstanding

Since the last inspection, there have only been 4 behaviour incidents in the boarding provision. When children present as emotionally unsettled, staff respond in a calm, patient and curious manner, helping children to verbalise their feelings instead of displaying them through behaviours. Staff help children to draw a distinction between their school day and boarding experiences so that any feelings of frustration do not interfere with children’s evenings. Due to this approach, staff have not had to use any physical interventions in boarding.

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outstanding

The therapy team is leading a programme across the school that helps children to visualise and recognise their emotional states. This child-friendly approach supports children to reflect on socially appropriate behaviour during different tasks and activities. School staff help children to devise personalised strategies with the aim of attuning their emotional state in different circumstances. This teaches children about autonomy and decision-making. Boarding staff learn about the children’s strategies and successfully prompt children to use them.

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outstanding

Boarding staff encourage children to raise any worries or concerns with them. On the rare occasion that one child raises concerns about another child’s behaviour, staff talk with both children to reiterate boundaries and to highlight prior learning. Safeguarding leads liaise with parents, sharing relevant information and resources. They also highlight subjects for individual discussions with children, for example how language impacts others and ‘personal space bubbles’.

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outstanding

Safeguarding leads take swift action in response to safeguarding concerns. They are open and honest with parents and skilfully maintain relationships with them while taking steps to protect children. Safeguarding leads work collaboratively with local authorities to determine next steps, and when appropriate, they offer additional support for families. For example, they allow children to access boarding for tea or short periods of respite. When safeguarding leads perceive professionals to fall short of their duties towards children, they challenge them and make formal referrals through established reporting mechanisms. Inspection report for residential special school - The Marchant-Holliday School 4

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The effectiveness of leaders and managers: outstanding

The leadership and management team is extremely ambitious for children and their families. They pride themselves on securing positive outcomes for children who they say have been deemed ‘too hard to reach’ in other education settings. They recognise that these children are ‘reachable’ with the right support and individualised care that takes account of their needs. Parents advised that their children are thriving and boarding has enhanced their quality of life and future prospects.

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The effectiveness of leaders and managers: outstanding

The leadership and management team is committed to supporting children in the local community. They have devised an outreach programme and use their expertise to help other schools understand children’s needs and the best strategies to support them. The aim of this programme is to bolster the support around children, reducing the likelihood of school absence and poor educational outcomes. To date, managers have worked with 17 schools.

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The effectiveness of leaders and managers: outstanding

There has been further innovative practice since the last inspection. The therapy and education teams are working together to deliver a programme that aids children’s physical development in a fun and engaging manner, for example through exercises to improve balance and mobility. This project was developed from internal research conducted by an apprentice occupational therapist, demonstrating that leaders and managers are open to learning and new ideas.

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The effectiveness of leaders and managers: outstanding

The headteacher’s vision for the school is highly ambitious, and steps are underway to achieve this. For example, she is launching the ‘shared skills hub’ in the summer; a space for special educational needs coordinators across the county to meet and explore shared learning, critically reflect on existing practice and drive improvement for children with additional needs. Governors are invested in the headteacher’s vision and support the school’s development through their oversight, constructive feedback and encouragement. 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:

Tara Webb, Social Care Regulatory Inspector Inspection report for residential special school - The Marchant-Holliday School 7 and inspects 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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