Boarding School

BOARDING SCHOOL

Moreton Hall

Weston Rhyn Oswestry Shropshire SY11 3EW

Lead Inspector Jackie Callaghan Announced Inspection 07th February 2006 10:00

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The Commission for Social Care Inspection aims to:

• Put the people who use social care first • Improve services and stamp out bad practice • Be an expert voice on social care • Practise what we preach in our own organisation

Reader Information Document Purpose Inspection Report Author CSCI Audience General Public Further copies from 0870 240 7535 (telephone order line) Copyright This report is copyright Commission for Social Care Inspection (CSCI) and may only be used in its entirety. Extracts may not be used or reproduced without the express permission of CSCI Internet address www.csci.org.uk

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This is a report of an inspection to assess whether services are meeting the needs of people who use them. The legal basis for conducting inspections is the Care Standards Act 2000 and the relevant National Minimum Standards for this establishment are those for Boarding Schools. They can be found at www.dh.gov.uk or obtained from The Stationery Office (TSO) PO Box 29, St Crispins, Duke Street, Norwich, NR3 1GN. Tel: 0870 600 5522. Online ordering: www.tso.co.uk/bookshop

Every Child Matters, outlined the government’s vision for children’s services and formed the basis of the Children Act 2004. It provides a framework for inspection so that children’s services should be judged on their contribution to the outcomes considered essential to wellbeing in childhood and later life. Those outcomes are: • Being healthy • Staying safe • Enjoying and achieving • Making a contribution; and • Achieving economic wellbeing.

In response, the Commission for Social Care Inspection has re-ordered the national minimum standards for children’s services under the five outcomes, for reporting purposes. A further section has been created under ‘Management’ to cover those issues that will potentially impact on all the outcomes above.

Copies of Every Child Matters and The Children Act 2004 are available from The Stationery Office as above.

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SCHOOL INFORMATION

Name of school Moreton Hall

Address Weston Rhyn Oswestry Shropshire SY11 3EW

Telephone number 01691 773671

Fax number 01691 778564

Email address [email protected]

Provider Web address

Name of Governing body, Moreton Hall Educational Trust Limited Person or Authority responsible for the school

Name of Head Mr Jonathan Forster

Name of Head of Care

Age range of boarding pupils

Date of last welfare inspection

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Brief Description of the School: Moreton Hall is an independent school for girls between the ages of 8 - 18. The school now has the provision for boys up to year 2 and currently has 8 boys under the age of 7. The school provides education and accommodation for 235 pupils and is not, therefore, a large school. Because of this and because of the philosophy of the Principal, which is shared by the senior staff, there is a close-knit community at Moreton Hall which benefits all boarders.

The school was founded in 1913 and has grown from its early beginnings, into a thriving school with many positive qualities. Moreton Enterprises is an innovative example of the experiences provided by the school, to its boarders.

Situated in its own grounds, a few miles from the market town of Oswestry, Moreton Hall is easily accessible from Chester and from Shrewsbury.

The school has formed close links with Shrewsbury School and there is a developing provision for younger boarders in ‘Moreton First’.

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SUMMARY This is an overview of what the inspector found during the inspection.

The inspection of Moreton Hall School was undertaken in conjunction with the Independent Schools Inspectorate assessment made between 07th and 08th February 2006. Two inspectors from Commission of Social Care Inspection joined the Joint Inspection process and contributed to the feed back session to the school Senior Management Team and Governors.

Moreton Hall had received a CSCI inspection on the 10th January 2005. CSCI was not due to return to the school for a further three years. Due to changes in the inspection forum the Commission of Social Care Inspection and the Independent Schools Inspectorate are now to inspect jointly wherever possible. This therefore meant that CSCI returned to inspect the school within twelve months. As a result not all standards were assessed on this occasion and it is essential that this report be read in conjunction with the last report.

The CSCI component of the inspection concentrated upon the quality of Moreton Hall’s boarding provision drawing supportive information from diverse sources including parents of and pupils using the provision.

The Inspectors would wish to extend thanks to The Principle, his staff team, pupils and all other parties contributing to the findings presented in this report.

This report may be read in conjunction with the report provided by the ISI.

What the school does well:

It is our assessment that the boarding provision has met all the national minimum standards and in places has exceeded standards. Moreton Hall is an extremely good school that provides a high standard of committed concern in relation to its boarders’ welfare.

The school offers a safe, inviting, friendly, colourful and encouraging boarding environment for its pupils who live away from home. Staff make themselves both available and approachable for the children they look after, whether the children are boarders or day pupils. There is clear leadership and management of boarding at Moreton Hall. The Principal is supported by a strong, committed and caring team of senior staff that effectively manages the school’s organisation of boarding. All school staff play a critical role in caring for the children. They appear to take this responsibility very seriously and effectively communicate any concerns they may have about individual children. There are good child protection procedures in place, with clear management responsibility established. There is evidence of very positive relationships existing between teaching staff, boarding staff and the children.

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The management team are very strong at enabling both formal and informal opportunities for boarders to express their views with regard to the boarding provision. All views are taken into account in the development and practice of boarding.

Pupils can choose to be boarders, many do so, to be with their friends and this socialisation is promoted by the school. The pupils presented as being happy and relaxed. They showed a caring attitude and helpful demeanour towards others, thereby upholding the schools ethos.

The boarding provision is extremely good in the junior and middle school houses and outstanding in the sixth form house.

Pupils are provided with excellent, first class catering provision. They enjoy balanced, varied diets, and there were strong relationships between the catering staff and children. All staff are superb at ensuring that the young girls eat appropriately.

They are encouraged to engage in recreational activities and sports complimenting their healthy lifestyle. The school offers an outstanding range of activity out of school time and weekends.

Moreton Enterprises continues to be an all developing and evolving venture, where students take great pride in their achievements.

Parents and pupils are very positive about the friendly ethos and environment in all areas of the school community.

Feedback from pupils included

“Moreton allows every girl in the school to have a go at everything, your talents are really put forward”.

“A supportive community”

“Friendly and open”

Governors who fed back to the inspectors identified that

“This school helps to reinforce the positive aspects of the girls”

“Girls grow in their personality and achievements”

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What has improved since the last inspection?

Notable developments have been introduced to Child Protection procedures; the school child protection policy has been seen and agreed by the Area Child Protection Committee, senior staff continue to undertake specific training, which continues to enhance the good practice. The child protection lead has made contact with the NSPCC and is currently organising staff training on the handling and recognition of bullying.

The staff selection and vetting systems are robust and have been further developed and improved by a checklist at the front of staff personnel files. The school takes these responsibilities seriously and have instigated CRB checks throughout the school including those staff that was in place before the List 99. These checks also extend to any sub-contractors that are on site. The school secretary is currently developing a pro-forma that identifies staff induction training, ongoing training and appraisal; this will further strengthen this area.

The physical environment and living conditions of boarding accommodation has been attractively maintained.

What they could do better:

As earlier identified in this report the school has met the standards and in places exceeded the standards. We observed excellent practice and as the school strives to be a centre for excellence and endeavours to continue to exceed national minimum standards we feel the school should consider and would benefit from a review of all documentation on boarding policies. The aim would be to streamline procedures and ensure consistency between documents and in particular staff and house handbooks. Certain policies could be enhanced by clearly identifying that they should be read in-conjunction with other policies. I.e. child protection policy should be read in accordance with the whistle-blowing policy, complaints policy and anti-bullying policy. This ensures that new staff in particular quickly identifies important policies and that these policies do not work in isolation.

The school have formal written protocols and guidelines relating to the administration of medication within the house books, however this area could be further developed if a specific written statement on Non-Prescribed Medicines, or Homely Remedies is introduced to the excellent guidance already in place. All MAR charts completed by the nursing staff are filled in appropriately using ink. Staff also need to ensure that MAR charts and other individual sheets that are completed by students are not filled in using a pencil as the information can be ‘rubbed out’. It is acknowledged that the school proactively support those young people who are old enough to take

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Currently there are no young people who require a ‘welfare plan’, however if a young person should attend the school where their social needs require extra support or guidance within the boarding environment consideration should be given to reviewing and developing the existing students with special needs ‘individual development plans’ to include reference to boarding staff and the welfare provision. They are currently strong documents and with these additional changes would meet the criteria of ‘welfare plans’.

Please contact the Head for advice of actions taken in response to this inspection. The report of this inspection is available from [email protected] or by contacting your local CSCI office.

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DETAILS OF INSPECTOR FINDINGS

CONTENTS

Being Healthy

Staying Safe

Enjoying and Achieving

Making a Positive Contribution

Achieving Economic Wellbeing

Management

Scoring of Outcomes

Recommended Actions identified during the inspection

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Being Healthy

The intended outcomes for these standards are:

• Boarders’ health is promoted. (NMS 6) • Safeguarding and promoting boarders’ health and welfare are supported by appropriate records. (NMS 7) • Boarders’ receive first aid and health care as necessary.(NMS 15) • Boarders are adequately supervised and looked after when ill.(NMS 16) • Boarders are supported in relation to any health or personal Problems.(NMS 17) • Boarders receive good quality catering provision (NMS 24) • Boarders have access to food and drinking water in addition to main meals.(NMS 25) • Boarders are suitably accommodated when ill. (NMS 48) • Boarders’ clothing and bedding are adequately laundered.(NMS 49) JUDGEMENT – we looked at outcomes for the following standard(s):

6, 7, 15, 16, 17, 24, 25, 48 & 49

Boarders’ health is promoted and relevant health and welfare needs of individual pupils are supported with access to medical, dental and optical services. Key members of boarding staff maintain their first aid qualification to ensure competent designated staff are available to administer first aid and minor illness treatment.

Boarders receive meals that are nutritious and outstanding in quantity and quality.

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EVIDENCE:

The school has a proactive approach to the promotion of Boarders’ health. There is an excellent PHSE curriculum and subject matter is also included in other syllabi, where relevant. PSHE classes are operated on Saturday mornings and currently exclude the sixth form girls however; these girls still access other sessions that look at health matters in the wider context. Each of the three nurses and the two visiting General Practitioners facilitates topical discussions, which relate to health matters. Topics have recently included talks on drugs and the police. A breast cancer nurse delivered a session on breast cancer, signs and symptoms and what to look for. A number of health promotion leaflets were seen throughout the School and Boarding Houses, which contained relevant subject matter. The school has a policy on eating disorders that include Anorexia Nervosa, Bulimia and other associated disorders. The School has forged strong links with a local Medical practice; nurses working at the school are often invited to medical conferences held at the Maelor hospital in Wrexham. It was considered that this standard was exceeded.

Confidential Health Records are available for each boarder. These are developed from information given by parents and guardians as part of the admissions procedure to the School. The nursing staff work to a very high code of conduct and follow stringent regulations of confidentiality. All documentation is stored appropriately and within the medical ethics and guidelines.

All boarders are registered with the local Medical Practice in Chirk.

There was evidence of close liaison between all staff, designed to ensure that relevant information is given to those who ‘need to know’ it.

The school has a designated health centre, which is staffed by three nurses, one works full-time and two work part-time. The nurses work throughout the seven-day week and are on call every night should a boarder become ill or require nursing attention. Records of verification of the registration status of the nurses were available on staff personnel files.

The older pupils informed the inspector that they could see the Doctor in private consultations if they wished. Younger boarders requests to see the doctor in private are also considered and respected.

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A total of 36 members of staff have completed first aid training and lists of those holding the relevant certificate were seen. Outdoor pursuits and activity staff have completed a specialist course.

Accidents are recorded appropriately. Prescribed medication is only given to the boarder for whom it has been prescribed and this medication is kept in locked cabinets within each house office, in boarding houses, or in the medical centre. Good guidelines and individual protocols were in place for the young people who are prone to be anaphylactic and in an emergency require the use of an epi-pen. The school has a Administration of Medications in House Policy but still needs to develop more formal written protocols and guidelines relating to the administration of Non-Prescribed Medicines, or Homely Remedies.

The School has a designated health centre with the capacity to look after seven girls. The health centre had a very warm, homely atmosphere. In addition to the bedrooms there is a seating area, with beanbags and comfortable seating where poorly boarding and daygirls may rest and be attended to. The health centre has its own bathroom and toilet facilities. As mentioned in the previous standard, the School has a team of three nurses who cover the health centre throughout the morning, day and evening on site and who remain on call to cover the night time.

If a boarder remains in the health centre overnight, there is a member of staff whose accommodation is adjacent to the health centre. There is a bell in the health centre, which any sick boarder can use to summon assistance from this member of staff during the night. Arrangements exist to provide respite for this member of staff if she is awake for any length of time at night.

All staff spoken to could confirm that they were aware of the procedures in place for either calling the sister on call or calling for immediate medical assistance. The pupils spoken too were also aware of these guidelines and informed the inspector that they knew which member of staff was on duty every night.

Ancillary staff was observed as having a good relationship with the children. The inspectors were very impressed by the health documentation that was shared with the catering staff enabling them to strictly meet diet needs particularly of children who had allergies or who were anaphylactic. Boarders with medical difficulties appeared to be treated and supported in a satisfactory manner and there was much evidence received to indicate that fellow boarders and staff are fully supportive at times of personal stress and homesickness. Where there may be a need for health, or other professional involvement, in relation to a boarder’s welfare, links exist through the Chirk medical practice for such involvement to be put in place.

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At the time of the inspection there were no young people who require a formal written ‘welfare plan’. However, if a young person should attend the school where their social needs require extra support or guidance within the boarding environment consideration should be given to reviewing and developing the existing students with special needs ‘individual development plans’ to include reference to boarding staff and the welfare provision. They are currently strong documents and with these additional changes would meet the criteria of ‘welfare plans’.

It was considered that the standard of catering provision at the School exceeds minimum standards. Boarders are provided with an excellent quality of food, which is of adequate quantity and which is varied and interesting. Menus were seen on display with a choice of hot meals and a vegetarian option. Meals were sampled throughout the two-day inspection with inspectors joining the children and young people for breakfast, lunch and supper. Without exception all of the meals were of an excellent standard. Choices included hot and cold meals with the addition of a salad bar and baguettes. All were attractively presented and of a very high quality. In addition, each of the houses are supplied with ‘snack’ foods in the form of bread, spreads, biscuits and fresh fruit, which are, replenished daily.

One girl had her own cereals because she didn’t like the cereal that the school had on offer and the kitchen staff are prepared to make meals for individuals if there is something they do not like. The inspectors observed this practice taking place.

Moreton enterprises stock and run the vending machine which is full of healthy options including ‘seaweed peanuts’ for the children to snack on if they wish.

Boarders have access to water fountains in all houses (and in all teaching blocks) and there are kitchens in all houses where boarders can make drinks and have snacks at reasonable times.

Older boarders are encouraged to do their own personal laundry and facilities have been made available on Charlesworth and Lloyd Williams houses for this purpose. All other boarders bedding is laundered fortnightly, on Tuesdays and there is an efficient laundry provision for clothing.

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Staying Safe

The intended outcomes for these standards are:

• Boarders are protected from bullying.(NMS 2) • Boarders are protected from abuse.(NMS 3) • Use of discipline with boarders is fair and appropriate.(NMS 4) • Boarders’ complaints are appropriately responded to.(NMS 5) • The operation of any prefect system safeguards and promotes boarders’ welfare (NMS 13) • Boarders’ welfare is protected in any appointment of educational guardians by the school.(NMS 22) • Boarders are protected from the risk of fire. (NMS 26) • The welfare of any children other than the school’s pupils is safeguarded and promoted while accommodated by the school.(NMS 28) • Boarders’ safety and welfare are protected during high risk activities.(NMS 29) • Boarders’ personal privacy is respected.(NMS 37) • There is vigorous selection and vetting of all staff and volunteers working with boarders.(NMS 38) • Boarders are protected from unsupervised contact at school with adults who have not been subject to the school’s complete recruitment checking procedures and there is supervision of all unchecked visitors to the boarding premises.(NMS 39) • Boarders have their own accommodation, secure from public intrusion. (NMS 41) • Boarders are protected from safety hazards.(NMS 47) JUDGEMENT – we looked at outcomes for the following standard(s):

2, 3, 4, 5, 13, 22, 26, 29, 37, 38, 39, 41 & 47

The School has made positive advances in their policies, procedures and practice in safeguarding their pupils. Staff are presently only selected following a tight vetting procedure and practical child protection is afforded a high priority. Pupils’ rights are respected and their privacy is recognised and enabled.

School policy and practice recognise the requirements for pupils to live and study in safe and conducive surroundings.

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EVIDENCE:

The school has a clear and detailed policy on recognising and dealing with bullying behaviour. This policy is available to boarders, parents and staff and is displayed on notice boards throughout the school and boarding provision. Discussions with pupils identified that bullying is addressed straight away with pupils informing the inspectors that there is always someone to talk to if they were being bullied or they were generally unhappy. Junior boarders told the inspector “lower school bullying is very rare, normally it is just girls falling out. If we had a problem we would talk to our tutor groups, mentors or our house parents”.

The child protection lead has made contact with the NSPCC and is currently organising staff training on the handling and recognition of bullying. Staff described the support they would give to the victim of bullying and also to the person who was bullying. Discussions are undertaken where issues around bullying are debated in class, assemblies and house groups.

The school has a clear child protection policy and the senior member of staff, who is currently the individual nominated as responsible for child protection matters within the school, is responsible also for checking that the policy is up- to-date and in line with local Area Child Protection Committee procedures.

Notable developments have been introduced to Child Protection procedures; the school child protection policy has been seen and agreed by the Area Child Protection Committee, senior staff have received specific training, which will only enhance the good practice. The school has nominated a second individual with responsibility for receiving child protection information, in order to ensure cover during any absence from the school site of the current holder of the position. School prefects and ancillary staff have received some child protection instruction/training and both prefects and ancillary staff were clear about the schools child protection procedures. The local authority Initial Assessment Team has confirmed that there have been no child protection enquiries involving the school in the last two years and that they were no outstanding child protection concerns at the time of this inspection. The child protection officer shared with the inspector referrals for advice that she had made to the local social services team. There was clear documentation that detailed notes on concerns raised. The social services team took none of the concerns raised forward, however it was good to see clear records that demonstrated the Schools proactive approach to keeping their pupils safe. This standard was assessed as exceeding the national minimum requirement at the last inspection and it was pleasing to see that standards had continued to rise. It was felt by the inspectors that the school puts a lot of work into ensuring that there is a positive atmosphere and at the time of the inspection the school was assessed as exceeding standard 2 and 3.

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Certain policies could be enhanced by clearly identifying that they should be read in-conjunction with other policies. I.e. child protection policy should be read in accordance with the whistle-blowing policy, complaints policy and anti- bullying policy. This ensures that new staff in particular quickly identifies important policies and that these policies do not work in isolation.

The Principal holds the records detailing punishments and the inspector examined them. There were five separate occasions where pupils were grounded or suspended from the school. It was encouraging to see that two of these incidents were passed to the child protection lead and consultation with the local social services department was undertaken. Records are kept in a ring binder; they contain details of incident, contact information, outcome and punishment given.

The school has a written policy regarding the use of physical restraint, in line with the requirements of the standards, but has never had to use physical restraint.

The school has a formal complaints system that is available to parents and boarders. While there was one record of a complaint made by one boarder which was dealt with appropriately. It was apparent that the Principal, with the knowledge of the Governors, deals with all representations that are made to the school. The staff handbook does not contain a copy of the complaints procedure, however the house staff handbook does. We observed excellent practice and as the school strives to be a centre for excellence and endeavours to continue to exceed national minimum standards we feel the school should consider and would benefit from a review of all documentation on boarding policies. The aim would be to streamline procedures and ensure consistency between documents and in particular staff and house handbooks. The complaints procedure needs to be amended to contain the local area office telephone number of the Commission of Social Care Inspection. Currently the school have detailed the telephone number for the head office of the Commission of Social Care Inspection and a helpline number that does not connect.

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The school has gained the services of an independent listener. This person met with the inspector and shared her background and experiences. It was clear from this discussion that this person is more than suitable and able to undertake this role. When the independent listener began her role she met with all the Moreton Firsts and introduced herself and explained her role to the children. A discussion around child protection and confidentiality enabled the inspector to ascertain that the independent listener has a very good understanding of these procedures and she identified whom she would raise any concerns with which followed the school procedures. To date the independent listener has not received any communication from the children, which further evidences that the children feel secure in discussing any issues with boarding or school staff.

The school has developed a good Prefect and Mentoring system. Sixth form girls mentor the younger children and it was clear from discussions with the prefects that they take their responsibility seriously and was clear they feel it is important that they are good examples and role models to the younger children. Each year every girl casts her vote for the head and deputy head of house. The two girls who take on these roles meet with the housemistress on a regular basis to discuss house matters and make any requests on behalf of the house or bring to her attention any matters of which they feel she should be aware. Prefects start their role half way through the lower sixth form. This enables a handover from upper sixth prefects to relieve them so they can concentrate on exams. Prefects are chosen by the Principle after feedback from the girls, teachers and previous prefects. Prefects are an effective link between staff and pupils, they meet directly with the principal and deputy head (pastoral) weekly to discuss concerns and share information. The prefects also have a range of duties and responsibilities. The inspectors could not find any guidance as to the ‘powers’ of prefects in any written form. However, these were clearly described by prefects and pupils.

The school does not currently appoint guardians.

Full emergency evacuation procedures are available and have been tested from sleeping and living areas. Discussion with students and house staff confirmed that this takes place. Fire drills are regularly carried out and always take place twice each term. Emergency lighting, fire alarms and fire fighting equipment are regularly tested and records are maintained in each of the boarding houses. The records indicated that fire detection system points are randomly tested. Records were seen to indicate that the school has its fire detection and prevention systems maintained and checked by contracted agencies. Fire risk assessments and fire service reports were all held on file and considered to be good. The Bursar has been proactive and arranged for the fire officer to visit the school to assess the school and seek out if there is any shortcomings against this area.

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Standard 28 was not assessed at this inspection and was therefore not awarded a score. Please read the last report.

Risk assessments seen during the inspection were extremely thorough. The school operates a three level system of risk assessment. Activities that are identified as High Risk are subject to a detailed risk assessment. This often involves discussion with outside organisers of the activity, key staff involved and possibly parents of the boarders involved. It is then the responsibility of staff involved to ensure that high-risk activities are competently supervised and accompanied by adequate and appropriate safety measures. Staff ensure that any organisation that is used is thoroughly vetted. It was considered that adequate and appropriate safety measures were in place and it was reported that parental permission is obtained, in advance, at all times. The inspectors considered that this standard was exceeded.

An appropriate balance between privacy and supervision were seen as being exercised at bedtimes and during morning calls. None of the pupils spoken with or completing a questionnaire considered that being a boarder compromised their personal privacy. There was no indication that any staff supervision of boarders was inappropriate, all staff observed were sensitive to the young girls needs.

An improved Personal File Check List and a Recruitment Procedure has been introduced since the school was last inspected. A selection of staff files was examined and all had evidence of CRB checks, references and reference checks, interview notes copies of qualifications, employment history and a Curriculum Vitae. Currently all staff and ancillary files are being upgraded however this is an enormous task as some personnel have been in post predating regulation. All staff files had a checklist at the front of each file that has made it easier for staff responsible for these records to see at a glance whether all documentation has been received.

There are keypad access codes to the boarding houses and there is CCTV monitoring of outside. There is a Security Officer who is sensitive to girls’ privacy and the school is currently in discussions with the local parish and other agencies with regard to moving the public footpath that runs close to one of the girls boarding houses. The ground floor windows on some of the boarding houses have been secured to increase security. Access to the school premises and to boarders by visitors and outside people is restricted and this practice is re-enforced by polices.

The school has a designated health centre that is staffed by three nurses. One of which, works full time. The three nurses work seven days a week and will cover nights if girls are ill; otherwise they are on call at night. Staff spoken to were able to inform the inspectors of the necessary emergency procedures if a girl is taken ill at night and even the pupils canvassed were aware of who to contact if a friend became unwell.

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Enjoying and Achieving

The intended outcomes for these standards are:

• Boarders have access to a range and choice of activities.(NMS 11) • Boarders do not experience inappropriate discrimination.(NMS 18) • Boarders’ welfare is not compromised by unusual or onerous demands.(NMS 27) • Boarders have satisfactory provision to study.(NMS 43) • Boarders have access to a range of safe recreational areas.(NMS 46) JUDGEMENT – we looked at outcomes for the following standard(s):

11, 18, 43 & 46

Pupils’ activity and recreational needs at Moreton Hall are generally well met. There is no evidence of discrimination happening at the school. The schools helping ethos positively assists children with any special needs. Children are practically encouraged to achieve by having access to a choice of quiet spaces and work areas in which to study.

EVIDENCE:

The school offers an outstanding range of activity out of school time and at weekends. Activities are wide ranging and appeal to all ages and abilities. The girls in consultation with year tutors make their choice of their preferred activity each evening. A full programme of weekend activities are posted on the weekend activities board and the girls spoken to informed the inspectors of their achievements with lacrosse, horse riding, dance and many more activities.

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Overseas pupils are well supported at Moreton Hall, as are pupils with special needs. In discussion with both boarders and staff, it was apparent that the school provides appropriate support to boarders whose first language is not English. It was also apparent that boarders felt supported by both staff and other girls at the school. The girls who are Church of England faith attend services at the local church and those children who are of Roman Catholic faith the school enables them to attend mass. Some of the Chinese students took assemblies to discuss and educate their peers about Chinese New Year and there were many display boards around School covering different culture events.

Standard 27 was not assessed on this occasion please refer to the last report where this area was considered to have met the standard.

Inspectors observed suitable study facilities and staff supervision available to boarders during prep.

Safe recreational areas have been provided, both indoors and out, for boarders. Each house has a recreation area and, while these vary in size and quality, they were found to be appropriate to their purpose. Pupils and staff were clear about the practice for supervising boarders’ use of and access to areas within the School buildings and grounds. These areas were safe and provided boarders with a range of activities and places they could go on their own or in a group.

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Making a Positive Contribution

The intended outcomes for these standards are:

• Boarders are enabled to contribute to the operation of boarding in the school.(NMS 12) • Boarders receive personal support from staff.(NMS 14) • Boarders can maintain private contact with their parents and families.(NMS 19) • New boarders are introduced to the school’s procedures and operation, and are enabled to settle in.(NMS 21) • Boarders have appropriate access to information and facilities outside the school.(NMS 30) • There are sound relationships between staff and boarders.(NMS 36) JUDGEMENT – we looked at outcomes for the following standard(s):

12, 14, 19, 21, 30 & 36

The management and staff team are very strong at enabling both formal and informal opportunities for boarders to express their views with regard to the boarding provision. All views are taken into account in the development and practice of boarding. The children are generally well supported by boarding staff and enabled to retain positive links with their families, whether in England or abroad.

Excellent induction and guidance for new boarders ensures they are able to settle in and feel welcomed.

EVIDENCE:

Once a week the whole house meets for the house meeting. All the members of the house are present including house staff. Day to day issues are discussed and the girls have the opportunity to raise any general issues or concerns they may have. The school provides many other formal opportunities for boarders to put forward their views on different aspects of the boarding provision. As well as ‘Vox’, there is a food committee and there are mentor group meetings. ‘Vox’ minutes are displayed in house and members meet with the House Mistress to discuss issues raised. Suggestion boxes are available, as are suggestion sheets on notice boards. All pupils spoken to felt included in life at the school.

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Boarders reported to the inspection team they were aware that they could talk to any member of staff should they have any concerns. This included their tutors, and the mentoring system, which they found helpful. The inspector joined and observed a tutor meeting taking place. This was found to be very supportive in nature and provided further opportunity for the girls to share issues or concerns that they may have. All new girls are assigned to a mentoring group, which is organised by the head girl and her prefects. The sixth formers allocated to groups of new girls help with any queries and listen to any anxieties. When the independent listener began her role she met with all the Moreton Firsts and introduced herself and explained her role to the children.

Boarders are able to contact their parents and families in private by using mail, email, and mobile phones. Mobile phone ‘top ups’ can be purchased on shopping trips at the weekends, from the local petrol station and from the School shop. Boarders do not need permission to contact their parents at any time. However, during the school day, prep and activity time, non-essential calls are not allowed. It was evident from discussion with staff that any significant welfare concerns regarding boarders would be passed to their parents/guardians. Payphones are available in each of the boarding houses, but most of the children spoken to use their mobile phones. The younger children’s mobile phones are collected in before bedtime each evening.

The school has an excellent system for induction of new pupils. There is a parents’ lunch before girls start at the school at which parents are able to discuss matters relating to boarding welfare with boarding staff. Prospective boarders are provided with activities during this time, to introduce them to the school. Boarders reported that they are well supported when they start at the school. They are allocated a mentor, an older boarder, to whom they can talk to and gain advice and information from. Various telephone numbers are contained in the ‘code of conduct’ and on posters by telephones giving the pupils the opportunity to contact independent agencies including the Commission of Social Care Inspection if they need.

Boarders have plenty of opportunity to access information about the world outside. They are provided with newspapers, television and supervised outings. There are some strong links with the local community and some of the boarders visit the elderly, the local hospital and a crèche and undertake various tasks to support these groups of people. It was considered that this standard was exceeded.

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General observations of interaction between pupils and teaching staff, boarders and boarding staff over the course of this inspection supported the judgement that overall there exists very positive relationships. This was supported by comments from the pupils’ questionnaires and verbal feedback. All spoke highly of the staff involved with boarding. Inevitably when asked if staff were fair the general response from pupils was affirmative, but some pupils suggested that some staff were fairer than others. Boarders spoken with generally stated that they felt they were looked after well and treated reasonably.

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Achieving Economic Wellbeing

The intended outcomes for these standards are:

• Boarders’ possessions and money are protected.(NMS 20) • Boarders are provided with satisfactory accommodation.(NMS 40) • Boarders have satisfactory sleeping accommodation.(NMS 42) • Boarders have adequate private toilet and washing facilities.(NMS 44) • Boarders have satisfactory provision for changing by day.(NMS 45) • Boarders can obtain personal requisites while accommodated at school.(NMS 50) JUDGEMENT – we looked at outcomes for the following standard(s):

40, 42, 44 & 50

The school offers a safe, inviting, friendly, colourful and encouraging boarding environment for its pupils who live away from home, with all houses maintained to a high level of cleanliness.

‘Moreton Enterprises’ continues to be an all developing and evolving venture, where students take great pride in their achievements.

EVIDENCE:

Standard 20 was not assessed on this inspection please refer to last report.

The boarding houses at Moreton Hall were found to be appropriately lit, heated and ventilated. They were suitably furnished, accessible to boarders with disabilities in certain areas and adequately maintained. The boarding provision is extremely good in the junior and middle school and out-standing in the sixth form house. The standard of decoration, across all boarding houses, was seen to be well maintained and appropriate. All houses were seen to be maintained to a high level of cleanliness.

Sleeping accommodation across all boarding houses is suitably furnished. All areas were found to be of sufficient size for the number, needs and ages of boarders accommodated. The sleeping areas in all houses were found to provide adequate storage space for boarders’ possessions. All rooms were seen to have been personalised by the girls occupying them and to be full to bursting with personal possessions and decorations. The general impression was that the rooms and dorms were a ‘home from home’ and that girls were allowed and encouraged to create their own space.

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All bathrooms and showers that were inspected were found to be clean and sufficient in number. The water temperature is monitored and the boilers have undergone regular services.

Standard 45 was not assessed on this inspection please refer to last report.

‘Moreton Enterprises’ continues to be an all developing and evolving venture, where students take great pride in their achievements. ‘Moreton Enterprises’ is run by sixth form girls, although younger boarders can act as ‘shop assistants’. The school supports these enterprises that give boarders experience of different aspects of business management, as well as ensuring that boarders can access items that they need. Within the ‘enterprise’ is a Tuck Shop, a Bank that is affiliated to Barclays Bank and RKI radio station.

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Management

The intended outcomes for these standards are:

• A suitable statement of the school’s principles and practice should be available to parents, boarders and staff (NMS 1) • There is clear leadership of boarding in the school.(NMS 8) • Crises affecting boarders’ welfare are effectively managed.(NMS 9) • The school’s organisation of boarding contributes to boarders’ welfare.(NMS 10) • Risk assessment and school record keeping contribute to boarders’ welfare.(NMS 23) • Boarders are adequately supervised by staff.(NMS 31) • Staff exercise appropriate supervision of boarders leaving the school site.(NMS 32) • Boarders are adequately supervised at night.(NMS 33) • Boarders are looked after by staff with specific boarding duties, with adequate induction and continued training.(NMS 34) • Boarders are looked after by staff following clear boarding policies and practice.(NMS 35) • The welfare of boarders placed in lodgings is safeguarded and promoted.(NMS 51) • The welfare of boarders is safeguarded and promoted while accommodated away from the school site on short-term visits (NMS 52) JUDGEMENT – we looked at outcomes for the following standard(s):

1, 8, 9, 23, 31, 33, 34, 35, 51

Moreton Hall has drafted a clear statement regarding its aims including the principles for boarding. Boarding practice is generally sound and is underpinned by staff training. The school have produced appropriate policies and guidance for boarding staff. There is generally competent supervision and care of boarders however, the school should consider and would benefit from a review of all documentation on boarding policies.

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EVIDENCE:

Moreton Hall has a statement of boarding principles and practice that covers all elements required under this standard. It is presented in a style that makes it accessible to parents, boarders and staff. Each house has its own Handbook, where the school policies are included, but where individual differences between the organisation and running of houses are defined. The inspectors recognise that each house handbook needs to reflect the personality of individual houses however, as the School strives to be a centre for excellence and endeavours to continue to exceed national minimum standards we feel the School should consider and would benefit from a review of all documentation on boarding policies. The aim would be to streamline procedures and ensure consistency between documents and in particular staff and house handbooks ensuring continuity of important policies like child protection.

The arrangements for management and leadership of the practice and development of boarding in the school are clear.

While there is no ‘Head of Boarding’ in the school, the Principal holding ultimate responsibility to the Governors for all boarding matters, there is a clear senior management structure in place. Weekly senior management meetings are held, at which boarding issues are discussed by the Principal, the Bursar, the Deputy Head Pastoral and the Senior Housemistress. In addition, there are weekly meetings between the Principal and the House Mistresses and Masters. Moreton Hall is a comparatively small school that enables each boarder’s welfare and development to be monitored through these meetings. Management is strong with clear lines of responsibility established.

It was clear from discussion with governors that they are kept informed of ongoing issues relating to boarding and they are enabled by the Schools ever full and ongoing drama, musical and sporting events to have contact with the pupils, there is no written evidence of monitoring by the governors.

The school has an emergency management plan that contains the definition and aims of specific measures of emergency action to be taken by key staff. It covers areas of ‘acts of violence, school fire, serious vandalism, death of a pupil, transport accident and widespread disaster etc. The school has also put in place a policy and procedures for Avian Flu. The school have identified a quarantine area through guidance from Shropshire & Staffordshire Health Protection Unit in the event of a pupil catching the flu.

Standard 10 was not assessed on this inspection, please see last report.

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The Bursar monitors records of risk assessments, accidents and incidents and the records are signed off to indicate that this monitoring has taken place. Punishments are rarely given at Moreton Hall however the Principal monitors these.

Staff supervising boarders outside teaching time are present in sufficient numbers and are deployed appropriately in relation to the age, number and needs of boarders. Each house has a housemistress, a resident assistant housemistress and may have other resident staff, including spouses of house staff. Boarders indicated that they were all aware of the person to whom they should report should they require assistance and where that person would normally be found. Norton Roberts also has the luxury of four Gap students, which enhances the provision for the Moreton First. These Gap students met with the inspectors and described the process that they have to go through before coming to Moreton. It was clear from this discussion that the school follows a good and clear induction for Gap students, which incorporates school policies and procedures.

Standard 32 was not assessed at this inspection.

Each house has a resident House Parent, who sleeps in the house at night. In addition, all houses have at least one other adult ‘sleeping in’. In most cases, there are other staff sleeping in each house and boarders are aware of the resident staff members. There are clear systems in place that identify which boarders are present during the day and night. The sixth form boarding house has been improved by the addition of a ‘slide board’ system that the girls use to show when they are in or out of the house.

Job descriptions are in place for all staff, and the roles of spouses and partners of staff within boarding houses are made clear. Supervision of ancillary and cleaning staff takes place and the School is aware of its responsibilities in this area. For example, the window cleaner had been interviewed for the post and a satisfactory CRB check was held on file. There is an induction policy and guidance in place for staff, however this could be further improved by being formalised. Ongoing training is provided to staff and training is beginning to be evidence by the introduction of a pro-forma that lists induction, appraisal and training course attended at the front of each staff file.

No educational lodgings are arranged by the School to accommodate pupils. This standard does not apply to this inspection.

Standard 51 was not assessed on this occasion please refer to last report.

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SCORING OF OUTCOMES

This page summarises the assessment of the extent to which the National Minimum Standards for Boarding Schools have been met and uses the following scale.

4 Standard Exceeded (Commendable) 3 Standard Met (No Shortfalls) 2 Standard Almost Met (Minor Shortfalls) 1 Standard Not Met (Major Shortfalls)

“X” in the standard met box denotes standard not assessed on this occasion “N/A” in the standard met box denotes standard not applicable

BEING HEALTHY ENJOYING AND ACHIEVING Standard No Score Standard No Score 6 4 11 4 7 3 18 3 15 3 27 X 16 3 43 3 17 3 46 3 24 4 25 4 MAKING A POSITIVE 48 3 CONTRIBUTION 49 3 Standard No Score 12 4 STAYING SAFE 14 4 Standard No Score 19 3 2 4 21 4 3 4 30 4 4 3 36 3 5 3 13 3 ACHIEVING ECONOMIC 22 N/A WELLBEING 26 4 Standard No Score 28 X 20 X 29 4 40 4 37 3 42 3 38 3 44 3 39 3 45 X 41 3 50 4 47 x

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SCORING OF OUTCOMES Continued MANAGEMENT Standard No Score 1 3 8 4 9 4 10 X 23 3 31 3 32 X 33 3 34 3 35 3 51 N/A 52 X

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Are there any outstanding recommendations from the last inspection?

RECOMMENDED ACTIONS

This section sets out the actions that must be taken so that the proprietor meets the Children Act 1989, Inspection of Schools and Colleges Regulations 2002 and the National Minimum Standards.

No. Standard Recommendation Timescale None for action (Serious welfare concerns only)

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Commission for Social Care Inspection Shrewsbury Local Office 1st Floor, Chapter House South Abbey Lawn Abbey Foregate SHREWSBURY SY2 5DE

National Enquiry Line: 0845 015 0120 Email: [email protected] Web: www.csci.org.uk © This report is copyright Commission for Social Care Inspection (CSCI) and may only be used in its entirety. Extracts may not be used or reproduced without the express permission of CSCI

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