Strathallan School School Care Accommodation Service Perth PH2 9EG Telephone: 01738 815000

Inspected by: Marion Neil Type of inspection: Unannounced Inspection completed on: 25 February 2013 Inspection report continued

Contents

Page No Summary 3 1 About the service we inspected 5 2 How we inspected this service 7 3 The inspection 11 4 Other information 38 5 Summary of grades 39 6 Inspection and grading history 39

Service provided by: Strathallan School

Service provider number: SP2006008030

Care service number: CS2006114915

Contact details for the inspector who inspected this service: Marion Neil Telephone 01383 841100 Email [email protected]

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Summary

This report and grades represent our assessment of the quality of the areas of performance which were examined during this inspection.

Grades for this care service may change after this inspection following other regulatory activity. For example, if we have to take enforcement action to make the service improve, or if we investigate and agree with a complaint someone makes about the service.

We gave the service these grades Quality of Care and Support 6 Excellent Quality of Environment 5 Very Good Quality of Staffing 6 Excellent Quality of Management and Leadership 5 Very Good

What the service does well

• Students had ideal opportunities to give their views to the school about all aspects of boarding life. • The House staff, including Matrons, were knowledgeable, motivated, and qualified. This meant that they provided outstanding care to the students. • The school had a robust quality assurance system which took account of the views of the students and their parents/carers.

What the service could do better

• The school may wish to consider introducing a formal minute template. This will ensure that there is always a written record of how suggestions were taken forward. • As an ongoing area for improvement, the poor fabric in some areas of Riley House should be attended to as a matter of urgency. • The school may wish to consider a regular individual, formal support meeting for the Matrons, once a term. This should be part of the new appraisal process.

Strathallan School, page 3 of 40 Inspection report continued What the service has done since the last inspection

• Almost all Matrons were now qualified. • The school had successfully introduced the role of Assistant House Master/ Mistress. • The school had continued the programme of refurbishment of the boarding houses.

Conclusion Overall, Strathallan School was continuing to provide high quality boarding for students. The boarding Houses were very well managed by House staff and the boarding provision was ably led by the Depute Head.

Who did this inspection Marion Neil Lay assessor: Not Applicable

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1 About the service we inspected

Before the 1 April 2011, this service was registered with the Care Commission. On this date the new body, Social Care and Social Work Improvement , (SCSWIS), known as the Care Inspectorate, took over the work of the Care Commission, including the registration of care services. This means that from the 1 April 2011 this service will continue its registration under the new body the Care Inspectorate.

Strathallan School is an independent co-educational school providing education for young people aged between 9 and 18 years. It serves a wide geographical area, and young people come from across the world and board during term time. The school is set in its own extensive grounds in a rural setting in Perthshire. The school has a wide range of facilities to ensure that it meets boarders' academic, sporting and health and well-being development needs.

The school's conditions of registration state -

1) To provide a school care accommodation service to a maximum of 482 pupils.

Riley will provide accommodation to a maximum of 48 boarding pupils. Thornbank will provide accommodation to a maximum of 60 boarding pupils. Woodland will provide accommodation to a maximum of 60 boarding pupils. Freeland will provide accommodation to a maximum of 61 boarding pupils. Ruthven will provide accommodation to a maximum of 62 boarding pupils. Nicol will provide accommodation to a maximum of 63 boarding pupils. Simpson will provide accommodation to a maximum of 68 boarding pupils. Glenbrae will provide accommodation to a maximum of 60 boarding pupils.

2) To comply with the current staffing cheduless attached, dated 31 August 2006, which must be displayed together with the certificate.

3) The school care accommodation service will be provided during the school terms.

The school's aims and objectives include -

"The aim of our founder, Harry Riley, in 1913 was that the school should offer such a variety of academic work, games and activities that there is the opportunity for all pupils to excel at something.

The aim is to support and to challenge our pupils and to see them achieving high standards in their academic work, not only in formal examination results but also in developing a spirit of intellectual enquiry and an interest in learning for its own sake.

Strathallan School, page 5 of 40 Inspection report continued The aim is to support and to motivate each individual to realise potential in academic matters, in the arts, sports and activities. We celebrate what pupils achieve and strive to create an ethos which makes them believe that with hard work and expert tuition they can achieve very high standards."

Based on the findings of this inspection this service has been awarded the following grades:

Quality of Care and Support - Grade 6 - Excellent Quality of Environment - Grade 5 - Very Good Quality of Staffing - Grade 6 - Excellent Quality of Management and Leadership - Grade 5 - Very Good

This report and grades represent our assessment of the quality of the areas of performance which were examined during this inspection.

Grades for this care service may change following other regulatory activity. You can find the most up-to-date grades for this service by visiting our website www.careinspectorate.com or by calling us on 0845 600 9527 or visiting one of our offices.

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2 How we inspected this service

The level of inspection we carried out In this service we carried out a low intensity inspection. We carry out these inspections when we are satisfied that services are working hard to provide consistently high standards of care.

What we did during the inspection This report was written following an unannounced inspection visit on 18 February 2013, and 3 arranged visits on the 20, 21 and 25 February 2013. The inspection visit was carried out by Marion Neil, Inspector, Care Inspectorate. The inspection visits took approximately 25 hours, in total.

We carried out a low intensity inspection. We carry out these inspections when we are satisfied that services are working hard to provide consistently high standards of care. We looked at all 4 themes - the Quality of Care and Support, the Quality of the Environment, the Quality of Staffing and the Quality of Management and Leadership. We looked at evidence for 2 Quality statements in each of these themes. We were satisfied with the overall participation of the pupils and their parents/carers in the school's decision making processes. Because of this, we are reporting our findings orf Quality statements 1.1, 2.1, 3.1 and 4.1 under 1.1.

The service, as requested, sent us an Annual Return and a Self Assessment form. We talked to the Depute Head and his staff about the service and the progress made since the last inspection visit. We looked at a sample of the service's policies and procedures. We sampled evidence to support what had been written in the service's Self Assessment, under the Quality Statements we looked at.

We looked at a sample of the service's records during the visit. These included:

• certificate of egistrr ation and staffing schedule, • public liability insurance, • records of medication administered, • accidents and incidents, • written risk assessments, • photographs of students taking part in a variety of activities, • newsletters, • the school's website, • questionnaires and surveys carried out by the service, • consultation with the students,

Strathallan School, page 7 of 40 Inspection report continued • a sample of students and staff files, • minutes of meetings including meetings with the Board of Governors, House meetings, students' council minutes, students' committee meetings eg Food Committee, IT Committee, Eco committee, • and the service's self evaluation and quality assurance systems, including audits.

We met with 2 focus groups of students. We talked to them about how well they liked boarding at Strathallan School and what activities they had the opportunity to take part in. We talked to the Headmaster, the Depute Head of the service and to House staff. We talked to members of the House staff teams, including Matrons, about their child care practice. We observed staff's child care practice during the 2nd and 3rd visit. We talked to a member of the Medical staff team. We talked to the Catering Manager. We had a telephone conversation with the Governor with responsibility for Pastoral and Health care. We gave feedback to the Headmaster and to the Depute Head on the final day of our inspection visits.

In this report the school's Headmaster and Depute Head are referred to as the 'Senior Management Team'; the school's Second Master is referred to as the 'Depute Head'; and pupils are referred to as 'students'.

We would like to thank the school for their hospitality throughout the inspection visits.

Grading the service against quality themes and statements We inspect and grade elements of care that we call 'quality themes'. For example, one of the quality themes we might look at is 'Quality of care and support'. Under each quality theme are 'quality statements' which describe what a service should be doing well for that theme. We grade how the service performs against the quality themes and statements.

Details of what we found are in Section 3: The inspection

Inspection Focus Areas (IFAs) In any year we may decide on specific aspects of care to focus on during our inspections. These are extra checks we make on top of all the normal ones we make during inspection. We do this to gather information about the quality of these aspects of care on a national basis. Where we have examined an inspection focus area we will clearly identify it under the relevant quality statement.

Strathallan School, page 8 of 40 Inspection report continued Fire safety issues We do not regulate fire safety. Local fire and rescue services are responsible for checking services. However, where significant fire safety issues become apparent, we will alert the relevant fire and rescue services so they may consider what action to take. You can find out more about care services' responsibilities for fire safety at www.firelawscotland.org

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The annual return Every year all care services must complete an 'annual return' form to make sure the information we hold is up to date. We also use annual returns to decide how we will inspect the service. Annual Return Received: Yes - Electronic

Comments on Self Assessment Every year all care services must complete a 'self assessment' form telling us how their service is performing. We check to make sure this assessment is accurate. The Care Inspectorate received a fully completed Self assessment document from the school. This identified what the school did well, along with the sources of evidence for these areas, and proposed improvements. However, the Self assessment form did not always reflect the outcomes for the students.

When using the Self assessment document as part of their overall quality assurance systems, the school may wish to consider giving detailed examples of their high quality practice. They may wish to state how this high quality practice impacts on the outcomes for the students..

Taking the views of people using the care service into account We talked to 26 students in all. Most of the discussion with students was in 2 focus groups. Their views are recorded under the relevant Quality statements in this report.

Taking carers' views into account We did not seek the views of parents/carers at this inspection. We took account of the views that parents/carers gave the school in questionnaires, surveys and through the Parents' School and House forums.

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3 The inspection We looked at how the service performs against the following quality themes and statements. Here are the details of what we found.

Quality Theme 1: Quality of Care and Support Grade awarded for this theme: 6 - Excellent

Statement 1 We ensure that service users and carers participate in assessing and improving the quality of the care and support provided by the service. Service strengths We found that the school was performing exceptionally well in the areas we looked at under this Quality statement. We reported our findings orf the areas we looked at under Quality statements 2.1, 3.1 and 4.1, under this Quality statement. This was because we were satisfied that the school had high quality consultation and participation from students and their parents.

We concluded this after talking to the Depute Head teacher, House staff and two focus groups of boarding students, from across the year groups. We looked at a sample of records to support our findings. These included minutes of house meetings, parental house forum meetings and committee meetings eg the Eco Committee. We looked at a sample of house student reports, and school and house newsletters. We attended part of an Eco Committee meeting. We took account of the information provided by the school in the Self assessment form. We noted the views of parents/carers and students in the questionnaires and surveys given out and returned to the school.

We gave the school a grade 6, excellent for the areas we looked at under this Quality statement and Quality statements 2.1, 3.1 and 4.1.

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Students who spoke to us were very positive about boarding school life. The first group of students told us that advantages included -

• good fun, • chance to meet other people and do things that you've not done before eg rugby, • spend a lot of time with your friends, • meet new characters and build in friendships, • get to be a lot more independent, • get to meet people from different parts of the world.

The second group thought advantages included -

• lots of activities to do while you are here, • you get help from your tutors with prep, • new experience of first time living away from home - supporting independence, • don't have to wash your clothes, • with friends all time, • much easier with prep if don't understand it, • makes you appreciate home a bit more, • everyone really kind and helpful.

The advantages that the students identified confirmed that different aspects of support provided for students eg from house staff and from the Depute Head. Very commendably the school had a very well developed buddy system. This helped new students settle in and gave them the chance to talk to someone if they had concerns.

Students confirmed orf us that they had ideal opportunities to give their opinions and make suggestions for improvement. These opportunities included regular House meetings, and Prefects meetings, both of which were minuted. Other school forums where students could give their views included the Eco Committee, Food Committee and House Council. Examples of student involvement included re-decorating a room as a common room, and helping to choose soft furnishings for it; students were intending to paint their kitchen area the weekend following our inspection visit; a student chaired the Eco committee meeting we attended.

When we spoke to one of the House mistresses she confirmed the consultative approach of house staff. She said that consultation included -

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"A consultation day; house meetings on a Monday, Thursday and Saturday; students were going to decorate the kitchens themselves; Head of House and House prefects meet regularly; the House mistress then meets with her Head of House; plus there is a house council meeting - this had representatives from each house: all students have tutor groups as well."

We found that regular house student reports asked students to self evaluate their progress across care, education and sport. This provided them with an ideal opportunity to identify any areas where they had concerns. It gave them the chance to request additional activities, and to describe the best and worse thing this term and goals for next term. As these house student reports were scrutinised by their House master/mistress, and the Depute Head, it meant that concerns were brought to the attention of staff, who could then address them. This was an example of ideal practice.

Students told us that the school was "Really strict here about bullying." They gave an extensive list of people that they would be comfortable talking to if they had bullying concerns. These included -

• buddies, house master, head of house, prefects, and friends.

They confirmed that the matrons and cleaners were "really supportive" as well. This meant that students had a wide range of different people, both staff and their peers, who they could talk to. The Depute Head told us that the school staff were promoting a caring and supportive ethos in the school. This meant that they were encouraging students to care for one another and to support each other. At one of the focus group meetings with students, they confirmed that there was a range of people they could go to for support -

"Sometimes can talk to them (house master or mistress) directly or go through head of house; as Head of House I have regular meetings with the house mistress; Matrons - their role is quite helpful, everyone agrees; we always have friends and also talk to other years; especially useful for younger ones and also assigned a buddy."

We found that parents/carers had a wide range of effective communication with the school and house staff. Examples of this included -

• parents evenings - annually for older students and bi-annually for younger ones, • informal parents contact meeting for younger students,

Strathallan School, page 13 of 40 Inspection report continued • pupils now being encouraged by the school to attend parents evenings with their parents, • regular telephone contact with parents/carers, • regular e-mail contact with parents/carers, • parental house forum meetings, • house and school newsletters, • school website - effective and comprehensive with information for parents/ carers including - a photo and video gallery, latest Strathallan News Update, Parents Portal, Diary and events, and Sports fixtures and results, • parents/carers invited to school events, eg sports fixtures, concerts etc, • the school's formal complaints procedure, • regular questionnaires to parents/carers asking them about aspects of school and boarding life.

Providing a wide range of communication in this way meant that parents/carers had ideal opportunities to raise any concerns they have, either formally or informally.

We reviewed a sample of the feedback given to the school from students. Their comments included -

"I am really enjoying it - it's great" from a 6th form student - "Enjoy the freedom and events are good. Increased workload is challenging. Authority increases and respect rises."

"I found the transition quite smooth, apart from punishments were given far too harshly for the first ewf weeks when we were still getting used to it. Otherwise great."

"I found it good and everyone was nice,"

"I am new to the Senior School I have settled in well, It was a good change from Riley."

".... Really friendly and helpful."

Comments like these confirmed that the students were positive about boarding life. We have highlighted their suggestions made to us about how their houses could be improved under Areas for improvement below.

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The Depute Head confirmed that students were involved in the recruitment of staff. Students were asked about what kind of qualities they thought made good house staff. Arrangements were made to ensure that students met prospective staff as they were shown around the school. This gave them an opportunity to assess the candidates and pass this information onto the Depute Head.

In conclusion, we found that the school had a caring and supportive ethos. This meant that they provided ideal opportunities for students and their parents/carers to make their views known about the school. Working in this way meant that the school was committed to improvement. Areas for improvement When we reviewed the minutes of House meetings and those of the House Parental forums we found that there was an inconsistent approach to recording these minutes. This meant that in most cases, it was not clear who was taking forward suggestions made. The school may wish to consider introducing a formal minute template which includes the following information -

• the name of the house, • the date of the meeting in full ie day, month and year, • who is responsible for taking a suggestion forward, • and at the next meeting an update on progress from the previous meeting.

Working in this way would mean that both students and parents knew that their views were important, that they were listened to, and what was the follow up action.

In the junior house, some students found that their views were not always taken seriously. Where students raise genuine concerns these should always be recorded and the follow up action fed back to the student. This is an ongoing area for improvement.

The 2 focus groups had a number of areas where they thought that improvements could be made in their houses. These included -

• Some pupils found down time on a Saturday a bit boring. • Some students would like more opportunities to socialise with each other on a Saturday evening, after roll call. • Students said that some of the rooms were not in the best condition. Examples included - in Simpson, some rooms have graffiti; the upstairs common room in Nicol is a bit boring and Simpson's top floor one had holes and was not comfy.

Strathallan School, page 15 of 40 Inspection report continued • Freezing cold girls showers were mentioned and also boys showers keep breaking. • One pupil attending an outside club found this challenging because occasionally he returned when lights were already out - he wondered if lights out could be later. • Students acknowledged that maintenance can be reported by them, but they said some tasks were dealt with quicker than others as they were prioritised.

We acknowledge that the school had a refurbishment programme in place, which may take care of the majority of the issues raised by pupils regarding the fabric of the school.

The school may wish to re-consider socialising opportunities on a Saturday.

The fact that students were comfortable talking to us about areas for improvement was an example of the open culture and ethos within the school. They knew that the school would listen to their views and consider how to take forward the suggested improvements.

Grade awarded for this statement: 6 - Excellent Number of requirements: 0 Number of recommendations: 0

Statement 3 We ensure that service users' health and wellbeing needs are met. Service strengths We found that the school was performing to a very high standard in the areas we looked at under this Quality statement. The main areas we looked at under this Quality statement were the support provided for students, particularly those who were boarding students from abroad; healthy lifestyles and healthy eating; and the management of medication and any students' life long medical condition.

We concluded that the school was performing very well, after speaking to a wide range of students, attending an Eco Committee meeting, and talking to a variety of school staff. This included - the Depute Head, House masters and mistresses, matrons, the school's Chaplain who was Head of Religious and Moral Education and one of the school nurses. We looked at a sample of documents to confirm our evidence. These included students files, minutes of house meetings, the food and Eco committees, incident forms and forms which recorded the purchase, storage, administration and disposal of medication. We took account of the information provided by the school in the Self assessment form. We noted the views of parents/ carers and students in the questionnaires and surveys given out and returned to the school.

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We gave the school a grade 6 - excellent for the areas we looked at under this Quality statement.

We found that the school had ideal arrangements in place to support students. These included -

• the role of the school Chaplain who had a role in supporting house staff, as well as a pastoral responsibility for the students eg recently the Chaplain had raised boarding issues in Chapel services which, he said, re-enforce the school's values to treat each other with respect, • additional support for students coming to the school for the first time, especially where English was an additional language, • support for these pupils was provided by a team of staff who spoke additional languages or were native speakers, and could therefore discuss students concerns in their own languages, • House masters and mistresses working closely with House tutors to ensure that all boarding students were very well supported, • the daily tutor log meant that information was passed onto other staff eg House master and mistress, ensuring continuity of care for students, • taking account of students views from 'settling in' questionnaires, and acting on any concerns raised.

The support offered to students with English as an additional language included -

• before they arrive letters sent were bi- lingual, • students and their parents/carers were informed of the names of staff who had additional language skills or who were native speakers, • the team of staff who offered additional support to these students met all students from abroad together, • they introduced themselves, offered additional English lessons, plus identified if the students would sit different exams, eg Cambridge exams, and offered additional help with subjects, • the school made effective use of IELTS (international English Language testing system), • support staff gave students from abroad the opportunity to discuss their first thoughts about boarding and to identify any additional support they may need, • the support staff liaised with House masters and mistresses and House Tutors, • mixing different nationalities throughout the different boarding houses, • students who were required to register with the police were supported to do so by pastoral staff,

Strathallan School, page 17 of 40 Inspection report continued • an International Committee was in place - eg the committee was supported by staff to organise an International dinner for 6th form students; at Chinese New Year, students held a special celebration in a local restaurant.

The support staff told us that working in this way meant that the students from abroad were encouraged to integrate fully into the life of the school. Examples of how this was working included - Chinese students were now inviting non Chinese speaking friends to Chinese New Year; Spanish students were more focused on mixing and learning English.

In discussion with the Depute Head, he confirmed that the House system was very supportive of students. The outstanding communication between house staff meant that if there were concerns about a student eg in settling into boarding life, this was quickly picked up by staff. They would deal with the concern appropriately and offer the student additional support, if required.

The support team for students for whom English was an additional language confirmed that it was school policy that Chinese students did not bring Chinese medication into school. If they did so, they were encouraged by house staff to hand this into the school's medical centre. We found that very good protocols were in place to support any students who had a life long medical condition. Clear protocols were in place for any students who require one because of a life long medical condition eg a protocol informing staff about how to deal with an emergency situation, or how to administer the appropriate medication, or how to support the student to administer his/her medication.

We reviewed the management of life long conditions in one house. We found that the house mistress had a very good understanding of the issues. There was additional information for all staff looking after the student. In an example of best practice, each student with a life long condition or food allergy had a health care plan in place which clearly outlined the protocol for managing the condition. In an example of ideal practice the pupil signed their agreement to the information being shared with other school staff as required. This meant that all medical and house staff were fully informed about the protocols.

We saw an outstanding example of this working in practice -

• a student was self-managing her life long condition, • she was supported by house staff through reminders and general monitoring of her condition, • staff had all completed a training session with the school nurse, • a detailed care plan was in place, which contained clear emergency protocols. • there was ideal liaison between House staff and the student's parents/carers,

Strathallan School, page 18 of 40 Inspection report continued • appropriate equipment was in place for the safe storage of medication eg a fridge in the house office and in the student's room, • additional reference material was in place in the student's care plan - this was, staff told us, very useful.

Working in this way meant that whilst encouraging the student to self-medicate, she was very well supported by staff who were knowledgeable about her life long condition.

We visited the school's medical centre. We talked with the school's lead nurse. We sampled the record keeping in the medical centre and in the houses for the purchase, storage, administration and disposal of medication. (See area for improvement identified below.) The lead nurse confirmed that she currently carried out bi-termly audits, however she was now moving towards termly audits of the purchase, storage, administration and disposal of medication. The lead nurse told us that she had recently completed training in legal issues for nurses dispensing medication in boarding school. She confirmed that the school's computer system was linked to the NHS Vision database, which meant that a central NHS record was in place for each boarding pupil. She confirmed that she and her staff team provided training in the administration of medication to boarding house staff. This included training in managing any life long condition.

The lead nurse confirmed, in an example of best practice, that the school nurse team deliver key elements of the school's Personal, Health, and Social Education programme. They attended training for this at a NHS hospital. The programme included information on sexual health and well-being. It was delivered to all age groups in the school, with age appropriate materials for different year groups. Working in this way meant that all students were kept up to date with best practice guidance on eg sexual health and how to keep themselves safe. The lead nurse confirmed that the programme was regularly reviewed. A recent change, following a review was that some topics were delivered in single sex groups. This was because the medical centre staff found that the students took the topic more seriously and the result was better discussion in the single sex groups.

In an example of ideal practice the medical centre staff had developed an A-Z of the medical centre. This was on the school's internal website. This helped students to understand all the services the medical centre offered.

When we reviewed a sample of students files we found that pupil's information was appropriately recorded. We saw that pupils were given regular academic reports. We found that the school asked students for their views on a regular basis eg we saw evidence of questionnaires after an initial settling in period and after students moved from the junior House.

Strathallan School, page 19 of 40 Inspection report continued Other questionnaires we saw confirmed that students were committed to health lifestyles eg sports and activities enjoyed included canoeing, fencing, swimming and hockey. We found that the school had a great commitment to sport. Students had outstanding opportunities at weekends to take part in a variety of activities, both sporting and cultural. There were also opportunities for students to 'chill out', if this is what was required. This was because some students had a very heavy week of academic and sporting events. Students who spoke to us confirmed the wide ar nge of sports and cultural activities on offer - their comments included -

"We have compulsory activities eg Duke of Edinburgh, football, squash, pipe band, and expressive arts." "We have had a visit from Chris Paterson, and other rugby people, a professional golfer and a professional tennis coach." "There are lots of other clubs, too!" "Every weekend there are trips to Glasgow, Edinburgh, Dundee, etc, plus trips out which are eg rugby." "We have movie nights, takeaways, and events." "Saturday events are one per term unless (you are in) 6th form, then every 2 weeks."

We noted that Saturday social events were as frequently as every second week, for 6th form students.

Attending part of the school's Eco committee confirmed other activities and areas of student involvement eg

• The purpose was to raise awareness of Eco issues in the school and to raise funds. • It had different students in charge of different events. • There was a representative from each house. • Examples of student involvement included - the meeting was very effectively chaired by a student; 2 students checking if the school used a particular pesticide; students taking part in the bee-keeping sub-committee; they intended to plant bee friendly wild flowers and tree saplings.

This was also another example of the diverse activities that students could become involved in. Another example was the school's ongoing support for an African charity. Fund raising took place throughout the year, eg students making and selling cakes, and it culminated in a student trip to Africa to work on community projects in an inner city slum and primary school. Providing students with opportunities like these not only promotes their sense of responsibility and citizenship, but also teaches them about decision making and entrepreneurial skills.

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Other files we looked at showed that the school had very good liaison with other external support agencies. These included educational psychology reports about dyslexia. We noted that such information was appropriately shared with other staff eg so that Matrons and House staff could offer additional support ie with time management and organisational skills. Files also showed that the school had first rate communication with parents/carers. This meant that there was a consistent approach in caring for pupils. We saw ideal examples of support offered to individual pupils from House tutors and House masters/mistresses eg in setting shared targets with students, including academic targets as well as those for health and well-being.

Providing these kinds of support for students confirmed that the school understood students development needs, including their health and well-being needs. Where students were struggling this was quickly identified by the school's knowledgeable House staff and the appropriate support was offered. Working in this way ensured that students health and well-being needs were met.

All Houses had prefects. Prefects received comprehensive training including, training in child protection. This meant that they had an ideal understanding of their role as leaders and role models in the Houses. Their training was supported by simple 'Do's and Don'ts', advice about their duties, and how to manage difficult situations eg how to avoid confrontations with suggested alternative strategies to use. The Prefects in the Houses, as mentioned under Quality statement 1.1, offered another person to whom students could talk, eg if they had concerns about something.

We noted that the school held regular house masters/mistresses pastoral care meetings. House staff who spoke to us confirmed that there was first ater liaison with the medical centre eg they were asked by the medical staff for information about any social issues which may have medical implications. Working in this way ensures that concerns about students were appropriately shared by staff. This meant that the need for support for individual students could be offered timeously.

We talked to the Catering Manager about the school's commitment to promoting healthy eating. He told us that he and the catering staff worked closely with the school and its students to take account of their choices and preferences. Students had ideal opportunities to put forward their views through their representative on the food committee. There were 2 student representatives from each boarding house. This met regularly and minutes of meetings we reviewed confirmed that student's views were listened to by catering staff eg requests for fair trade orange and apple juice at breakfast was now in place.

Strathallan School, page 21 of 40 Inspection report continued The catering manager confirmed that they use fresh produce, including fresh meat. The school had, he told us, achieved a Healthy Living Award Plus and they were the first school to achieve this. It was re-validated in 2012 for 2012-14.

Other ways in which healthy eating was promoted was in the provision of 22 different types of fruit. The catering manager said these were highly popular with students. The school's menus, which were changed regularly including a wide variety of food eg spring rolls, dips, samosa, bruschetta, green pesto, melon, Parma ham, Chinese main course, Thai green curry, and French crepes. The catering manager confirmed that students could have second helpings - he said that this was particularly important for students who were taking part in a lot of sport.

When we visited the houses, the House masters and mistresses confirmed that the catering department supplied each house with a 'Brew Box'. This meant that students could make snacks in the House kitchens. The Brew Boxes included the provision of fruit for each house. The catering manager was running a course to teach students how to make a healthy burger.

A House master told us that the school's tutor programme included talks about healthy eating to students. He said this was especially useful for older boys who wanted to look after themselves and be active. He confirmed that students were encouraged to take part in a variety of sports and activities.

All of the above meant that the food provided was of a high quality; menus took account of student preferences; the provision of food in the main dining room and in the Houses took account of students developmental and health needs. Students who spoke to us confirmed this - they said - "Food is good, lots of choice, healthy food, lots of fruit and salad choices." "Can get seconds but a bit of a wait." "All the Houses have kitchens or brew rooms, with additional supplies."

In conclusion, the school's boarding House staff had an outstanding knowledge of their students development needs. Students were offered an extremely wide range of cultural, academic and sporting opportunities to ensure that their development needs were met. These opportunities were further enhanced by the school's commitment to charity work and citizenship. Overall, the school provided excellent support for boarding pupils, ensuring that their health and well-being needs were met. Areas for improvement We acknowledge that it is 3 years since the school was last inspected by our organisation. Advice and best practice guidance, particularly in the area of the purchase, storage, administration and disposal of medication has changed considerably since that time. Overall the school was, as stated above, providing outstanding support to students in the areas we looked at under this Quality statement, with the exception of medication record keeping.

Strathallan School, page 22 of 40 Inspection report continued

The following areas for improvement were made to ensure that the school was now following best practice guidance in all areas.

When we reviewed the record keeping for the purchase, storage, administration and disposal of medication, we found that there was not a clear audit trail. This meant that there was not a robust system for recording the purchase, storage, administration and disposal of medication in the Houses eg although the medical centre recorded medication sent to the Houses, the Houses did not record receipt of the medication. We found that some aspects of the record keeping were not in line with current best practice, eg each student did not have a separate medication record in the Houses; although they had a separate one in the medical centre, the school nurses were also recording medication administered with students names on one record. An area for improvement is identified -

The medical centre staff now need to review the recording systems in place for the purchase, storage, administration and disposal of medication. This should include a review of the systems to support older pupils to self medicate. It should include a clear audit trail of medication from the medical centre to individual Houses; it should include a termly audit of all medication in the Houses, and an annual external audit eg from the local pharmacist. House staff, ie house masters, mistresses and tutors would benefit from training in the administration of medication eg from the local pharmacist.

We discussed the above area for improvement with the lead school nurse. We sent a copy of the latest best practice guidance for the purchase, storage, administration and disposal of medication, to the school.

The school may wish to consider reviewing its policy on Chinese medication. They may wish to consider a different way to manage any Chinese medication brought to the school by students. Seeking the advice and guidance of a recognised Chinese medical practitioner would assist the school in this area.

When we reviewed a sample of student files, we found that they did not always have a copy of the student's health care plan. The school may wish to consider either cross referencing the health care plan in the student's file or etainingr a copy in it. This is an ongoing area for improvement.

We talked to the Depute Head about the school's commitment to raising staff awareness of Getting It Right For Every Child (GIRFEC). The school may wish to consider a consistent approach to the development of a care and education plan based on GIRFEC and academic areas.

Strathallan School, page 23 of 40 Inspection report continued Grade awarded for this statement: 6 - Excellent Number of requirements: 0 Number of recommendations: 0

Strathallan School, page 24 of 40 Inspection report continued

Quality Theme 2: Quality of Environment Grade awarded for this theme: 5 - Very Good

Statement 1

We ensure that service users and carers participate in assessing and improving the quality of the environment within the service. Service strengths What we looked at for this Quality statement is reported under Quality statement 1.1. Based on these findings, we gave the school a grade 6 - excellent, for the areas we looked at under this Quality statement. Areas for improvement These are detailed under Quality statement 1.1.

Grade awarded for this statement: 6 - Excellent Number of requirements: 0 Number of recommendations: 0

Statement 2 We make sure that the environment is safe and service users are protected. Service strengths We found that the school was performing very well in the areas we looked at under this Quality statement. We concluded this after considering evidence about child protection. We took into account the safety of the school environment, and associated written risk assessments. We looked at how well the school managed accidents and incidents and the associated record keeping. We looked at awareness of fire safety. We looked at the facilities in the boarding Houses that we visited. We gave the school a grade 6 - excellent for the areas we looked at under this Quality statement.

The school had an effective child protection and anti-bullying policy in place. House staff confirmed that they were familiar with these policies. All staff were trained in child protection procedures. The Depute Head was the school's designated Child Protection Coordinator. He had completed training for this role with the Scottish Council for Independent Schools (SCIS) and also with Council.

Strathallan School, page 25 of 40 Inspection report continued

Very commendably Perth and Kinross Council held a regular multi-agency child protection meeting for Child Protection Coordinators from the independent school's sector. The Depute Head confirmed that this provided ideal opportunities to share information and good practice, with other like minded professionals.

In addition the Depute Head had completed additional child protection training in other professional areas eg as a private foster carer. This meant that he had an extremely high level of knowledge and understanding in child protection. The school made effective use of this, as the Depute Head planned and delivered in-house child protection training.

Students who spoke to us confirmed that bullying was not an issue in the school - they said -

"Everyone is safe, occasional minor bullying issues, but (these) were dealt with appropriately and quickly."

We saw evidence of fire risk assessments for each House and the main school building. The Depute Head told us that Tayside Fire and Rescue service visited the school regularly, providing invaluable advice regarding fire safety and fire evacuation procedures. Other health and safety measures included -

• Annual PAT testing of all appliances in place, as appropriate, included electrical goods owned by pupils. • Generic risk assessment in place for boarding houses, with an action plan if required, and evidence that this is followed up. These were carried out by an external consultant in fire safety. • Regular fire evacuation practices took place at least once a term in the boarding Houses. • All boarding houses now had a security code entry system, minimising the risks of unwanted visitors. • The school's staffing schedule was adhered to. • Members of the school's Senior Management Team were on call, as required. • Staff had first ater relationship with the Depute head and were clear about on call arrangements. • A House Tutor checklist was in place ensuring that routine safety checks are completed each evening eg lock Brew Rooms, common room and front door.

Working in this way means that the school understands its responsibilities to minimise the risks to students and staff. It shows that there were appropriate measures in place to minimise risks.

Strathallan School, page 26 of 40 Inspection report continued The school had a Health and Safety Committee. Minutes confirmed that this met regularly. They also confirmed that, in an example of very good practice, both staff and pupils were asked for agenda items for these committee meetings. This meant that safety issues were dealt with timeously.

We saw evidence that all accidents were appropriately recorded. They were audited by the Depute Head and Facilities manager on a termly basis. If there was a necessity to follow up any accidents, then the audits clearly showed what action was taken to minimise the risks of further accidents. It is good practice to work in this way as it meant that senior staff could monitor accidents and identify if there was a clear pattern eg an accident happening repeatedly in the same place or at the same time of day.

We found that the school had an effective template form to record incidents on. This recorded action taken and any follow up action. It was signed off by the staff member dealing with it and had a space to copy it to someone more senior.

When we visited the Houses we found that overall they were of a high standard. They had very good facilities eg

• common rooms, • laundry rooms, • lockers or other appropriate storage space, • suitable toilet facilities, • kitchen facilities to make snacks, • dorms or individual rooms that the students could personalise.

Houses had a system to ensure that where students shared a dorm, their views about who they should share with were taken into account. Students had good opportunities to keep in touch with family members as there were pay phones. For safety reasons, and to manage modern technology like smart phones, younger students handed in their phones at night. House staff acknowledged that managing students' use of smart phones was testing and challenging. However, the Depute Head confirmed that the school had very good measures in place to manage mobile media eg

• the development of a Social Networking 'Peer Education Tool', • the forward looking policy on the use of Social Networking and Skype, • and the working group of senior pupils and staff developing new resources for use in the PSD Programme, for delivery by pupils to pupils.

Strathallan School, page 27 of 40 Inspection report continued •

The result was, the Depute Head told us, that the school "has been fortunate in having relatively few cases of inappropriate texting, posts and tweets although there have been some." Any incidents were appropriately dealt with, by seeking permission from the student and their parents/carers to look at what has been written.

The school had a refurbishment programme eg showers in some Houses were recently upgraded. An effective maintenance system was in place. Most students who spoke to us thought that maintenance problems were dealt with speedily.

All of this meant that the school was committed to minimising the risks to students safety.

When we visited one of the boys Houses they made the following comments about their House, which confirmed some of our findings -

"Windows were a problem but (they are) now fixed." "We could do with the heating on a wee bit longer at night." "This House has the tidiest people and has no graffiti." "It is the friendliness, the best supportive house, with the best matron - it's the cleanest and all round, the best."

In conclusion, the school had very good systems in place to keep the students safe. The Health and Safety Committee played an integral part in monitoring all aspects of safety. All staff had received high quality child protection training. Areas for improvement House staff told us that in the case of incidents, these were usually discussed with the Depute Head. We found that the incident form had a space to copy it to someone more senior. The school may wish to consider that this is carried out for all incidents, including the minor ones dealt with by House staff. This would enable the Depute Head or member of the Senior Management Team to audit all incidents termly, providing invaluable information about when, where, how and with whom, incidents took place.

Whilst most houses had facilities of a high standard, we found that in the junior house the older part was shabby, and poorly maintained. The fabric showed signs of wear and tear and decoration was of a poor standard. We saw evidence that maintenance issues were not reported timeously by House staff. The downstairs showers were out of date and poorly presented. The Depute Head confirmed that an upgrade of Riley House was due. As an ongoing area for improvement, the poor fabric in Riley House should be attended to as a matter of urgency. The showers require to be upgraded as soon as possible.

Strathallan School, page 28 of 40 Inspection report continued

House staff may require further monitoring to ensure that they bring maintenance matters to the attention of the maintenance team timeously.

Grade awarded for this statement: 5 - Very Good Number of requirements: 0 Number of recommendations: 0

Strathallan School, page 29 of 40 Inspection report continued

Quality Theme 3: Quality of Staffing Grade awarded for this theme: 6 - Excellent

Statement 1 We ensure that service users and carers participate in assessing and improving the quality of staffing in the service. Service strengths What we looked at for this Quality statement is reported under Quality statement 1.1. Based on these findings, we gave the school a grade 6 - excellent, for the areas we looked at under this Quality statement. Areas for improvement These are detailed under Quality statement 1.1.

Grade awarded for this statement: 6 - Excellent Number of requirements: 0 Number of recommendations: 0

Statement 3 We have a professional, trained and motivated workforce which operates to National Care Standards, legislation and best practice. Service strengths We found that the school was performing exceptionally well in the areas we looked at under this Quality statement. We concluded this after visiting a sample of the boarding houses and talking to House staff. These included house masters and mistresses; an assistant house master, and matrons. We looked at staff files to confirm that they were supported through a continuous professional development programme. We talked to staff about their training opportunities and we looked at the school's calendar of training for staff. We gave the school a grade 6 - excellent, for the areas we looked at under this Quality statement.

Staff files we looked at confirmed that staff had ideal opportunities for training. A review of staff training confirmed that these opportunities included -

Strathallan School, page 30 of 40 Inspection report continued

• regular training in child protection, including on-line protection, • behaviour/classroom management, • anaphylaxis awareness, • COSHH (Control of Substances Hazardous to Health), • the management of asthma, • manual handling, • heart start, • codes of practice, • SVQ (Scottish Vocational Qualification) Level III.

When we talked to staff they confirmed that continuous professional development opportunities were outstanding. Very commendably, most matrons had finished SVQ III and will now be applying to the SSSC (Scottish Social Services Council) for full registration. Staff training included access to SCIS (Scottish Council for Independent Schools) training workshops for boarding house staff. This meant that staff had a wide range of opportunities to network with staff from other schools, and it provided ideal opportunities to share good practice. Providing ideal training opportunities in this way was an example of excellent practice. It meant that staff were kept up to date with best practice in child care and in the management of life long conditions.

The school's commitment to improvement meant that they carried out regular appraisals with house staff. This could, over a school year, include observation of practice, self assessment, including a self assessment of their pastoral role, and an annual review. Working in this way meant that the school identified staff strengths, areas for improvement and training needs. It is following best practice guidance to work in this way.

There were good systems in place to ensure that house staff fully understand their responsibilities to look after the students. These systems included support meetings where there was, a member of staff told us, "great sharing of good practice, formally." There was ideal sharing of information and any concerns about students raised by staff. This means that there is a consistent approach to their care, delivered by a highly skilled staff team.

Almost all the staff who spoke with us were knowledgeable about leading the work of the boarding houses. The school had assistant house masters in some houses. The introduction of these posts meant that there were better opportunities to develop the role of house staff. It also meant that there was another significant person whom students could approach, if they had any concerns, or suggestions for improvement, or if they required additional support.

Strathallan School, page 31 of 40 Inspection report continued

We spoke with the Matrons about their role in the boarding houses. As previously stated, almost all Matrons had completed SVQ III. The Matrons confirmed the following -

• daily contact with the students, • providing pastoral care - "a friendly face in a storm", • this included counselling, as one of the matrons was a trained counsellor, • students sometimes see them as more approachable than school staff, • their time in the school was very well structured, • liaise closely with house master/mistress, • house master's/mistress's door was always open, • liaise with the medical centre eg the medical centre had supplied the Houses with CDs and booklets to help students manage the stress of exams, with Matrons encouraging them "to do their best", • they had supported one another to get through their qualifications, • completing the qualification meant that it had "raised the profile of how to work with the students", • they have a regular group support meeting with the Domestic Services Manager, • students and staff have more respect for them now, as their role was evolving, • currently they did not have a formal appraisal system.

The Depute Head confirmed that the school had almost completed the introduction of a new appraisal and support system for Matrons - see area for improvement below.

When we spoke with one of the House mistresses, she confirmed that she eceivr ed an ideal induction, when she took up post. She had shadowed the existing House staff eg 3 evening duties per week and weekend duties. In addition she completed an induction programme prior to the term starting which included child protection, school policies and procedures, fire safety, health and safety, and the house handbook. She confirmed that she had exceptional support from the Depute Head. This meant that the transition to her post as House mistress went smoothly.

Staff files that we looked at confirmed that staff were appropriately recruited. Evidence we looked at included -

• Protection of Vulnerable Groups checks, • confirmation of the right to work in Britain, • an appropriate application, • detailed interview notes, • references, • and a contract of employment.

Strathallan School, page 32 of 40 Inspection report continued

Carrying out robust recruitment in this way was following best practice guidance.

In conclusion, almost all staff we spoke with were knowledgeable and highly motivated about their work. Matrons had now almost all completed the appropriate qualification for their job. The House staff worked very closely together to deliver high quality care to the students. Areas for improvement The Depute Head told us that the school was currently developing an appraisal system for the Matrons. He said that now that they were qualified it was important to recognise the contribution they made in the boarding Houses. In discussion with the Matrons they confirmed that they would welcome this approach. The school may wish to consider a regular individual, formal support meeting for the Matrons, once a term. This should be part of the new appraisal process. Working in this way means that staff are provided with ongoing support. It lets staff know how well they are carrying out their work. It provides managers with regular ideal opportunities to discuss any areas for improvement and training needs.

Grade awarded for this statement: 6 - Excellent Number of requirements: 0 Number of recommendations: 0

Strathallan School, page 33 of 40 Inspection report continued

Quality Theme 4: Quality of Management and Leadership Grade awarded for this theme: 5 - Very Good

Statement 1 We ensure that service users and carers participate in assessing and improving the quality of the management and leadership of the service. Service strengths What we looked at for this Quality statement is reported under Quality statement 1.1. Based on these findings, we gave the school a grade 6 - excellent, for the areas we looked at under this Quality statement. Areas for improvement These are detailed under Quality statement 1.1.

Grade awarded for this statement: 6 - Excellent Number of requirements: 0 Number of recommendations: 0

Statement 4 We use quality assurance systems and processes which involve service users, carers, staff and stakeholders to assess the quality of service we provide Service strengths We gave the school a grade 5 - very good, for the areas we looked at under this Quality statement. We talked to the Depute Head, to House staff and to the Governor with responsibility for Pastoral Care and Health about these areas. We took account of the information given to us by the school in the school's Self assessment document. We took account of the evidence we saw for the other Quality statements in this report. We looked at a sample of documents to support our findings eg House self evaluations and the school's Development plan.

The school wrote in the Self assessment form -

Strathallan School, page 34 of 40 Inspection report continued

"We use the SCRC (Scottish Commission for the Regulation of Care) National Care Standards (School Accommodation Services) and HMIE (Her Majesty's Inspectorate for Education), HGIOS (How Good Is Our School) 3 Quality Indicators, as well as publications such as Protecting Children and Young People: Framework for Standards and How good is our team?. Evaluating the performance of a social work team in a systematic manner as quality assurance models to evaluate our work."

When we spoke with House staff they confirmed this. They told us that there were a number of ways that they ensured that they were following best practice - eg

• Regular support meetings provided them with very good opportunities to share good practice formally. • Informally, assistant house masters met together and provided support for one another. • Staff had ideal training opportunities - see Quality statement 3.3. • There was an appraisal system for staff. • House staff carried out an annual self assessment of their House. This involved detailed assessments of the different areas of responsibility within the Houses eg it included House tutors. • House staff had regular support meetings with the Depute Head. • The Depute Head carried out regular audits of accidents and was kept informed about serious incidents. • All staff had an opportunity to take part in the development of the school's Development plan. This included a review of the school's aims and objectives. • Regular meetings to ensure that students had a wide range of opportunities to give their views.

Opportunities for students to give their views included -

• Heads of School met Headmaster weekly. • Heads of School met Second Master weekly. • Student Heads of House Forum met monthly with Second Master. • School Prefects met with Second Master monthly. • Regular House Prefect Meetings - open agenda for discussion. • Heads of School met representatives of 3rd and 4th Form periodically. • Riley boarders forum met termly. • House pupil committees met regularly throughout the year. • Student termly record sheets gave students the opportunity to comment on management and leadership. • The governor with responsibility for Pastoral Care and Health met with boarding students throughout the year.

Strathallan School, page 35 of 40 Inspection report continued

Working in this way meant that House staff understood their responsibilities to provide ideal care for students. They knew, understood and took part in the monitoring of the care provided in each House.

We found that the school had robust systems to ensure that their students and their parents/carers views were taken into account - see Quality statement 1.1. These views informed the priorities for the school Development plan. Examples included -

• students informal views as given to House staff, and their formal views eg given in questionnaires and surveys; given when serving on the school's committees ie food committee, Information Technology committee, and Eco committee, • parents/carers views - given in questionnaires and surveys; through the House Parent's Forums; and through Annual Year Group Parent's meetings - the school's Senior Management Team attend every meeting and invite discussion from parents/carers, • the school's Board of Governors included parents/carers.

The result was that the school development plan reflected priorities that were identified by students and their parents/carers.

The school had a clear audit system in place. Auditing was carried out by the Depute Head and by the Board of Governors. This was confirmed in the minutes of the Board of Governors, and in the school's Self assessment -

"Our board of governors is actively involved in a systematic evaluation of the services provided by the school and there is an experienced and highly qualified aP storal and Health Governor who systematically audits provision by the school and Houses."

All of this confirmed that the school had robust quality assurance systems in place. Staff knew and understood their roles in assessing their work to ensure that the school was working towards improving all aspects of the care provided.

We looked at how the school had dealt with any complaints made to them. There was a first ater system in place to deal with complaints. Those we looked at were satisfactorily resolved.

In conclusion, the school had a robust quality assurance system in place which took account of the views of the students and their parents/carers. Members of House staff, the Senior Management Team and the Board of Governors all played an active role in working towards school improvement.

Strathallan School, page 36 of 40 Inspection report continued Areas for improvement When we looked at the record of complaints it was not clear whether the complaint concerned a day pupil or a boarding pupil. For auditing purposes, it would be helpful to record this information.

The school may wish to consider introducing a summary sheet for complaints. This records the date, nature of complaint, resolution and follow up action. It provides a quick overview of a complaint and assists in the auditing process.

Grade awarded for this statement: 5 - Very Good Number of requirements: 0 Number of recommendations: 0

Strathallan School, page 37 of 40 Inspection report continued

4 Other information

Complaints No complaints have been upheld, or partially upheld, since the last inspection.

Enforcements We have taken no enforcement action against this care service since the last inspection.

Additional Information None noted.

Action Plan Failure to submit an appropriate action plan within the required timescale, including any agreed extension, where requirements and recommendations have been made, will result in SCSWIS re-grading the Quality Statement within the Management and Leadership Theme as unsatisfactory (1). This will result in the Quality Theme for Management and Leadership being re-graded as Unsatisfactory (1).

Strathallan School, page 38 of 40 Inspection report continued

5 Summary of grades

Quality of Care and Support - 6 - Excellent

Statement 1 6 - Excellent

Statement 3 6 - Excellent

Quality of Environment - 5 - Very Good

Statement 1 6 - Excellent

Statement 2 5 - Very Good

Quality of Staffing - 6 - Excellent

Statement 1 6 - Excellent

Statement 3 6 - Excellent

Quality of Management and Leadership - 5 - Very Good

Statement 1 6 - Excellent

Statement 4 5 - Very Good

6 Inspection and grading history

Date Type Gradings

26 Jun 2009 Unannounced Care and support 5 - Very Good Environment 5 - Very Good Staffing Not Assessed Management and Leadership Not Assessed

29 Jan 2009 Announced Care and support 5 - Very Good Environment 5 - Very Good Staffing 5 - Very Good Management and Leadership 5 - Very Good

All inspections and grades before 1 April 2011 are those reported by the former regulator of care services, the Care Commission.

Strathallan School, page 39 of 40 Inspection report continued

To find out more about our inspections and inspection reports Read our leaflet 'How we inspect'. You can download it from our website or ask us to send you a copy by telephoning us on 0845 600 9527.

This inspection report is published by the Care Inspectorate. You can get more copies of this report and others by downloading it from our website: www.careinspectorate.com or by telephoning 0845 600 9527.

Translations and alternative formats This inspection report is available in other languages and formats on request.

Telephone: 0845 600 9527 Email: [email protected] Web: www.careinspectorate.com

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