BOARDING SCHOOL
The Hammond School
Hoole Bank House Hoole Bank Chester Cheshire CH2 4ES
Lead Inspector Karen Forster, Rodney Edrich & Elizabeth Rowley. Announced Inspection 7th & 8th February 2006 09:30
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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 The Hammond School
Address Hoole Bank House Hoole Bank Chester Cheshire CH2 4ES Telephone number 01244 305350
Fax number 01244 305351
Email address
Provider Web address
Name of Governing body, The Hammond School Limited Person or Authority responsible for the school
Name of Head Mrs Polly Dangerfield
Name of Head of Care Mrs Judy Rowbottom
Age range of boarding 11-16 years pupils
Date of last welfare 04/03/03 inspection
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Brief Description of the School: The Hammond School was originally founded as a dance academy in 1917 establishing an educational department in 1965. It has subsequently developed as a boarding school specialising in the performing arts, particularly dance, drama and music, whilst providing a full academic curriculum. The educational facilities are provided at the school’s main building, situated within a semi-rural position on the outskirts of Chester city. The boarding houses are situated in two different positions nearer to the centre of the city and provide separate boarding accommodation for female and male boarders. The girls’ house is called ‘Hampton Lodge’ and the boys’ house is named ‘Clovelly House’. The latter was developed as an additional boarding facility for school in July 2004. Occasional boarders under sixteen years and the majority of boarders aged over sixteen years, board within lodgings within the area. The school is a member of the Independent Schools Association and as such is inspected by the association every six years.
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SUMMARY This is an overview of what the inspector found during the inspection.
This inspection was completed with the assistance of two Boarding School Professional Inspectors, who were involved on both days of the two day long inspection. The inspection included; early morning and late evening visits to both boarding houses; premises tours on both sites; discussion with boarders, house staff, parents, teachers, governors; landladies, senior staff and auxiliary staff; meals with young people and the use of pupil survey forms. Forty-seven boarders’ surveys were returned to the inspection team, out of a possible fifty-three.
What the school does well:
The school meets the welfare needs of the boarders very well, through a dedicated and committed staff team. Staff members work hard to maintain a good level of communication between the separate school sites and with landlords/ladies within the local community. The school promotes healthy lifestyles for resident young people and all staff are clearly sensitive to the demands of the dance programme on the young people. The school boarders are provided with adequate accommodation and house staff recognise the personal space needs of each young person. The boarders are encouraged to participate in decision making forums and feel supported in putting their views forward. The school encourages the maintenance of contact between students and parents. The Hammond School safeguards young people through suitable screening and monitoring procedures for all school staff and visitors. The school management team involve the boarders, parents and school staff in managing the risks presented by bullying and challenging behaviour.
What has improved since the last inspection?
The school has developed a second boarding house, which has increased the space and capacity for boarders. Additional experienced house staff have been recruited to staff this new facility. The premises at Hampton Lodge have undergone structural maintenance and redecoration to improve the facility. The school maintains a rolling programme of maintenance issues. The school has continued to recruit and retain competent landlords/ladies who provide accommodation within the local community.
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What they could do better:
The school should review the content of the behaviour management policy and include details of prohibited sanctions. The child protection policy should include a ‘whistle blowing’ procedure, which is a disclosure procedure for school staff who feel the actions of a colleague do not safeguard the welfare of pupils. Fire safety night logs must be accurately maintained and house staff should receive recorded fire safety training. Building safety checks at Hampton Lodge including; gas safety; electrical safety and water safety should be commissioned and recorded within school. School should review the content of activity and food programmes for boarders and record the findings and any developments for future reference. The use of bunk beds for pupils above year eight should be discontinued and adequate head space must be provided above captain style bunks. The soft furnishings within Clovelly House could be replaced with items more suited to the age of the occupants. The current staffing review in relation to cover within Clovelly House should be completed and action taken to address any gaps in supervision. All of the house staff should complete an appraisal programme conducted at regular intervals by their supervisor. The progress of students living within community based lodgings should be reviewed every term and records maintained of the same.
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, 24 and 48
The school promotes healthy lifestyles for resident young people. Boarders who are ill, injured or feeling troubled, have access to an appropriate range of healthcare support.
EVIDENCE:
Young people are provided with educational programmes relating to smoking and substance abuse and receive sex and relationship education; having access to independent listeners and advice lines. The school maintains a record of each student’s medical history and obtains parental written agreement for emergency treatment. One record was found not to include the latter (see recommendation 1). Suitable records of medication administration are in evidence. Accident/incident forms are appropriately maintained and house staff are qualified in First Aid. Young people who may be ill or injured receive suitable healthcare from the General Practitioner or the local Accident and Emergency department. There is written evidence that all information from these consultations is shared with parents and recorded in-house. The school’s procedure following an emergency episode where an epi-pen is used does not refer to the involvement of paramedics. The inspectors feel that the emergency services must be included within this policy (see recommendation 2). Specialist healthcare programmes, including physiotherapy sessions are arranged through the local General Practitioner and students consistently complete their appointments.
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Young people are encouraged and enabled to eat healthily and to drink water at regular intervals in and out of class. Boarders take regular exercise through their dance programmes. The boarders brought the quality and quantity of the school’s main meals into question. 18% of the responding young people feel that the school meals are very poor; 22% usually poor; 54% feel that the meals are average quality and 6% feel that the meals are good. The meals sampled by the inspectors were satisfactory, although poor quality bacon was provided as part of the boys’ breakfast (see recommendation 3). An external contractor provides the meal service and there is evidence of regular, organised consultation sessions with the boarders. During the week the boarders eat their evening meal at the main school building, where the dining room facilities are very cramped (see recommendation 4). The school’s development plan includes details of a new build premises, including spacious dining facilities. Weekend meals and all breakfasts are eaten at the boarding houses. The weekend’s main meals are prepared at Hampton Lodge and transported to Clovelly House within hot boxes. Whilst in school ill pupils can access suitable medical room facilities at both boarding houses with appropriate supervision from house staff. Separate bathroom facilities are provided close to the medical rooms, if isolation is required prior to the young person going home.
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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, 22, 26, 28, 37, 38, 39, 41 and 47
The Hammond School safeguards young people through suitable screening and monitoring procedures for all school staff and visitors. The school management team involve the boarders, parents and school staff in managing the risks presented by bullying and challenging behaviour. There are some health and safety procedures in place, further work is required relating to fire, gas and electrical safety within the premises.
EVIDENCE:
The school maintains a suitable anti-bullying policy. There is evidence within school records and incident reports that the school’s management team is following internal procedures in relation to bullying in school.
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55% of the responding boarders feel that they are not bullied at all, with 11% saying that they sometimes get bullied, mostly by their peers or older pupils. The national Childline telephone number is provided for students’ use and an independent listener provides services to the school. A school governor takes a lead responsibility for safeguarding children issues and provides independent advice and support in relation to the protection of young people. The school’s child protection policy does not include a ‘whistle blowing’ policy statement, which needs to be included (see recommendation 5). The policy statement must provide a disclosure procedure for school staff who feel the actions of a colleague do not safeguard the welfare of pupils. There is evidence that the school maintains a behaviour reporting system based upon a gold, green and red report process. Positive behaviour is commended within the gold reports, any behaviour that causes concern is detailed within green reports and red reports are used for details of episodes of difficult or challenging behaviour, which require immediate management strategies. The young people referred to appropriate sanction use by the school, which includes loss of activities, being ‘gated’ to the boarding house and being under ‘report’. The school’s behaviour management policy does not refer to prohibited sanctions or those that are permitted for use (see recommendation 6). The students’ and parents’ handbooks include details of the complaints procedure for school. The school runs a ‘mentor’ scheme where year 7 boarders are linked to senior students for advice and support. Residential use of the boarding houses in addition to the use by boarders, includes those pupils enrolled on a dance summer school running over four nights within the school’s summer holiday. This does not impact on the boarders’ use of their premises. The house staff keep personal records within lockable facilities and were aware that they couldn’t promise confidentiality to pupils disclosing issues relating to child protection. The staff were observed allowing students their personal space during bathing and changing times. All toilet doors are fitted with locks and sixth form student’s rooms within Clovelly House have lockable doors. House staff use separate bathing facilities from students. Authorised visitors to both boarding houses are escorted by staff. The visitors record at Clovelly was complete upon inspection; the record within Hampton Lodge needs to be consistently completed to provide details of all visitors and their arrival and departure (see recommendation 9). Both houses appear secure with buzzers on front doors and on some of the windows within Hampton Lodge. School had appropriately dealt with an attempted break in at Hampton Lodge. The school maintains a robust procedure for obtaining and renewing criminal record bureau clearance checks for all school staff at enhanced level. The school’s administration for their part in the clearance process, is well organised and clearly recorded.
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Both boarding houses have received Local Authority Fire Safety officer’s visits and senior staff maintain suitable logs of fire safety checks for their respective premises. The fire list for night time evacuation at Clovelly House was found to be out of date and inaccurate (see recommendation 7). There is no evidence of internal fire safety training for house staff (see recommendation 8). There is evidence of a fire safety risk assessment for both premises and general risk assessments for the boarding areas. Health and Safety At Work posters are on display in both boarding houses and first aid boxes are in place. Suitable systems are in place for the control of hazardous substances and for the testing of portable appliances. Records are not in evidence for the following safety checks within the premises at Hampton Lodge; an annual gas safety check (see recommendation 10); a five yearly electrical installation check (see recommendation 11) and a water safety check on the hot water storage arrangements (see recommendation 12).
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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 and 18.
The young people are enabled and encouraged to attend and enjoy their academic and dance classes and to achieve highly. The boarders access a limited range of recreational activities.
EVIDENCE:
The Hammond School boarding houses provide on-site leisure activities which include; computers; books and magazines; table top activities; and electronic games. A number of boarders are interested in obtaining a pool table for their leisure time. School prep is completed within the main school at Hoole Bank House, prior to the evening meal. Off site leisure activities include; swimming; bowling; cinema and residential field trips, which the young people enjoy. A number of students are accessing a Duke of Edinburgh Award scheme programme. The weekend activity programme, following Saturday morning dance classes appeared restricted and lacking in variety. 21% of responding boarders referred to non-preferred activities being provided (see recommendation 13). The school maintains racial and gender equality in their practice, with no preferences within the service towards individuals of certain cultures or gender. Both the boys’ and girls’ house staff teams are all female, with the added support at Clovelly House of male senior students working on a sessional basis. School should consider the gender balance within their house staff teams to provide adult role models of both genders for pupils (see recommendation 14).
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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 and 19.
The boarders are encouraged to participate in decision making forums and feel supported in putting their views forward. The school encourages the maintenance of contact between students and parents.
EVIDENCE:
There is evidence that the young people are invited to share their views regarding boarding practice and that their views are taken into account. Evidence includes written accounts of students’ forums for general and mealtime issues; suggestion books; and verbal accounts of school council and committee meetings. The boarders are aware of school plans for development and are enabled to share their thought regarding these plans. The house staff were seen addressing each boarder as an individual and maintaining a warm and caring approach. A consistent level of care is provided through house staff working four day shift patterns in a block. Responding students referred to being able to share their worries and concerns with their peers; parents; the house matron and senior boarders. The school runs a ‘mentor’ scheme where year 7 boarders are linked to senior students for advice and support. An independent listener provides a service to students, which is outside the influence of school.
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Boarders keep in regular contact with their parents, mainly though telephone and letters; e-mails and exeat weekends. Responding parents advised that they are made to feel welcome when visiting the boarding houses. 62% of responding pupils said that they could use their personal mobile telephone for home contact, 21% said that they could use the boarding house’s office telephone in private and 17% advised that they could use the restricted number telephone in the house. Students’ written correspondence both received into and sent out of the boarding houses are confidential to the individual.
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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 and 44.
The school boarders are provided with suitable accommodation and house staff recognise the personal space needs of each young person.
EVIDENCE:
The accommodation provided for boarding pupils is homely and domestic in style. The level of heating, ventilation and hygiene is suitably maintained within all areas. Although the communal areas within Clovelly House are comfortable, the soft furnishings were inherited from the previous occupants who were from an older generation. This means that the carpets and curtains are not in keeping with a young person’s residential environment (see recommendation 15). There is evidence within Hampton Lodge of new paintwork within the main staircase and reception hall. Both houses provide evidence of highly personalised bed spaces, decorated to the taste of the occupant. When Clovelly House opened in September 2004, the school’s senior team planned to use bunk beds for boarders of any age. The management then agreed to remove the use of bunk beds for year nine pupils and above by July 2006 (see recommendation 16). Suitable numbers of toilet and shower facilities are provided for the numbers of boarding pupils. The level of privacy within these facilities is adequate and separate facilities are in use by the staff.
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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):
8, 10, 23, 31, 33, 34 and 51.
There is clear accountability and decision making in school to support the delivery and improvement of boarding practice. Improved systems are required in relation to performance management for all house staff members.
EVIDENCE:
The house staff demonstrated a clear accountability to the Head and Governors of school, when interviewed during the inspection. The Head Of School provides clear leadership through the use of school development plans and conducting school self evaluation formats jointly with senior team members and school governors. The Head of School advised the inspection team that she had reviewed the quality of the boarding provision jointly with the Head of Boarding shortly before the inspection. This review needs recording for future reference and progress checks (see recommendation 17).
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The Head of Boarding organises the residential provision with positive support from the head of the boy’s house. Both post holders have extensive experience in boarding school provision and maintain a close overview of each boarder’s welfare and progress. School records relating to accidents; incidents; sanctions and risk assessments are in order. The house staff within the boys’ boarding house maintain a helpful handover communication record, to pass on relevant information between the two shift patterns. The house staff within Hampton Lodge complete diary entries in relation to daily events of significance. These entries are not signed, which means that staff receiving and recording important information are not easily identified (see recommendation 18). Evidence within staffing records and from observation indicates that two members of house staff work with the female boarders. One house staff member and a sixth form student paid on a sessional basis cover duties within the male boarders group. The Head of School had indicated within her self assessment of practice, that school are planning to review the staffing level within the boys’ group. The inspection team agree that a review would be helpful to check that male boarders are suitably supervised (see recommendation 19). The boarders told the inspectors that they can secure staff help during the night, by ringing the night bell. On those occasions when this system had been used, staff had responded to deal with the issue. A newly appointed house staff member provided a verbal account of a shadowing programme completed as part of their induction. The staff team referred to the completion of child protection, first aid and food hygiene training. Future training needs should be identified through regular appraisal sessions for all staff (see recommendation 20). Verbal accounts were provided of a recent appraisal between the Head of School and Head of Boarding. During the inspection, contact was made with three individuals providing lodgings for boarding students. These landlords/ladies referred to the positive level of support provided from the school staff member responsible for lodging schemes. This staff member had completed a self evaluation of the schemes against the national minimum standards, and found that development is required in relation to termly reviews with those students living in lodgings (see recommendation 21). The well placed recruitment and retention of the school landlords/ladies is down mostly to the organised and systematic procedures developed by the school officer. All of the school records relating to lodgings are well maintained and in order. The adults providing lodgings that were spoken to during the visit, are aware of their responsibilities for young people’s welfare and clear regarding their duties when providing lodgings.
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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 3 11 2 7 2 18 3 15 3 27 X 16 3 43 X 17 X 46 X 24 2 25 X MAKING A POSITIVE 48 3 CONTRIBUTION 49 X Standard No Score 12 3 STAYING SAFE 14 3 Standard No Score 19 3 2 3 21 X 3 2 30 X 4 2 36 X 5 3 13 X ACHIEVING ECONOMIC 22 N/A WELLBEING 26 2 Standard No Score 28 3 20 X 29 X 40 2 37 3 42 2 38 3 44 3 39 2 45 X 41 3 50 X 47 2
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SCORING OF OUTCOMES Continued MANAGEMENT Standard No Score 1 X 8 3 9 X 10 3 23 3 31 3 32 X 33 3 34 2 35 X 51 2 52 X
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Are there any outstanding recommendations from the last NO 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 for action 1 BS7 The school should maintain written parental 17/02/06 agreement for emergency treatment for all boarders. 2 BS15 The school should include Paramedic services 31/03/06 within their procedure following use of an epi-pen 3 BS24 The school should review the quality and quantity 14/07/06 of school meals. 4 BS24 The school should increase the dining space 14/07/09 provided at Hoole Bank. 5 BS3 The school should develop a ‘whistle blowing’ 31/03/06 policy. 6 BS4 The school should include details of prohibited 14/07/06 and permitted sanctions within their behaviour management policy. 7 BS26 The school should ensure that fire night logs are 08/02/06 accurate and kept up to date. 8 BS26 The school should provide and record fire safety 31/03/06 training for house staff. 9 BS39 The school should ensure that all house visitors 10/02/06 consistently complete the signing in and out book at Hampton Lodge. 10 BS47 The school should arrange for the annual safety 14/07/06 gas check to be completed and recorded at Hampton Lodge. 11 BS47 The school should arrange for the five yearly 14/07/06 electrical installation check to be completed and recorded at Hampton Lodge. 12 BS47 The school should arrange for a water safety 14/07/06 check to be completed in relation to the hot water storage at Hampton Lodge.
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13 BS11 The school should review and refresh the 01/09/06 weekend activity programme for boarders. 14 BS18 The school should consider the gender balance 01/09/06 within the house staff teams. 15 BS40 The school should provide soft furnishings within 01/09/06 Clovelly House that are appropriate to the age of the boarders. 16 BS42 The school should not use bunk beds for students 01/09/06 above year eight. 17 BS8 The school should ensure that the Head Of 31/03/06 School’s review of boarding practice is recorded. 18 BS23 The school should ensure that all entries within 08/02/06 the daily log at Hampton Lodge are signed by the staff member making the entry. 19 BS31 The school should complete and record the 28/02/06 planned review of house staff cover within Clovelly House. 20 BS34 The school should complete and record annual 14/07/06 appraisals for all house staff. 21 BS51 The school should complete and record termly 14/07/06 reviews of progress for those students living within lodgings.
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Commission for Social Care Inspection Northwich Local Office Unit D Off Rudheath Way Gadbrook Park Northwich CW9 7LT
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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