Boarding School
Worksop College
Worksop
Nottinghamshire
S80 3AP
23-24-25 November 2004 Commission for Social Care Inspection Launched in April 2004, the Commission for Social Care Inspection (CSCI) is the single inspectorate for social care in England.
The Commission combines the work formerly done by the Social Services Inspectorate (SSI), the SSI/Audit Commission Joint Review Team and the National Care Standards Commission.
The role of CSCI is to: • Promote improvement in social care • Inspect all social care - for adults and children - in the public, private and voluntary sectors • Publish annual reports to Parliament on the performance of social care and on the state of the social care market • Inspect and assess ‘Value for Money’ of council social services • Hold performance statistics on social care • Publish the ‘star ratings’ for council social services • Register and inspect services against national standards • Host the Children’s Rights Director role.
Inspection Methods & Findings SECTION B of this report summarises key findings and evidence from this inspection. The following 4-point scale is used to indicate the extent to which standards have been met or not met by placing the assessed level alongside the phrase "Standard met?"
The 4-point scale ranges from: 4 - Standard Exceeded (Commendable) 3 - Standard Met (No Shortfalls) 2 - Standard Almost Met (Minor Shortfalls) 1 - Standard Not Met (Major Shortfalls) 'O' or blank in the 'Standard met?' box denotes standard not assessed on this occasion. '9' in the 'Standard met?' box denotes standard not applicable. 'X' is used where a percentage value or numerical value is not applicable.
Worksop College Page 1
SCHOOL INFORMATION
Name of School Tel No: Worksop College 01909 537 100 Address Fax No: Worksop College, Worksop, Nottingham, Nottinghamshire, 01909 537 102 S80 3AP Email Address Name of Governing body, Person or Authority responsible for the school The Provost Woodard Corporation Midland Division Limited Name of Head Roy Collard CSCI Classification Boarding School Type of school Boarding School
Date of last boarding welfare inspection
Date of Inspection Visit 23 November 2004 ID Code
Time of Inspection Visit 10:00 am
Name of CSCI Inspector 1 Selwyn Marston 075228
Name of CSCI Inspector 2
Name of CSCI Inspector 3
Name of CSCI Inspector 4 Name of Boarding Sector Specialist Inspector (if applicable): Jane Ward Name of Lay Assessor (if applicable) Lay assessors are members of the public independent of the CSCI. They accompany inspectors on some inspections and bring a different perspective to the inspection process.
Was this inspection conducted alongside an ISI or OfSTED inspection as part of a Joint Whole School Inspection? NO Name of Establishment Representative at the time of inspection ROY COLLARD
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CONTENTS
Introduction to Report and Inspection Inspection visits Brief Description of the school and Boarding Provision
Part A: Summary of Inspection Findings What the school does well in Boarding Welfare What the school should do better in Boarding Welfare Conclusions and overview of findings on Boarding Welfare
Notifications to Local Education Authority or Secretary of State Implementation of Recommended Actions from last inspection Recommended Actions from this inspection Advisory Recommendations from this inspection
Part B: Inspection Methods Used & Findings Inspection Methods Used 1. Welfare Policies and Procedures 2. Organisation and Management 3. Welfare Support to Boarders 4. Staffing 5. Premises
Part C: Lay Assessor’s Summary (where applicable)
Part D: Head’s Response D.1. Comments D.2. Action Plan Status D.3. Agreement
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INTRODUCTION TO REPORT AND INSPECTION
Boarding schools are subject to inspection by the Commission for Social Care Inspection (CSCI) to determine whether the welfare of children (ie those aged under 18) is adequately safeguarded and promoted while they are accommodated by the school.
Inspections assess the extent to which the school is meeting the National Minimum Standards for Boarding Schools, published by the Secretary of State under Section 87C of the Children Act 1989, and other relevant requirements of the Children Act 1989 as amended.
Inspections are carried out by the CSCI, and in most cases the inspection team includes a specialist in boarding provision working, or with experience of working, in the boarding sector. Boarding welfare inspections by CSCI may also be carried out in conjunction with a full inspection of the school by the Independent Schools Inspectorate or OfSTED, so that the two inspections together constitute a Joint Whole School Inspection of the school. In such cases, a joint summary of main findings and recommendations from both inspections will also be available.
This document summarises the inspection findings of the CSCI in respect of Worksop College.
The report follows the format of the National Minimum Standards and the numbering shown in the report corresponds to that of the standards.
The report will show the following:
• Inspection methods used • Key findings and evidence • Overall ratings in relation to the standards • Recommended Action by the school • Advisory recommendations on boarding welfare • Summary of the findings • Report of the lay assessor (where relevant) • The Head’s response and proposed action plan to address findings
INSPECTION VISITS
Inspections are undertaken in line with the agreed regulatory framework under the Care Standards Act 2000 and the Children Act 1989 as amended, with additional visits as required. The report represents the inspector's findings from the evidence found at the specified inspection dates.
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BRIEF DESCRIPTION OF THE SERVICES PROVIDED. Worksop College is an independent school that is governed by its own School Council and the Woodard Corporation. The school caters for boys and girls aged 13 – 19 years old. The school was built over one hundred years ago and is located in 310 acres. The boys boarding facilities are located within the main building and on the first and second floors of the main building. The girls boarding accommodation is situated within easy walking distance to the main building. The boarding facilities are split between six houses, Derry, Gibbs, Mason, Pelham, Portland and Talbot. Each boarder is provided with appropriate bed space, storage units and study facilities. Junior boarders share accommodation but as they reach seniority are able to share with fewer boarders and in some cases may acquire single-person study- bedrooms.
PART A SUMMARY OF INSPECTION FINDINGS
WHAT THE SCHOOL DOES WELL IN BOARDING WELFARE Boarders involvement in the operation of boarding at the school is being developed in a number of ways, reinforcing the school aim of encouraging individual development and responsibility. The boarding staff and pupils have good relationships and this underpins the high standard of care in the school. Suitable washing and toilet facilities are provided. Boarders have access to telephones and emailing facilities. The boarding staff team and nurses are clearly committed to the welfare of the children. Boarders are encouraged to respect each other and this is promoted by staff members and prefects. There is a sense of unity that Housemistresses/masters provide within the environment of each house. All parents in their replies were very happy with the care and support offered by all boarding staff team. Parents were very supportive. Boarders stated that good support is offered by ancillary staff (Housekeepers). Boarders also stated that weekend activities had greatly improved as they are included in the decision-making process and trips are planned in advance.
WHAT THE SCHOOL SHOULD DO BETTER IN BOARDING WELFARE
Worksop College Page 5 There is a need for the Headmaster to develop a clear plan of how the improvement in relation to the heating system be met. The current heating system is acknowledged as being old, inefficient, and uneconomical. The heating system needs to be replaced with one that is more efficient and provides boarders with the opportunity to control the temperatures within their own environment. The school has been able to demonstrate via the new music block what it can achieve within the confines of a building that was built in 1890’s. Support systems for new boarding staff should be extended to provide greater supervision, input and appraisal as part of the induction process. The current system is informal and new boarding staff are supported to settle but they are not always confident that they have got it right as they are left to manage within a very short space of time. Boarders who have been at the school for sometime are aware of plans that have been discussed to improve boarding facilities. They felt that they could be better informed of timescales of redecoration/refurbishment so that they do not get disillusioned with proposed changes.
CONCLUSIONS AND OVERVIEW OF FINDINGS ON BOARDING WELFARE The boarders are being provided with a high standard of care by all departments of the school community e.g. Health Care Centre and Housekeepers. Boarders are clearly happy and feel that they are very well supported by their individual Housemistresses/masters. Care is provided in a relaxed environment where individual diversity is encouraged yet is in keeping within a united community. Housemistresses/masters and House staff provide good support to individuals within in an environment where mutual trust and respect is promoted. The Inspectors were satisfied that the safety and welfare of the boarders was promoted.
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NOTIFICATIONS TO LOCAL EDUCATION AUTHORITY OR SECRETARY OF STATE
Is Notification of any failure to safeguard and promote welfare to be made NO by the Commission for Social Care Inspection to the Local Education Authority or Department for Education and Skills under section 87(4) of the Children Act 1989 arising from this inspection?
Notification to be made to: Local Education Authority NO Secretary of State NO
The grounds for any Notification to be made are:
IMPLEMENTATION OF RECOMMENDED ACTIONS FROM LAST INSPECTION
Were the Recommended Actions from the last Inspection visit fully implemented? NA
If No, the findings of this inspection on any Recommended Actions not implemented are listed below:
No Standard* Recommended Actions Timescale for action
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RECOMMENDED ACTIONS IDENTIFIED FROM THIS INSPECTION
Action Plan: The Head is requested to provide the Commission with an Action Plan, which indicates how Recommended Action are to be addressed. This action plan will be made available on request to the Area Office.
RECOMMENDED ACTION Identified below are the actions recommended on issues addressed in the main body of the report in order to safeguard and promote the welfare of boarders adequately in accordance with the National Minimum Standards for Boarding Schools. The references below are to the relevant Standards. Non-implementation of recommended action can lead to future statutory notification of failure to safeguard and promote welfare. No Standard* Recommended Action Timescale for action 1 BS3 Provide Child Protection training for Housekeepers. 1st July 05
2 BS40 Ensure boarding facilities are appropriately heated and 1st ventilated enabling boarders to control the temperature of September their own space. Risk Assess windows within the boarding 2007 provision and provide window restrainers where these are required.
3 BS49 Redecorate the laundry facilities and ensure cleaning is 1st adequately maintained. September 05
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ADVISORY RECOMMENDATIONS Identified below are advisory recommendations on welfare matters addressed in the main body of the report and based on the National Minimum Standards, made for consideration by the school. No Refer to Recommendation Standard*
1 BS1 It is recommended that old Policies and Procedures that have been reviewed or amended are destroyed or archived but should not be in circulation as this may cause confusion.
2 BS11 Ensure boarders who have access to computers and games consoles only play games appropriate to their age. Written guidance should be devised to ensure that boarders do not have access to games that have been rated above their age.
3 BS24 Ensure there is enough clean cutlery at all mealtimes.
4 BS34 Consider providing formal supervision and support as part of the induction process for new boarding staff.
*Note: You may refer to the relevant standard in the remainder of the report by omitting the 2-letter prefix. E.g. BS10 refers to Standard 10.
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PART B INSPECTION METHODS & FINDINGS
The following Inspection Methods have been used in the production of this report.
Direct Observation YES Pupil guided tour of accommodation YES Pupil guided tour of Recreational Areas YES
Checks with other Organisations and Individuals • Social Services YES • Fire Service YES • Environmental Health YES • DfES YES • School Doctor YES • Independent Person or Counsellor YES • Chair of Governors YES ‘Tracking’ individual welfare arrangements YES Group discussion with boarders YES Group interviews with House staff teams YES Group discussion with ancillary staff YES Group discussion with Gap students NO Individual interviews with key staff YES Boarders' survey YES Meals taken with pupils YES Early morning and late evening visits YES Invitation to parents to comment YES Inspection of policy / practice documents YES Inspection of Records YES Visit to Sanatorium YES Visits to lodgings NO Individual interviews with pupil(s) YES
Date of Inspection 23/11/04 Time of Inspection 08.45 Duration of Inspection (hrs.) 33 Number of Inspector Days spent on site 3
Pre-inspection information and the Head’s evaluative statement, provided by the school, have also been taken into account in preparing this report.
Worksop College Page 10 SCHOOL INFORMATION:
AGE RANGE OF BOARDING FRO 13 19 PUPILS M TO
NUMBER OF BOARDERS (FULL TIME + WEEKLY) AT TIME OF INSPECTION:
Boys 160
Girls 101
Total 261
Number of separate Boarding Houses 6
The following pages summarise the key findings and evidence from this inspection, together with the CSCI assessment of the extent to which standards have been met. The following 4-point scale is used to indicate the extent to which standards have been met or not met by placing the assessed level alongside the phrase "Standard met?"
The 4-point scale ranges from: 4 - Standard Exceeded (Commendable) 3 - Standard Met (No Shortfalls) 2 - Standard Almost Met (Minor Shortfalls) 1 - Standard Not Met (Major Shortfalls)
"0" in the "Standard met" box denotes standard not assessed on this occasion. "9" in the "Standard met" box denotes standard not applicable. “X” is used where a percentage value or numerical value is not applicable.
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WELFARE POLICIES AND PROCEDURES
The intended outcomes for the following set of standards are:
• A suitable statement of the school's boarding principles and practice should be available to parents, boarders and staff. • Boarders are protected from bullying. • Boarders are protected from abuse. • Use of discipline with boarders is fair and appropriate. • Boarders' complaints are appropriately responded to. • Boarders' health is promoted. • Safeguarding and promoting boarders' health and welfare are supported by appropriate records.
Standard 1 (1.1 – 1.4) A suitable statement of the school’s boarding principles and practice should be available to parents, boarders and staff. Key Findings and Evidence Standard met? 3 An informative School Prospectus is in place and accompanying documents are provided to parents of boarders that are admitted and to prospective parents of boarders. A Staff Handbook and individual House Handbooks provide additional and more detailed information for staff. Pupils are provided with a House Handbook often prepared by the pupils themselves and a Pupil Charter, containing guidance on all aspects of school life and where they might find further help if necessary. The Pupil Charter is contained within a pocket sized Handbook and boarders were observed being in possession of a copy. A selection of Policies and Procedures documents are reviewed each year, and are readily available to staff. Inspectors received duplicated copies of Policies and Procedures contained in the Schools Handbook. Documents overall, reflect the practice in the school.
See Advisory Recommendations 1
Worksop College Page 12 Standard 2 (2.1 – 2.6) The school should have an effective policy on countering bullying, which is known to parents, boarders and staff and which is implemented successfully in practice. Key Findings and Evidence Standard met? 3 The school has an effective policy document on countering bullying. Boarders do not identify bullying as a problem in the school and no evidence of initiation ceremonies of any kind was found. Commission for Social Care Inspection Questionnaire: (NB 20 boarders were selected as a sample group to reflect age, gender, different Houses and length of time in the boarding provision. It is acknowledged that this is a very small sample as the school currently caters for 261 boarders. All figures within this report are taken from this sample. See also Appendix 1). Replies from the questionnaire showed that 55% of the boarders surveyed were never bullied [National Average 60.5%] and 25% felt that they were hardly bullied [National Average 22.5%]. The source of bullying came from pupils their own age 62.5% [National Average 15.4%]. Boarders stated that they felt able to share their concerns with the Housemistresses/masters. Informally they are able to talk to friends, visit the nurse or raise the issue with their parents or guardian. Boarders reported that Housemistresses/masters make time periodically to talk on an individual basis to ensure that there are no concerns. In addition to Housemistresses/masters boarders are able raise concerns via Childline, Perfects/Purple Gowns, the Chaplain and Independent Listeners. In a letter from a mother of a boarder she stated that her daughter had been bullied at her previous school. The parent felt that the ‘school actively promotes its clear policies on bullying, smoking and drugs’. Since her daughter has been at Worksop there has been no experience of this behaviour by pupils or boarders irrespective of age or gender. Housemistresses/masters stated that there are very few incidents of bullying and it is a form of behaviour that is not acceptable within the school or boarding provision.
PERCENTAGE OF PUPILS REPORTING NEVER OR HARDLY EVER BEING X % BULLIED
Worksop College Page 13 Standard 3 (3.1 – 3.9) The school should have, and follow, an appropriate policy on child protection and response to allegations or suspicions of abuse, which is consistent with local Area Child Protection Committee procedures, and is known to staff and, as appropriate, to older boarders in positions of responsibility. Key Findings and Evidence Standard met? 2 The Assistant Deputy Head is the nominated Child Protection Officer. The Staff Handbook gives good guidance on Child Protection. In addition to this policy a copy of the Nottinghamshire Area Child Protection Committee Procedures are available. Training and discussion in relation to Child Protection is reinforced at the beginning of each academic year and is included as part of the staff induction process. Perfects/Purple Gowns said that they had received guidance on C.P. issues during their induction training. Boarders have information relating to Child Protection within Handbooks. Three events were documented relating to Child Protection since 2000, which were dealt with appropriately and followed written procedures. There are no current issues or ongoing investigations. Records are safely and securely stored. Discussion with the Child Protection Officer and boarding staff further reinforced that boarders were well monitored and protected from possible abuse in the school. Ancillary staff are not included in any Child Protection training however they are aware of safe working practices and gave examples of working together and checking with Housemistresses/masters that it is safe to access boarding areas. Boarders spoke very positively of the rapport, support and overall relationships that are built with Housekeepers. Housekeepers shared examples of support provided but were concerned of how ‘far to go’ given the need to observe appropriate Child Protection practice and not putting themselves at risk.
See Recommended Action 1
Worksop College Page 14 Standard 4 (4.1 - 4.7) The school should have, and follow, a fair and appropriate policy on behaviour, discipline and use of punishments, known to boarders, staff and parents. Key Findings and Evidence Standard met? 3 The school disciplinary practice is in line with the published policy. This policy is known to boarders, staff and parents and is cross-referenced in numerous documents e.g. Boarding Principles and Practice, Bullying Policy and is available to all groups in different publications. Sanctions and disciplinary practice do vary slightly between houses. Each Housemistress/master imposes their own view when dealing with incidents of poor behaviour. The severity of the sanction may differ from house to house however boarders interviewed stated that punishments were fair. Commission for Social Care Inspection Questionnaire (See Appendix 1); 44.4% of boarders surveyed stated that punishments were fair [National Average 28.8%]. Some feel that However all school sanctions are adhered to by all Housemistresses/masters. Housemistresses/masters take responsibility for sanctioning all punishments. Punishments are documented and these records are kept securely. Apart from Housemistresses/masters signature there is no documented evidence of routine monitoring of House punishments by the Headmaster or another member of the senior management team. Such monitoring should be periodically undertaken as good practice. Prefects/Purple Gowns have a system for recording misdemeanours and these are discussed with the individual Housemistress/master who would then take the appropriate action. Writing an essay in relation to the event for which the punishment was given, undertaking a third period of prep are common punishments that are in use. Standards of behaviour observed by the inspectors were high and punishments generally thought to be fair by the boarders. The Head and staff operate a reward system, acknowledging good work and valuing contributions to the community as a whole.
See Advisory Recommendations 2
Standard 5 (5.1 - 5.7) The school should have, and follow, an appropriate policy on responding to complaints from boarders and parents. Key Findings and Evidence Standard met? 3 The Complaints procedure is documented in communication to parents and the boarders have guidance available in the Pupils Charter. Housemistresses/masters deal with the majority of concerns that are raised in order to provide a swift response and to resolve the issue. If this process fails the matter is shared with the Headmaster and becomes a formal complaint. The Headmaster is required to undertake a formal investigation and provide a written response. Complaints and the written response are kept on the file of the individual boarder. Boarders reported that on the whole Housemistresses/masters listen to complaints and resolve them if it is their power to do so.
Number of complaints, if any, received by CSCI about the school during last 0 12 months:
Worksop College Page 15 Standard 6 (6.1 - 6.3) The school should have, and follow, an appropriate policy on countering major risks to health, including substance abuse. Key Findings and Evidence Standard met? 4 The school has a clear policy on Safeguarding the Health of Boarders. The boarders receive Spiritual and Moral Studies lessons from the Chaplain and from a team of teachers. The Headmaster and designated staff reinforce the school policies and general wellbeing of boarders. Booklets and information sheets are also freely available from the Health Care Centre (HCC). Boarders also have the opportunity to speak individually with staff and the HCC sisters in their counselling role. During the inspection Inspectors observed pupils and boarders accessing the sisters for counselling within the HCC. The school have evenings for parents on substance misuse and specialist police officers visit the school to give informative talks to pupils.
Standard 7 (7.1 - 7.5) Adequate records should be kept in relation to individual boarders' health and welfare needs and issues. Key Findings and Evidence Standard met? 4 The Health Care Centre staff keeps adequate records of the pupils health and welfare needs. These are very well organised and maintained up to date. Required health information such major allergies, drug reactions and injuries are copied and shared with academic staff to assist the care of individuals whilst taking part in school and out of school activities. This information is updated at significant events and kept under review. Contact details for parents/carers are available for those who need them in an emergency. The records kept in the HCC are safely and securely stored. Confidentiality of personal information about boarders is protected.
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ORGANISATION AND MANAGEMENT
The intended outcomes for the following set of standards are:
• There is clear leadership of boarding in the school. • Crises affecting boarders' welfare are effectively managed. • The school's organisation of boarding contributes to boarders' welfare. • Boarders have access to a range and choice of activities. • Boarders are enabled to contribute to the operation of boarding in the school. • The operation of any prefect system safeguards and promotes boarders' welfare. • Boarders receive personal support from staff.
Standard 8 (8.1 - 8.3) There should be clear management and leadership of the practice and development of boarding in the school. Key Findings and Evidence Standard met? 3 Discussions with the Chairman of Governors and with staff confirm that there is clear management and leadership of boarding in the school. All governors monitor pastoral and welfare concerns. Weekly meetings are held between the boarding house staff and the Headmaster and senior staff to exchange information, monitor policies, records and discuss management strategies for supporting individuals and groups of pupils. Minutes of these meetings are in place. House staff meet regularly with tutors to discuss similar issues to ensure good communication between all boarding personnel.
Standard 9 (9.1 - 9.3) The school should be capable of satisfactorily managing crises affecting boarders' welfare Key Findings and Evidence Standard met? 3 A written Crisis Management policy is in place and the Headmaster reassured the Inspectors that it had been tried and tested in various ways in the recent past. To some extent the tragic and recent loss of the school’s bursar is an example of how the staff within the school have been able to support each other. The Chaplain and Health Care Centre staff are trained and do give counselling support should the need arise.
Worksop College Page 17 Standard 10 (10.1 - 10.5) The organisation of boarding houses or units should operate satisfactorily and provide appropriate protection and separation of boarders by age and gender. Key Findings and Evidence Standard met? 3 The organisation of boarding houses is good. They operate satisfactorily with appropriate separation of boarders by age and gender. The House accommodating girls, Gibbs is separate from the main college building that accommodates boys and girls. Consideration is given to the age mix of boarders in each house. Toilets and bathing facilities are adequately sited within each house. Boarders interviewed stated that bathing and toileting provision provided adequate privacy. Commission for Social Care Inspection Questionnaire (See Appendix 1); 45% of boarders surveyed found bathroom privacy as good [National Average 34.8%] and toilet privacy as good 38.1% [National Average 46.7%].
Standard 11 (11.1 - 11.6) There should be an appropriate range and choice of activities for boarders outside teaching time. Key Findings and Evidence Standard met? 3 All boarders were very complimentary of the activities that are on offer each term. Trips and events are organised by Housemistresses/masters in consultation with boarders for each term. Ideas are gained from House meetings and from boarders approaching their Housemistresses/masters with suggestions. E.g. Bowling or a meal out. Community Service and Combined Cadet Force activities operate on one afternoon per week. The Community Service scheme provides an extensive range of service opportunities for senior pupils linked with the Duke of Edinburgh award and Millennium Volunteer if they seek recognition for their service. Following periods of prep boarders were observed relaxing, chatting or playing computer games. Three parents in their replies reported that activities on offer were good. Boarders now have plenty to do and there is a wider choice of activities available at weekends. A boarder 15 years old was observed playing a game rated 18 years old without any supervision. No written guidance is in place to reinforce age appropriate games or written permission from parents.
See Advisory Recommendations 3
Standard 12 (12.1 - 12.2) Boarders have opportunity to contribute views to the operation of boarding provision. Key Findings and Evidence Standard met? 3 The boarders have an opportunity to contribute to the running of their boarding house through meetings with their Housemistresses/masters and House Tutor. Representatives from each year and from each boarding house have the opportunity to meet a member of the senior staff and the catering manager in a forum called the Hall Liaison Committee to discuss any food issues. Minutes of these meetings are in place and boarders did not raise any concern regarding this process and felt that the system in place worked.
Worksop College Page 18 Standard 13 (13.1 - 13.7) Any prefect system (or equivalent) should give prefects (or equivalent) appropriate specific duties and responsibilities, with adequate staff supervision and measures to counter possible abuses of the role. Key Findings and Evidence Standard met? 4 A prefect system is in place. Each prefect is provided with a copy of the written Guidelines covering their role and responsibilities. An excellent system is in place, which requires all senior prefects to attend an induction course lasting two days away from the school. This includes aspects of Child Protection and dealing with difficult or sensitive issues. The Deputy Headmaster meets with prefects on a weekly basis. Prefects view the role as an honour and felt that they achieved a balance between duties, free time and schoolwork. All concerns are shared with the Headmaster or appropriate Housemistresses/masters as required. They are able to hand out minor sanctions such as writing a short essay. Rewards are also documented and a prize/gift is awarded at the end of year.
Standard 14 (14.1 - 14.6) Each boarder should have one or more members of staff to whom he or she can turn for personal guidance or with a personal problem. Key Findings and Evidence Standard met? 4 Each boarder is provided with a Pupil Charter naming internal and external individuals to whom they may turn for personal guidance. Notice boards containing the same information including contact telephone numbers is also available with Houses. Within the houses there are networks of staff including House Tutors and older boarders who are available. Those boarders spoken to by the Inspectors stated that they had someone to whom they could turn. The Commission for Social Care Inspection Questionnaire (top two answers) 43.9% of boarders surveyed preferred to go to friends [National Average 79.9%] and 29.3% to parents [National Average 64.9%].
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WELFARE SUPPORT TO BOARDERS
The intended outcomes for the following set of standards are:
• Boarders receive first aid and health care as necessary. • Boarders are adequately supervised and looked after when ill. • Boarders are supported in relation to any health or personal problems. • Boarders do not experience inappropriate discrimination. • Boarders can maintain private contact with their parents and families. • Boarders' possessions and money are protected. • New boarders are introduced to the school's procedures and operation, and are enabled to settle in. • Boarders' welfare is protected in any appointment of educational guardians by the school. • Risk assessment and school record keeping contribute to boarders' welfare. • Boarders receive good quality catering provision. • Boarders have access to food and drinking water in addition to main meals. • Boarders are protected from the risk of fire. • Boarders' welfare is not compromised by unusual or onerous demands. • The welfare of any children other than the school's pupils is safeguarded and promoted while accommodated by the school. • Boarders' safety and welfare are protected during high-risk activities. • Boarders have appropriate access to information and facilities outside the school.
Standard 15 (15.1 - 15.14) Appropriate first aid and minor illness treatment are available to boarders at all times, with access to medical, dental and optical services as required. Key Findings and Evidence Standard met? 4 Boarders have access to two qualified nurses. They share responsibility for providing 24 hours support to Housemistresses/masters and boarders. In addition Housemistresses/masters are trained in Basic First Aid and courses are appropriately identified to enable staff to have valid certificates. Nursing staff and visiting doctors from the local NHS practice provide treatment to boarders. Escorts to the dentist, hospital and opticians are organised by the Health Care Centre staff as required. A written Medical policy relating to the storage, handling and administration of dugs is in place. Records relating to boarders’ health needs are safely and securely stored. Care Plans are also in place and these were detailed and documented very pro-active actions to meet individual needs. Parental consent forms are in place for the administration of medication and First Aid. Significant events and accidents records are well maintained. Health care issues are communicated to parents at the earliest opportunity. Prescribed medication is administered in accordance with the prescription or instructions from the pharmacy. Boarders are able to take responsibility of their personal inhalers if they are assessed as being competent to do so. The records relating to drugs administered were well organised and maintained up to date. Records are also kept of any ‘household’ medication administered. The nurses take responsibility for administering all medication that is stored at the Health Care Centre.
Worksop College Page 20 Standard 16 (16.1 - 16.3) Boarders who are ill should be regularly checked and adequately looked after by a member of staff, and be able to summon staff assistance readily and rapidly when necessary. Key Findings and Evidence Standard met? 3 Boarders who are ill can access the Health Care Centre (HCC) at surgery times and there are adequate day and overnight stay facilities available. Beds are available for isolation. The fabric of the HCC is a large building comprising of two floors. Girls’ beds located on the first floor, boys’ beds, reception and treatment room all on the ground floor. The HCC is located a short distance from the main building. The building is now in need of refurbishment but clean and tidy. Apart from the treatment room and reception areas the building presents as an institutional small hospital ward. The Headmaster reported that the role of the Health Care Centre is currently under review. Parents are given the option of taking their children home when they are ill. The HCC appears to well utilised during break periods as both boarders and day pupils access this facility. The Nursing staff provide an excellent service in a caring atmosphere which is acknowledged by the boarders and staff as highly supportive. Housemistresses/masters are able summon nursing staff by day and night if they have concerns regarding the health of a boarder.
Standard 17 (17.1 - 17.8) Significant health and personal problems of individual boarders should be identified and managed appropriately. Key Findings and Evidence Standard met? 4 A good rapport was observed between boarders and nursing staff. The layout of the HCC offers privacy and boarders are aware that they can raise issues or concerns in confidence. Both boarding staff and pupils felt that any significant health and personal problems had been and were being identified and managed well by the Health Care Centre staff. Records held at the HCC and by Housemistresses/masters clearly document individual needs. For example, special contact arrangements due to family being overseas or welfare needs due to parents separating. One parent was very complimentary and gave praise to the nursing staff for their supportive and caring attitude in the care of her daughter. The Nursing staff offered additional skills and support such as informal counselling on issues that may not be medical a ‘friend who will listen’. However external professionals can be accessed following an appropriate assessment and referral.
Worksop College Page 21 Standard 18 (18.1 - 18.6) Within the school, there is no inappropriate discrimination on grounds of gender, disability, race, religion, cultural background, linguistic background, sexual orientation, or academic or sporting ability. These factors are taken into account in the care of boarders, so that care is sensitive to different needs. Key Findings and Evidence Standard met? 3 The Inspectors found no inappropriate discrimination on grounds of gender, disability, race, religion, cultural background, linguistic background, sexual orientation, or academic or sporting ability. Seven boarders interviewed from overseas did not raise any significant discriminatory practice. They stated that boarders made them welcome when they first arrived and helped them to settle. Housemistresses/masters and House Tutors are aware of any boarder with different needs as are the Catering and Nursing staff. Overseas boarders reported that the menu offered a variety of meals including some Chinese dishes. There is a designated member of staff to cater for the special holiday arrangements for the overseas boarders. This individual has a close link with the boarders and Housemistresses/masters to ensure that their cultural and individual needs are being met.
Standard 19 (19.1 - 19.6) Boarders are enabled to contact their parents and families in private. Key Findings and Evidence Standard met? 3 There is adequate provision of telephones in the houses some more privately situated than others. Boarders can access phones at appropriate times. Housemistresses/masters from time to time make arrangements for boarders to receive calls especially those from parents on active duty. Access to the internet is available in both school and house areas. Boarders make use of this facility as they please. Boarders are able to make use of mobile phones but are used under guidelines, which they considered acceptable.
Standard 20 (20.1 - 20.3) Reasonable protection is provided for boarders' personal possessions and for any boarders' money or valuables looked after by the school. Key Findings and Evidence Standard met? 4 Every pupil is provided with a lockable locker or cupboard but many did not use this facility because they felt that there was an ethos of respect for other people’s property. Pocket money was held in each house bank and was made available to pupils at regular intervals during the week. Purchases made at the school shop are put on the end of term bill. Passports are held by Housemistresses/masters and are securely stored. Other items can be kept for safekeeping if requested.
Worksop College Page 22 Standard 21 (21.1 - 21.3) There is an appropriate process of induction and guidance for new boarders. Key Findings and Evidence Standard met? 4 New pupils are encouraged to take part in a pre-start visit and are provided with a House Handbook to which they have been allocated. The Handbooks are informative and include items written by boarders/pupils themselves in which the daily routine and house details are explained. On arrival boarders are assigned a “big brother or sister” who helps guide him or her through their first few days at school. Boarders spoke of the positive support that established boarders provide during the first few weeks to help them come to terms of boarding within a new environment.
Standard 22 (22.1 - 22.4) Any guardians appointed by the school should be subject to the same recruitment checks as staff, and their care of pupils should be monitored. Key Findings and Evidence Standard met? 4 Host families found by the school are all visited by the master in charge of overseas boarders and are CRB checked. They are invited to the school for social occasions and encouraged although not expected to take an active part in the boarders’ school life. Whilst a boarder is resident with a host family the master will make personal contact and be available in case of emergencies. Contact details of Guardians are documented within individual files held by Housemistresses/masters. The master in charge of overseas boarders stated that a new system is being considered for new overseas boarders will access a host family via an established agency.
Standard 23 (23.1 - 23.4) The Head, or a senior member of the school's staff, regularly monitors the school's records of risk assessments, punishments, complaints and accidents, to identify any issues requiring action. Key Findings and Evidence Standard met? 3 The Deputy Head has developed a more structured system of risk assessment in many areas of the school operations, i.e. off site trips, community service and CCF expeditions. Housemistresses/masters are required to share Risk Assessments, major/formal complaints, accidents and serious concerns with the Deputy Head. Housemistresses/masters reported that the Deputy Head receives copies of accidents and complaints. Punishment and sanctions records are kept by the Housemistresses/masters of each House. Housemistresses/masters stated that the Deputy Head views these records periodically but this was not evidenced in writing.
Worksop College Page 23 Standard 24 (24.1 - 24.8) Meals should be provided to boarders, which are adequate in quantity, quality and choice, and provision is made for special dietary, medical or religious needs. Key Findings and Evidence Standard met? 4 Meals provided for boarders are of good quality and variety. Boarders are able to select food in any combination and quantity they prefer, including a vegetarian option and have plenty of time to finish their meals. Feedback from boarders indicates that they are satisfied with their diet. They have the opportunity to suggest changes to the menu or make complaints through the forum of the Hall Liaison Committee .The boarders like the opportunity to make snacks in their house kitchens and enjoy the chance of ordering take away meals from the town. The dining facilities are good, whilst behaviour in queues supervised by the prefects was satisfactory. The rapport between the catering staff and boarders/pupils witnessed by the inspectors was good. Records evidenced ongoing training schemes available for the catering staff and of a well-managed team providing a good service to the whole school community. Records evidenced that there were no significant outstanding Environmental Health Service recommendations. Boarders and pupils did raise the issue of insufficient cutlery sometimes being available. This was observed during the inspection has some boarders/pupils had to eat their yogurts with dessertspoons, as teaspoons were not available. They agreed that cutlery often remained in the Houses instead of boarders returning them back to the dining room. The catering team and Headmaster have taken the initiative of reviewing menus in order to promote a Healthy Food Policy in order to promote healthy eating habits. The menus provided by catering staff offer a range of healthy eating options and boarders stated that overall this was a good idea. Fizzy drinks and chocolate are no longer available within the school.
See Advisory Recommendations 3
Standard 25 (25.1 - 25.5) Boarders have access to drinking water in both boarding and teaching areas, and to food or the means of preparing food at reasonable times in addition to main meals. Key Findings and Evidence Standard met? 4 Boarders have access to drinking water in the Dining Hall servery and in the Houses. Boarders commented on the taste of the water in their discussions with the Inspectors. It was established that the School has its own water source and that this is regularly checked and is potable. Bread and milk are provided in the houses for the pupils to make snacks in their house kitchens. Healthy food options and drinks are available from the tuck shop.
Worksop College Page 24 Standard 26 (26.1 - 26.5) Boarders and boarding staff should be aware of emergency evacuation procedures from boarding accommodation. The school should comply with recommendations of the Fire Service, and should regularly carry out and record risk assessments in relation to fire, together with fire drills and any routine tests recommended by the Fire Service. Key Findings and Evidence Standard met? 3 There is good emergency evacuation notification in Main School, Houses and other buildings of Fire Evacuation procedures. Fire drills including evacuation are held periodically usually within the first two weeks of a new term. All fire drills are recorded and observations are discussed to ensure that action taken during drills is the most efficient and safe. Fire testing of the detection system is undertaken on a weekly basis and documentation viewed was maintained up to date. Fire equipment is checked annually and fire detection is serviced at required intervals. Each Boarding House designate a boarder pupil fire officer to take responsibility for phoning the emergency services, taking out the registers and checking on fellow pupils. The nominated teacher who takes responsibility as the schools Fire Officer stated that the current evacuation procedures in place are very good have been refined over several years. The Commission for Social Care Inspection have received a letter from the Local Authority Fire Service confirming that there are no significant outstanding recommendations.
Standard 27 (27.1 - 27.3) Schools where there are unusual or especially onerous demands on boarders ensure that these are appropriate to the boarders concerned and do not unacceptably affect boarders' welfare. Key Findings and Evidence Standard met? 3 There are heavy academic demands made on the boarders especially those in their senior years who hold positions of responsibility. These are managed well by balancing their duties, leisure activities and allowing boarders the chance to manage their own free time. They and boarders in general stated that there was ample free time. A wide network of support is in place to enable such boarders to achieve their personal goals. Housemistresses/masters, House Tutors and medical staff are very aware of boarders’ individual situations and are careful to ensure they are not overburdened.
Standard 28 (28.1 - 28.2) The welfare of any children accommodated at the school, other than pupils, is protected. Key Findings and Evidence Standard met? 0 Not applicable
Worksop College Page 25 Standard 29 (29.1 - 29.6) Identifiably high-risk activities provided for boarders should be competently supervised and accompanied by adequate and appropriate safety measures. Key Findings and Evidence Standard met? 3 High-risk activities provided for boarders e.g. Some sports events, CCF, Community Service, Housemistresses/masters undertaking trips abroad are all obliged to follow Risk Assessment procedures established by the school. A sample of completed Risk Assessments was viewed. Housemistresses/masters and House Tutors demonstrated a good understanding of the procedures and the action that should be taken in the event of an emergency. All outside instructors conducting activities have been checked appropriately, as have venues away from the school. Staff undertaking any external activity is required to share the Risk Assessment and have it countersigned by the Deputy Head or Headmaster. Risk Assessments for overseas trips are shared with the School Council. Written permission from parents is obtained prior to any high-risk activity or trip abroad.
Standard 30 (30.1 - 30.5) Boarders have access to information about events in the world outside the school, and access to local facilities, which is appropriate to their age. Key Findings and Evidence Standard met? 3 In order to keep abreast with events outside school, boarders have access to newspapers, television and the internet, with appropriate restrictions. They are allowed off site to participate in organised activities and leisure pursuits. On these occasions they are supervised directly or monitored as they depart and return by staff, generally they travel in small groups of friends. However violation of rules while away from the school are taken seriously. Issues are shared with parents and free time for the boarders concerned is curtailed. For example, the Headmaster took action to raise awareness with parents regarding the consumption of alcohol for 14 –15 years olds at weekends whilst at home.
Worksop College Page 26
STAFFING
The intended outcomes for the following set of standards are:
• Boarders are adequately supervised by staff. • Staff exercise appropriate supervision of boarders leaving the school site. • Boarders are adequately supervised at night. • Boarders are looked after by staff with specific boarding duties, with adequate induction and continued training. • Boarders are looked after by staff following clear boarding policies and practice. • There are sound relationships between staff and boarders. • Boarders' personal privacy is respected. • There is vigorous selection and vetting of all staff and volunteers working with boarders. • 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.
Standard 31 (31.1 - 31.7) The staff supervising boarders outside teaching time should be sufficient in number and deployment for the age, number and needs of boarders, and the locations and activities involved. Key Findings and Evidence Standard met? 3 There appears to be good supervision of boarders at times other than during the teaching day. Housemistresses/masters and House Tutors staff each house together with the support staff, including a housekeeper and cleaners. School duty staff are available for support of the house staff if required. There are notices placed prominently with information about telephone numbers for back up support if required and senior boarders interviewed said that they felt comfortable with these procedures. They stated that appropriate cover was in place and that they now how to contact staff if required. There is satisfactory supervision of boarders left at weekends and of overseas pupils during half term and main holidays. Boarders can contact staff of both genders. Housemistresses/masters did not raise any concerns in relation to the number of staff being available to support boarders out of school hours.
Worksop College Page 27 Standard 32 (32.1 - 32.5) Boarders temporarily away from the school site remain under the overall responsibility of a duty member of staff, and are able to contact a member of staff in an emergency. Key Findings and Evidence Standard met? 3 House staff did not raise any concerns in relation to the supervision of boarders while away from the school. They reported that the DfES guidance on minimum staff to boarders’ ratio when away from school is observed. Boarders also reported adequate supervision when trips were organised. Housemistresses/masters take a copy of the Risk Assessment and have access to mobile phones and emergency numbers to summon help or advice. Boarders visiting the local town are advised of the house telephone number. They are also aware of the arrangements with a recognised taxi service that have had all their drivers CRB checked. There are clear rules about visits off site and good use is made of the signing in and out books. The senior boarders, House Tutors, Duty Tutor and Housemistresses/masters, have a responsibility for checking these books. Verbal and written recordings of the whereabouts of flexi boarders on a daily basis are well managed.
Standard 33 (33.1 - 33.5) Staff should be present, and accessible to boarders as necessary, in each boarding house at night. Key Findings and Evidence Standard met? 3 At least one and often two members of staff sleep in overnight in each of the Houses. There are satisfactory means of contacting staff during the night. Boarders interviewed were clear of the procedures for contacting staff during the night and all felt able to do so without any repercussions. Housemistresses/masters accommodation is conveniently located within each House and therefore boarders can knock on their door or ring the doorbell to summon attention. Housemistresses/masters reported that they operate an open door system by which boarders can knock on doors or ring bells to speak to someone. Boarders are aware of nominated staff that are on duty by day and by night. A duty prefect is responsible for the list of boarders who are staying overnight and this is double checked by Housemistresses/masters or Duty Tutor.
Worksop College Page 28 Standard 34 (34.1 - 34.7) All staff with boarding duties have job descriptions reflecting those duties, receive induction training in boarding when newly appointed, and receive regular review of their boarding practice, with opportunities for continuing training in boarding. Key Findings and Evidence Standard met? 3 All boarding staff have job descriptions and receive induction training. Induction training is monitored by the Deputy Head and an allocated Housemistress/master to act as a ‘buddy’. Consideration should be given to develop a more formal induction process as new House Tutors and Housemistresses/masters are expected to undertake duties, shortly after being shown what to do, which is usually accomplished within a couple of days. This period could be extended giving opportunity to new House Tutors and Housemistresses/masters to undertake a longer induction and for the process to be more formal. Three members of the House staff teams felt that greater supervision/1:1 weekly meeting could be offered in addition to other support groups. Formal 1:1 meeting until the first exeat and then every two weeks until the end of term were examples that were given of how this could have been achieved. Ongoing training is available to boarding staff via (Inset and BSA courses). The Assistant Deputy Head is responsible for the Inset training especially with reference to Child Protection. The Housekeepers expressed a desire to be included in any future child protection training. (See Standard 2) The appraisal system as well as including every member of staff’s academic development includes their boarding and extra curricular responsibilities. The Headmaster’s and the Business Manager’s secretaries attended a Criminal Records Bureau organised meeting to gain a wider knowledge and understanding of up to date CRB matters during the time of the inspection.
See Advisory Recommendations 5
Standard 35 (35.1 - 35.4) All staff with boarding duties are provided with up to date written guidance on the school's boarding policies and practice. Key Findings and Evidence Standard met? 3 Housemistresses/masters and House Tutors are provided with a staff handbook containing all the school’s Policies and Procedures. The Handbook provides comprehensive information to enable staff to safeguard and promote the welfare of boarders. In addition to these Policies and Procedures Housemistresses/masters and House Tutors are also provided with a copy of the Boarding Principles and Practice. Overall, Policies and Procedures reflect the practice in place. Prefects are made aware of their responsibilities and there are systems for sharing concerns. Adequate Staff Disciplinary procedures are in place the Headmaster did not report any current concerns.
Worksop College Page 29 Standard 36 (36.1 - 36.4) There are sound staff/boarder relationships. Key Findings and Evidence Standard met? 4 There is evidence of sound staff and boarder relationships. Inspectors observed relaxed and helpful interaction between house staff and boarders with clear guidelines being offered to the pupils. Boarders reported house and medical staff to be approachable, helpful and generally fair when dealing with issues. Housemistresses/masters make themselves available and feel they are able to deal with sensitive issues as the housing structure allows good interaction and for positive relationships to be formed. Housemistresses/masters all spoke of being part of a community in which boarders can be at ease and one in which boarders can turn to adults and peers as a friend.
Standard 37 (37.1 - 37.2) Staff supervision of boarders should avoid intruding unnecessarily on boarders' privacy. Key Findings and Evidence Standard met? 4 There was no evidence of intrusive supervision during the inspection. Boarders did not raise any concerns in relation to staff intruding unnecessary on their privacy. Toilet/cubicle doors all have locks and those tried were in full working order.
Standard 38 (38.1 - 38.10) Recruitment of all staff (including ancillary staff and those on a contractual/sessional basis) and volunteers who work with boarders (as defined in the Criminal Justice and Court Services Act 2000) includes checks through the Criminal Records Bureau checking system (enhanced as appropriate), with a satisfactory outcome. There is a satisfactory recruitment process recorded in writing. Key Findings and Evidence Standard met? 4 All members of staff who work with boarders have been the subject of an extensive recruitment procedure, including Criminal Records Bureau (C.R.B.) checks. There is a satisfactory written record of the recruitment process held by the Headmaster’s secretary. Four files were case tracked and these were found to be in order. In the case of one teacher, there was evidence of the Headmaster making contact with the previous school in addition to written references received as a CRB check had not been undertaken by Worksop College. Staff files are well organised and maintained up to date. These are securely and safely stored. Worksop College does not currently make use of agency staff however the Headmaster is aware of the checks and support that would be required. The Bassetlaw Local Authority only issue a licence to taxi firms whose drivers have been CRB checked therefore providing an appropriate form of transport for the pupils who may be unaccompanied by staff. The Headmaster stated that all Governors have undertaken CRB checks. (Further confirmation of CRB checks was produced at the Feedback with the Headmaster in March 2005).
Worksop College Page 30 Standard 39 (39.1 - 39.4) The school does not allow any member of staff (including ancillary staff, sessional/contract staff and volunteers) to work unsupervised with boarders unless that member of staff has been satisfactorily checked with the Criminal Records Bureau. Key Findings and Evidence Standard met? 4 The school has a vigilant policy with reference to visitors to the school. Visitors are issued with an identification tag, as they are required to sign in. There are security locks on all external doors in the main building and to each boarding house entrance. There are no adults given unsupervised access to pupils. The Headmaster and Housemistresses/masters felt that boarders were vigilant and would inform staff of any concerns. The housekeepers supervise members of the school workforce who may require access to houses. Where possible every attempt is made for repairs and maintenance work that requires input from external professionals are planned during holidays when boarders are away from the school. The shops, schools and agencies used by the Community Service programme have all undergone a rigorous checking process and this kept up date by reviews and Risk Assessments that are undertaken as boarders access each service or facility.
Worksop College Page 31
PREMISES
The intended outcomes for the following set of standards are:
• Boarders are provided with satisfactory accommodation. • Boarders have their own accommodation, secure from public intrusion. • Boarders have satisfactory sleeping accommodation. • Boarders have satisfactory provision to study. • Boarders have adequate private toilet and washing facilities. • Boarders have satisfactory provision for changing by day. • Boarders have access to a range of safe recreational areas. • Boarders are protected from safety hazards. • Boarders are suitably accommodated when ill. • Boarders' clothing and bedding are adequately laundered. • Boarders can obtain personal requisites while accommodated at school. • The welfare of boarders placed in lodgings is safeguarded and promoted. • The welfare of boarders is safeguarded and promoted while accommodated away from the school site on short-term visits.
Standard 40 (40.1 - 40.8) Boarding Houses (including dormitories and living areas) and other accommodation provided for boarders should be appropriately lit, heated and ventilated, suitably furnished, accessible to any boarders with disabilities, and adequately maintained. Key Findings and Evidence Standard met? 2 Overhead lighting appropriately lights the accommodation provided for boarders although there are few individual bedside reading lights. Rooms are appropriately furnished and the standard of décor was good. The property services manager is responsible for devising a refurbishment/redecoration programme and is control of budget for work identified. Boarders are able to personalise their own space as they feel within the bounds of house rules e.g. pictures that maybe offensive. All areas are adequately heated. Boarding House staff and boarders commented on the lack of individual control of the temperature of the radiators, which resulted at times in excessively hot pipes or not sufficient warmth at others. On the whole the boarding houses are adequately ventilated with the possible exception of the Portland House. Bedroom windows were fully open in an attempt to ventilate the room and make the room comfortable. Window restrainers are not in place. Whilst appreciating the constraints of the age of the building the inspectors expressed concern that this problem was not a priority in the short- term maintenance programme. The Headmaster acknowledged this was a problem. Whilst some attempts have been made to address this issue it is currently under review.
See Recommended Action 2
Worksop College Page 32 Standard 41 (41.1 - 41.8) Boarding accommodation is reserved for the use of those boarders designated to use it, and protected by access by the public. Key Findings and Evidence Standard met? 3 Both boarders and day pupils affiliated to each house make use the boarding facilities particularly the common rooms and lounge areas. The school has a policy implemented in practice, restricting access to people from outside the school. All external doors and some internal doors are security coded. One parent commented that security could be further improved as not all boarders, close the doors when enter or leaving House areas. During the Inspection inspectors found all doors with keypads locked. The school has benefited from the upgrading and increased surveillance by security cameras that took place during the summer. A small team of security personnel are employed by the school to undertake checks and act a deterrent. The car park has recently been floodlit providing a safer route for members of the school and members of the public to the sports hall and pool, which are let on a frequent basis. In the boarding houses it was observed that that very few of the windows above ground floor level had any form of restraints on them, for example in the form of bars or limited handle openers. (See also Standard 40)
Standard 42 (42.1 - 42.14) Sleeping accommodation is suitably furnished and of sufficient size for the number, needs and ages of boarders accommodated, with appropriate separation between genders, age groups and from accommodation for adults. Key Findings and Evidence Standard met? 3 Overall the sleeping accommodation is varied but of a good standard. Younger boarders often are accommodated in multi occupancy rooms whilst many of the older boarders had single rooms. This practice is reflected in guidance provided with the Boarding Principles and Practice Guidelines. The rooms are carpeted with adequate storage with a lockable cupboard or wardrobe for valuable items. There was an overall consensus from boarders interviewed that they did not feel constrained to lock items away since there was a general school ethos of respect for everyone’s property which was appreciated. Eight boarders interviewed stated that their mattresses were old and uncomfortable. They stated that the issue has been raised via the School Council but the process is very slow as they acknowledged that some mattresses have been replaced. Housemistresses/masters bedrooms are separate but conveniently situated to offer good supervision or assistance in case of an emergency. The bedroom allocation is reviewed each term to allow those sharing to swap roommates and to accommodate changes for flexi boarders if required. The acceptance of and additional demands made by the provision of flexible boarding is well managed in the inspectors view. Fulltime boarders did not raise any concerns in relation to the flexi-boarding arrangements.
Worksop College Page 33 Standard 43 (43.1 - 43.2) Suitable facilities for both organised and private study are available to boarders. Key Findings and Evidence Standard met? 3 The study facilities for boarders, varies between the houses with some desks provided in bedrooms and other areas specifically designed as joint study and leisure rooms such as House Common Rooms. However the change of use is well managed and did not cause any conflict between study and leisure. Boarders stated that they were satisfied with these arrangements.
Standard 44 (44.1 - 44.10) Adequate toilet and washing facilities are readily accessible to boarders, with appropriate privacy. Key Findings and Evidence Standard met? 3 Each house provides adequate toilet and washing facilities (baths, showers and wash hand basins), located appropriately throughout the buildings. They are kept clean and well ventilated and offered privacy. Further attention should be given to the high level cleaning of fans and pipes. There is a distinctive line that separates the area that has been cleaned and the areas that can’t be reached without the aid of ladders or other means of support. (See Standard 10).
Standard 45 (45.1 - 45.3) Suitable changing provision is provided for use by day. Key Findings and Evidence Standard met? 3 Pupils use the boarding facilities for changing during the day and there are additional changing rooms with toilet and washing provision in the sports hall and swimming pool.
Standard 46 (46.1 - 46.6) Boarders have access to a range and choice of safe recreational areas, both indoors and outdoors. Key Findings and Evidence Standard met? 4 Indoor recreational facilities vary between houses but all provide common rooms some with pool and table tennis tables, all with television and video equipment. The grounds are extensive with a variety of sports pitches, tennis courts etc. The sports hall and swimming pool are available to boarders out of school times and are well supervised.
Worksop College Page 34 Standard 47 (47.1 - 47.9) Indoor and outdoor areas used by, or accessible to, boarders should be free from reasonably avoidable safety hazards. Key Findings and Evidence Standard met? 2 Indoor and outdoor facilities areas are the responsibility of the Property Services Manager and are reviewed regularly as part of an ongoing programme in conjunction with house staff that submit repair and maintenance requests as necessary. Housemistresses/masters reported that maintenance staff responded quickly to repairs reported. Worksop College is located within an estate of over 310 acres. All boarders are aware of out of bounds areas and areas that they can access for recreation. Written records are in place relating to the Risk Assessment of the building. The Property Services Manager is responsible for updating Housemistresses/masters and teaching staff of any changes with Health & Safety requirements. General Health & Safety is well managed and the Business Manager indicated that the lack of window restrainers would be assessed as a matter of priority.
See also Standard 40 & Recommended Action 2
Standard 48 (48.1 - 48.4) Suitable accommodation should be available for the separate care of boarders who are ill. Key Findings and Evidence Standard met? 3 There are good facilities available for the boarders/pupils who are ill. The HCC can cater for boys and girls to be accommodated separately. The future of the present premises is under review because the age, fabric and design of the building are far from ideal. (See Standard 16)
Standard 49 (49.1 - 49.3) Adequate laundry provision is made for boarders' clothing and bedding. Key Findings and Evidence Standard met? 2 A central laundry deals with the boarders bedding and the majority of their clothes. The housekeeper in Gibbs House cares for the girl’s clothes. The laundry is equipped with adequate washing machines and tumble driers but the provision for drying non-tumble dry clothes is inadequate. The size of the laundry does not provide drying/hanging space or have a drying room. The sink is not large enough for the demands of the washing or soaking clothes. Attention should also be given to the cleaning of the high level fans. The standard of décor in the laundry needs to improve has the walls are cracked and it has been a long time since this room has been redecorated. See Recommended Action 3
Standard 50 (50.1 - 50.2) Boarders are able to obtain minor necessary personal and stationery items while accommodated at school. Key Findings and Evidence Standard met? 4 All boarders are able to purchase personal items from the school shop, as well as sports equipment and uniform. The healthy food policy, which has diminished the range of tuck available, is not especially popular with the boarders who admit to appreciating the principles behind the policy, whilst bemoaning the practice!
Worksop College Page 35 Standard 51 (51.1 - 51.11) Any lodgings arranged by the school to accommodate pupils provide satisfactory accommodation and supervision, are checked by the school before use, and are monitored by the school during use. Key Findings and Evidence Standard met? 3 Accommodation for overseas pupils in holidays are checked and supervised by members of staff. The school does not arrange lodgings for pupils in other circumstances. (See also Standard 22)
Standard 52 (52.1 - 52.8) Any off-site short-stay accommodation arranged by the school for any of its boarders provides satisfactory accommodation and supervision, is checked by the school before use (although this may not be feasible when accommodation is in private households), and is monitored by the school during use. Key Findings and Evidence Standard met? 3 Nominated school staff or a professional company performs checks on all off site accommodation on behalf of the school. Most venues are used regularly and therefore well known to the school and the staff that utilise them. All staff are required to complete a written Risk Assessment and have their findings sanctioned prior to any trip being undertaken.
Worksop College Page 36
PART C LAY ASSESSOR’S SUMMARY (where applicable)
Lay Assessor Signature
Date
Worksop College Page 37
PART D HEAD’S RESPONSE
D.1 Head’s comments/confirmation relating to the content and accuracy of the report for the above inspection.
We would welcome comments on the content of this report relating to the Inspection conducted on 23rd, 24th & 25th November 2004 and any factual inaccuracies:
Please limit your comments to one side of A4 if possible
Worksop College Page 38
Action taken by the CSCI in response to Head’s comments:
Amendments to the report were necessary YES
Comments were received from the Head YES
Head’s comments/factual amendments were incorporated into the final YES inspection report
Head’s comments are available on file at the Area Office but have not been YES incorporated into the final inspection report. The inspector believes the report to be factually accurate
Note: In instances where there is a major difference of view between the Inspector and the Head both views will be made available on request to the Area Office.
D.2 Please provide the Commission with a written Action Plan by 25 April 2005, which indicates how recommended actions and advisory recommendations are to be addressed and stating a clear timescale for completion. This will be kept on file and made available on request.
Status of the Head’s Action Plan at time of publication of the final inspection report:
Action plan was required YES
Action plan was received at the point of publication YES
Action plan covers all the recommended actions in a timely fashion YES
Action plan did not cover all the recommended actions and required further NO discussion
Head has declined to provide an action plan NO
Other:
Worksop College Page 39
D.3 HEAD’S AGREEMENT
Head’s statement of agreement/comments: Please complete the relevant section that applies.
D.3.1 I The Headmaster of Worksop College confirm that the contents of this report are a fair and accurate representation of the facts relating to the inspection conducted on the above date(s) and that I agree with the recommended actions made and will seek to comply with these.
Print Name
Signature
Designation
Date
Or
D.3.2 I The Headmaster of Worksop College am unable to confirm that the contents of this report are a fair and accurate representation of the facts relating to the inspection conducted on the above date(s) for the following reasons:
Print Name
Signature
Designation
Date
Note: In instance where there is a profound difference of view between the Inspector and the Head both views will be reported. Please attach any extra pages, as applicable.
Worksop College Page 40
Worksop College / 23- 24-25 November 2004
Commission for Social Care Inspection 33 Greycoat Street London SW1P 2QF
Telephone: 020 7979 2000 Fax: 020 7979 2111
National Enquiry Line: 0845 015 0120 www.csci.org.uk
S0000008760.V198084.R01
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