Downside School Inspection report for

Unique reference number SC032399 Inspection date 09/12/2010 Inspector Lucy Martin / Clare Davies Type of inspection Key

Setting address Downside School, Stratton-on-the-Fosse, RADSTOCK, BA3 4RJ

Telephone number 01761 235 100 Email Registered person Leo Maidlow-Davis Head/Principal Leo Maidlow-Davis Nominated person Richard Rossiter Date of last inspection 21/11/2007

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Website: www.ofsted.gov.uk

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You can obtain copies of The Children Act 2004, Every Child Matters and The National Minimum Standards for Children’s Services 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

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About this inspection

The purpose of this inspection is to assure children and young people, parents, the public, local authorities and government of the quality and standard of the service provided. The inspection was carried out under the Care Standards Act 2000.

This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004 and the relevant National Minimum Standards for the service.

The inspection judgements and what they mean

Outstanding: this aspect of the provision is of exceptionally high quality Good: this aspect of the provision is strong Satisfactory: this aspect of the provision is sound Inadequate: this aspect of the provision is not good enough

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Service information

Brief description of the service

Downside is a Catholic co-educational boarding school founded by the Benedictine Community. Currently the school has a total of 425 pupils between the ages of 11 and 18, of whom 343 are boarders. It became co-educational in September 2005, and now approximately 40% of pupils are girls.

The boarders are accommodated in seven houses. A junior house for boys and girls is located a short walk away from the main school campus. In the third form all boys enter Powell House for a year before transferring to one of three senior houses. For the girls, they join one of two boarding houses in the third form where they remain throughout their senior school career.

The school has been in its present location since 1814 and stands within extensive well maintained grounds shared with , a Roman Catholic . The campus is in the village of Stratton on the Fosse, and is approximately twelve miles from Bath.

Summary

The overall quality rating is inadequate - notice of action to improve.

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

The school was given short notice of the start of this inspection which was carried out at the same time as the education inspection undertaken by the Independent Schools Inspectorate. All the key standards identified by Ofsted were inspected.

Downside School has many strengths. Boarders receive good levels of medical care and personal support from a variety of committed staff. They enjoy their experience of boarding and have opportunities to contribute their views about the school. However, there are significant failings in how the school keeps boarders safe. There is poor and inconsistent practice in respect of staff recruitment and in how the school manages risk. These procedures are not sufficiently robust to ensure that boarders are fully protected from harm. The school has been judged inadequate in its provision for ‘protecting children from harm or neglect and helping them stay safe'. The inadequate safeguarding practice has led to the judgement that the school’s organisation is inadequate and overall the school has been judged inadequate for its welfare. The school has stated that it is fully committed to making the necessary improvements.

Improvements since the last inspection

Since the last inspection the school has made good improvements in relation to the medical care provided and health centre facilities at the school. The child protection

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policy was reviewed in July 2009, though this now requires reviewing again. There are clear records of discipline and sanctions, regularly monitored by a senior member of staff. Boarders' views are represented on the school council who have an active voice within the school. All the recommendations made at the last inspection have been met.

Helping children to be healthy

The provision is good.

Boarders’ health is promoted well through physical activity, opportunities for a balanced diet and ensuring that there is access to information from a variety of sources. The school has a personal, social and health education programme delivered through the curriculum covering a range of topics including smoking, alcohol, relationships and illegal substances. Additional advice and support is available from boarding staff and from the health centre which is on site. In addition to school staff and nurses delivering the programme, outside speakers are invited to talk about topics. For example, an external speaker spoke to boarders about the dangers and effects of taking illegal drugs and parents were also invited to hear the presentation. This demonstrates a commitment to working together with parents about the dangers young people may become exposed to. To raise awareness of breast cancer the school has arranged fundraising events. There is a programme of sport and recreational activities delivered as part of the curriculum and in order to develop personal interests outside of the school day. Physical exercise is promoted through these activities. In addition, a physiotherapist is available to talk to rugby players about the importance of taking preventative action, to minimise the risk of injury such as warming up the muscles and strapping vulnerable areas.

The school has a dedicated health centre. This is a good facility run by qualified nurses providing medical care 24 hours a day. School nurses maintain their professional qualification by attending regular training and the school is supportive of this professional development. The school has obtained evidence of the nurses’ registration with the Nursing Midwifery Council from the nurses themselves, but as an employer, the school has not verified that the professional registration is current. Doctors from the local surgery visit the school three times a week and boarders can see a male or female general practitioner. Recommendations from the previous welfare inspection have been met. Individual records are maintained for each boarder and medication is securely stored in the health centre. Boarding house staff feel supported by the health centre and the fact that qualified nurses are available 24 hours a day. Boarding staff only hold a small amount of medication for pain relief. This ensures safe systems for the administration of medication and reduces the opportunity for error. Nursing staff monitor the medication held in each boarding house and associated records, as part of a monitoring procedure each term. Many school staff are trained in first aid and they are identified on published lists around the school.

Health needs are identified through information provided by parents and an examination by school doctors on joining the school. Pupils’ heights and weights are

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regularly recorded to monitor boarders’ physical development. Where significant needs are identified in relation to health, emotional needs or behavioural difficulties, welfare plans are produced by key staff supporting that boarder. The school ensures that support systems are made available to boarders to meet their identified needs. This may be provided by staff within the school or through external support from health professionals.

Boarders receive good quality catering provision. There is a varied choice available at all meals, including a full salad bar at lunch and supper. All meals are eaten in the main dining room and on one evening a week each boarding house sits together in supper for a family style service. Provision is made for special dietary needs and those at risk of allergic reactions are made known to key staff. The school has responded to boarders' negative comments about the food and regularly review the provision of food in general. Some changes have been made which are appreciated by boarders, such as the inclusion of pesto in the menu and some nominated recipes. Other changes are being considered in consultation with the boarders and the catering company, at meetings every term. Most boarders acknowledge some improvements with the food provided but a minority remain dissatisfied. Within the boarding houses, boarders have access to snacks of fresh fruit and bread as supplied by the house staff. A school café sells snacks and treats and is available most evenings.

Protecting children from harm or neglect and helping them stay safe

The provision is inadequate.

The school does not have adequate systems in place to safeguard pupils. Although there are some areas of good practice, procedures and practices are not sufficiently robust to ensure that boarders are protected from harm.

The deputy head is the designated person for child protection and has attended the required training with the local authority. Training for all staff is refreshed every three years, and at the start of each term there is a brief update on child protection for all staff. The school has ensured that those with responsibility for each boarding house have received training from the local authority. This demonstrates a strong commitment to training in this area. Most of the domestic and support staff have attended training on child protection. Those that have yet to receive the training have been briefed during their induction and made aware of the policy and procedures. Prefects have been briefed on the procedures and how to respond if they become concerned about another pupil. The school has a nominated governor for child protection. Effective liaison has occurred between the school and the local authority for seeking advice and making appropriate referrals.

There is a detailed child protection and overarching safeguarding policy. It is dated July 2009 and therefore has not been reviewed to ensure it is consistent with current guidance such as 'Working Together to Safeguard Children' (HM Government 2010). In addition, the designated person for child protection at the school does not hold a copy of this document. The child protection policy appropriately makes reference to

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'Safeguarding Children and Safer Recruitment in Education’ (2007). In practice, the guidance within this document is not followed. Poor recruitment practices compromise boarders' safety and this failure to follow the guidance is compounded by the lack of any written procedures. Within the school, five different departments recruit staff and this leads to inconsistencies in practice. The school has appointed some staff without all the appropriate checks being undertaken.

Pupils are not adequately protected from adults who have not been subject to the school’s complete recruitment checking procedures. For example, it has not been recognised that the monks who have roles within the school, should be subject to the same recruitment checks as other staff or volunteers. The school’s central record lacks confirmation as to who has undertaken suitability checks and the roles and responsibilities between the school and the monastery are blurred.

Procedures to counter bullying provide clear guidelines to staff and pupils. The anti- bullying policy and the 'expected behaviour code' is printed in the pupil handbook and it places the emphasis on showing respect for others, property and the environment and to strive for self-respect. Boarders report that they do not feel bullying is a big issue at Downside School. On occasions where there have been such incidents, boarders report that bullying is dealt with by staff. One boarder said 'there has been some bullying but the house masters easily and rapidly stopped it.' A policy on e-safety highlights the dangers of inappropriate use of electronic and digital communications, this is emphasised further during lessons when using computers. Staff were made aware of the impact of cyber bullying through training at the beginning of term.

With school rules and regulations are published in the pupil handbook, and boarders know what is expected of them and the likely consequences for breaking the rules. Records of incidents of misbehaviour are maintained and dealt with appropriately through the tutor system, the housemaster/mistress and more serious incidents, by the senior management team. The director of pastoral care monitors such incidents and aims to provide additional support to boarders who may be struggling with their behaviour. Sanctions range from detention, gating and some community service within the school. Generally boarders report that discipline is dealt with fairly. Some pupils’ feelings of inequality about their personal sanctions compared to others can be linked to individual circumstances, and those involved in a repeat offence are more seriously dealt with.

The procedures for responding to any complaints are printed in the pupil and parent handbooks and they provide contact details for Ofsted. Records confirm that complaints have been addressed thoroughly and some boarders have used this formal procedure to raise their concerns in writing. Other matters have been resolved through individual discussion with staff. Some boarders report that they would like more privacy. This is mainly those in large dormitories with minimal provision for personal space. The school development plans show that staff are considering how to improve this area for younger boarders as most boarders in the fifth form and above have single rooms.

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Staff and boarders are aware of fire safety procedures and have experienced evacuation of the boarding areas at different times of the day. Fire detection and prevention equipment is regularly checked and serviced. There is a fire risk assessment and some staff are trained in fire safety. Matters of health and safety are generally responded to well by the school’s team of maintenance staff, who have the skills to respond to reported hazards. This avoids the need to employ external professionals. The work of these staff includes decoration, maintenance, plumbing, electrical work, carpentry, and gardening.

Risk assessments vary in their quality and the extent to which they recognise risks and how to minimise them. Most risk assessments relating to sports and activities are comprehensive. There is a lack of risk assessment in relation to the boarding environment, and for some off site trips arranged through the Chaplaincy team, including weekend retreats. There has been a failure to take protective steps to safeguard boarders from potential risks.

Helping children achieve well and enjoy what they do

The provision is good.

There is a range of activities for boarders to choose from, outside formal lessons and at the weekends. These vary each term and provide opportunities in sports, computers, music, cooking, drama, debating, the Combined Cadet Force and many more options. The school grounds provide recreational space along with a sports hall, indoor swimming pool, gymnasium, outdoor courts, all weather pitches and extensive sports fields. Each boarding house has common rooms with a television with DVD players. There is sufficient free time where boarders can freely move around the school site or spend time in their dormitories. Most of the boarders welcome events with other schools to meet young people of a similar age. At the weekends the school arranges local shopping trips, outings to the theatre, visits to local and national events and leisure parks for different activities. Some boarders report that they are dissatisfied with the range of activities on offer at the weekends. However, there are organised events in school and off site. There is consultation with boarders through house meetings about their activities. The school council considers potential events and canvasses the views of boarders.

It is a strength of the school that boarders experience a high level of pastoral support and guidance. Boarders can identify a range of adults that they can approach within the school with a concern or a problem. In addition to school staff, boarders can receive support from older pupils who are prefects, an independent listener, a counsellor, staff at the medical centre and a visiting chaplain. One boarder commented 'it's like a big family where you make really good friends'. The Chaplaincy team offer pastoral support and spiritual guidance through regular visiting of boarding houses for prayer meetings. They welcome pupils who call into their office and have an 'open door' policy. The Chaplaincy office is integrated within the school providing accessibility to all.

Downside School is committed to the Catholic faith and its Benedictine foundation.

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The school welcomes pupils from other faiths who accept and recognise the Catholic nature of the school. The celebration of difference is promoted through the curriculum, assemblies and general discussion. The school has equal opportunity policies although the nature of the old buildings restricts access for those with physical disabilities. Pupils can receive support with their learning where required and the school ensures that all pupils have the chance to develop their individual strengths and abilities. Since welcoming girls in 2005 the school has built up a co- educational community with girls now making up 40% of the pupil population. The boarders do not report any inappropriate gender discrimination, however the girls boarding accommodation is more modern in design and refurbishment.

Helping children make a positive contribution

The provision is good.

There are many opportunities to contribute to the development of boarding with the main route being through house meetings and the school council. The school has commissioned a survey of pupils and parents and this has informed the school development plan. To address some dissatisfaction with the food, the catering manager was invited to meet with the school council where some improvements to the menus were agreed.

Boarders can contact family and friends by using their personal mobile telephones, by accessing school email and using the school’s pay phones. There is good provision of internet access in designated areas of the school although boarders would like to have access to a wireless system to enable them to be connected in the boarding houses. New boarders have the opportunity to visit before becoming a full boarder. The new boarders described how they were made to feel welcome and how other boarders were assigned to help and show them around. Prefects are allocated to each of the younger year groups to provide support and guidance. To promote the integration of new boarders, prefects arrange social events and activities to encourage new friendships to form. The pupils’ handbook provides school information and the boarding staff give additional information about boarding gradually, to ensure that the new boarders do not become overwhelmed.

Achieving economic wellbeing

The provision is satisfactory.

There are seven boarding houses managed by dedicated house staff. The junior boarding house is on the edge of the main site and accommodates boys and girls. From here girls move into one of two senior girls houses and remain there throughout their school life. The boys have one year together in a house for Year 9 and then transfer into their senior houses. The girls’ accommodation was set up for their introduction to a previously all boys’ school in 2005 and is therefore generally a good standard of accommodation. The boys’ houses are integrated in the main school building. The staff deal with the challenges of an old building when it comes to functional, well-fitting windows, heating and plumbing systems. There is a rolling

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programme of refurbishment and the senior boys’ houses have been identified with the highest needs.

Most boarders in Year 10 and above have their own rooms. Generally boarders report that they like their accommodation and personalise their space with pictures, posters and their belongings. Each boarder has lockable furniture where valuables can be stored. There is provision to study in bedrooms or designated study areas. Small kitchen areas provide facilities for making snacks. There are some good toilet and washing facilities provided but some are just satisfactory and in need of redecoration and refurbishment.

Organisation

The organisation is inadequate.

The school provides a very clear statement of boarding principles and practice that are founded on the history of the school created by Benedictine monks. The Catholic faith and promotion of Christian values is central to the school community. Information is available for pupils and parents through handbooks, the prospectus and the school's website. The staff handbook provides comprehensive guidance on pastoral policies and procedures. A review of professional development considers any training needs. The school is committed to staff development offering in-house training, visiting speakers and access to external providers such as the Boarding School Association.

The director of pastoral care has developed systems to monitor records in key areas relating to boarders' welfare and behaviour and he undertakes regular visits to the boarding houses to monitor boarding practices. There is regular monitoring of accidents and fire safety procedures and the deputy head has a clear duty to respond to school complaints. However, different departments undertake risk assessments without any oversight or effective monitoring by the management team.

There are management failings in ensuring that boarders are kept safe. There has been a failure to recognise the poor staff recruitment procedures in place and to ensure that there is a robust approach to managing risk.

There are adequate levels of staff supervision in the boarding houses. Prefects assist in monitoring study periods in the evening with the support of an adult nearby. Boarding staff have their own house meetings and those responsible for each house meet weekly with the director of pastoral care, which ensures consistent practice.

The promotion of equality and diversity is good. The pastoral care ensures that support systems are equally available to boarders regardless of age, gender or nationality. The school fosters a big commitment to community service, this extends beyond the school into local communities and support for projects at a local, national and international level.

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What must be done to secure future improvement?

Compliance with national minimum standards

The school meets all the national minimum standards, with the exception of any listed below. To ensure that the school meets the national minimum standards the school needs to…

ensure that any designated school nursing staff hold current nursing registration, and the school has confirmed on appointment that they are registered with the Nursing and Midwifery Council (NMC). Ensure that such registration with the NMC is verified annually by the school (breach of NMS 15.3) ensure that the school has and implements an appropriate policy on child protection and response to allegations or suspicions of abuse, which is consistent with Local Safeguarding Children Board procedures, and is known to staff and also known, as appropriate, to older boarders in positions of responsibility (breach of NMS 3.1) ensure that the senior member of staff designated to take responsibility for child protection holds a copy of 'Working Together to Safeguard Children' (breach of NMS 3.6) ensure that the recruitment of all staff is additionally subject to safe recruitment practices as detailed in 'Safeguarding Children and Safer Recruitment in Education' guidance (breach of NMS 38.3) ensure that 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 (breach of NMS 39.1) ensure that the school has an effective system of risk assessment, with written records. In particular in relation to boarding accommodation and off site retreats (breach of NMS 47.9) ensure that the standard of decoration of boarding houses and other areas for boarders is adequate, in particular, the Sixth form area in Smythe (breach of NMS 40.4) ensure that all bathroom provision is clean and adequately ventilated, in particular, the senior boys boarding houses (breach of NMS 44.6) ensure that reasonable action is taken to reduce risks identified by risk assessments. (breach of NMS 23.3)