Boarding School
Trent College
Derby Road
Long Eaton
Nottingham
Nottinghamshire
NG10 4AD
27th September 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.
Trent College Page 1
SCHOOL INFORMATION
Name of School Tel No: Trent College 0115 8494949 Address Fax No: Derby Road, Long Eaton, Nottingham, Nottinghamshire, 0115 8494997 NG10 4AD Email Address [email protected] Name of Governing body, Person or Authority responsible for the school Trent College Name of Head Mr Jonathon Lee CSCI Classification Boarding School Type of school Independent
Date of last boarding welfare inspection 2001
Date of Inspection Visit 27th September 2004 ID Code
Time of Inspection Visit 11:40 am
Name of CSCI Inspector 1 Helen Macukiewicz 083678
Name of CSCI Inspector 2 Leslie Wilson 101427
Name of CSCI Inspector 3 Nancy Bradley 136454
Name of CSCI Inspector 4 Susan Clarke 155508 Name of Boarding Sector Specialist Inspector (if applicable): Mrs Lynne Heath 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? YES Name of Establishment Representative at the time of inspection MR M COWIE
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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 Trent 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. Trent College is a co-educational Independent School with around 700 pupils aged 11 to 18, day and boarding. In September 1999 a self-contained Junior School, The Elms was also opened, which is situated on the campus of the Senior School. Trent College is located on the outskirts of Long Eaton, which has a range of amenities and is close to the cities of Nottingham and Derby. The school is readily accessible from the Motorway, and there are good rail networks close by. The School is also within easy reach of Nottingham East Midlands Airport. Boarders are accommodated within 5 main boarding houses, which are largely separated by age and gender. Boarders have access to a range of facilities within the School, including outstanding outdoor sports facilities.
PART A SUMMARY OF INSPECTION FINDINGS
WHAT THE SCHOOL DOES WELL IN BOARDING WELFARE The relationship between staff and boarders was found to be excellent. Boarders demonstrated good personal development, and were a credit to the School. There had been some refurbishment of boarding houses, and this had been completed to a good standard, with boarders in those areas speaking favourably about their surroundings. There had been some recent changes to the management structure of boarding at the start of the academic year, and this had a positive impact on the overall management of boarding matters. The food provided for boarders was well prepared, varied and nutritious and the management of the dining room ensured that boarders were well integrated within the main School. Boarding staff were clearly committed to boarding welfare and the commencement of regular meetings to monitor and develop the overall management of boarding was a positive development. There was very little evidence of bullying, and the bullying policy was widely distributed and known.
WHAT THE SCHOOL SHOULD DO BETTER IN BOARDING WELFARE
Trent College Page 5 Boarding would benefit from further monitoring and oversight. There is a need to create a more cohesive boarding structure with regular communication on pastoral matters including welfare plans, both across the boarding houses, but also between other departments within the school that impact on boarding matters. Further training and supervision for boarding and ancillary staff is recommended. The recruitment processes for non-teaching staff will also need to be improved. Although there had been some improvements, ongoing maintenance and refurbishment are issues that need to be addressed; in particular, one of the boarding houses is in need of refurbishment as a matter of priority. Risk assessments have taken place, but there is a need to ensure that health and safety matters are widely understood by all levels of staff, and that maintenance is more closely linked to the assessment and prioritisation of risk. The profile of child protection needs raising within the whole school and further training for all levels of staff is required. Management of medications is an issue to be addressed. The management of personal information is also an area that requires improvement.
CONCLUSIONS AND OVERVIEW OF FINDINGS ON BOARDING WELFARE This was a Whole School Inspection, conducted in partnership with the Independent Schools Inspectorate. The Commission for Social Care Inspection Inspected welfare provision at the School against the requirements of the National Minimum Standards for Boarding Schools 2002 and The Commission for Social Care Inspection* (Inspection of Schools and Colleges) Regulations 2002. This was the first welfare Inspection against these Standards and Regulations and the first time that a specialist pharmacy Inspector has been part of the Inspection team. As a result, this report contains a substantial number of recommendations and requirements. The number of these should fall significantly at the next inspection when the provider will have had time to take account of the new legislation and standards. The School is mainly compliant with National Minimum Standards. The School recognises some deficits and has taken action to improve these. This report should be used to assist in the further development of boarding and prioritisation of more urgent welfare matters. Consideration of external support for the development of boarding is also required given current levels of experience of boarding within the school. The School has demonstrated a commitment to boarding welfare, but will need to develop a tighter boarding infrastructure within the School to ensure success in this area.
* Formerly The National Care Standards Commission.
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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
This is the first Inspection by The Commission for Social Care Inspection.
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 Training, at an appropriate level, on child protection issues 1 January should be provided for:- 2005.
Staff with boarding responsibilities
Non-teaching staff
Boarders
2 BS3 Those in key positions within the boarding management 1 January team should receive more in depth child protection training, 2005. provided locally to ensure consistency with Derbyshire’s Area Child Protection Procedures
3 BS3 The School’s child protection policy should reference the 1 Commission for Social Care Inspection. December 2004.
4 BS4 Job descriptions for prefects should be issued and training in 1 behaviour management provided. December 2004.
5 BS4 The behaviour management policies should be consistent 1 with national guidance on use of restraint and should not December affect boarder’s rights. 2004.
6 BS4 Records of punishments should be kept and regularly 1 monitored by the Senior Management Team. December 2004.
7 BS7 Individual welfare plans, which are known to boarding staff 1 January should be developed and retained with support of the School 2005. Medical staff.
Trent College Page 8 8 BS7 Issues of confidentiality within the medical centre should be 1 addressed. December 2004.
9 BS7 The special circumstances list should be reviewed as to 1 content and circulated on a ‘need to know’ basis and should December provide directions for staff in case of medical emergency. 2004.
10 BS8 Systems for monitoring standards of accommodation, 1 February boarders and parents views and records kept by the house 2005. staff are required, with clear reporting systems to the Headmaster and Governors.
11 BS8 The School should continue the development of boarding, 1 February using external sources of advice where required. 2005.
12 BS10 Refurbishment of the boarding house identified as providing 1 February a lower standard of accommodation to the rest should be 2005. commenced.
13 BS13 The role of the prefects should be clarified and job 1 January descriptions issued. School policies that reference prefect’s 2005. duties will need to be reviewed to ensure consistency.
14 Old or no longer required medication should be returned to the pharmacy for disposal. Medication used as ‘homely’ remedies should not be obtained as a bulk prescription. 1 BS15 Neither prescribed medication or ‘homely’ remedies should December be removed from the container in which they are obtained. 2004. The maximum and minimum temperatures of the refrigerator for vaccines should be recorded daily and lie between 2OC and 8OC.
15 Staff in the houses should be aware of the protocol for them to administer paracetamol to boarders. 1 January BS15 It should be clear what records are to be made and how 2004. communication between the houses and the medical centre takes place to prevent excess doses being given.
16 The medication policies should reflect the systems used in the school and include: -
The procedure for the disposal of medication. The indications and dosages of all the medications used as 1 February BS15 ‘homely’ remedies for all ages of students to whom they 2004. might be administered.
The school should have written parental permission for the administration of first aid and ‘homely remedies.
Trent College Page 9 17 If boarders are self-administering any of their medication: - They should be assessed as sufficiently responsible to do so and this documented. 1 February BS15 They should be able to store it securely and appropriately. 2004. Staff in the houses should be aware that boarders in the house might be self-administering medication.
18 BS15 There should be a system within the schools recruitment 1 procedures for checking the registered status of nurses December employed and for checking at appropriate intervals that they 2004. have renewed their registration with the Nursing and Midwifery Council.
19 BS19 A public phone should be available in each boarding house, 1 February which provides sufficient privacy for boarders. 2005.
20 BS25 Catering facilities within boarding houses should be 1 April upgraded as part of any refurbishment programme, where 2005. there is a need.
21 BS31 A review of staffing within boarding houses should occur, 1 January with clearer definition of supervisory responsibilities. 2005.
22 BS34 The role of spouses and partners of staff within boarding 1 January houses will need to be made clear. 2005.
23 BS34 There should be clear procedures for boarding staff to 1 January receive formal induction, supervision and training in 2005. boarding.
24 BS34 There should be clear procedures for non-teaching staff to 1 January receive formal induction and supervision. 2005.
25 BS38 Gap students and adults living on the same premises as 1 children must be subject to satisfactory CRB clearance. December 2004.
26 BS40 The boarding house identified as providing a lower standard 1 January of accommodation should be subject to refurbishment within 2005. the forthcoming year.
27 BS44 A programme of shower/bathroom refurbishment across all 1 January houses is needed. 2005.
28 BS45 The swimming pool, weights room and Blake communal 1 shower areas should be refurbished. September 2005.
29 BS47 Windows accessible to boarders must be risk assessed as 1 to risk of falls (deliberate or otherwise) and appropriate December action taken to make these safe 2004.
Trent College Page 10 30 BS47 Risk assessment should be linked to the prioritisation of 1 maintenance and urgent matters promptly addressed. December 2004.
31 BS47 Boarding staff should be given greater ownership of health 1 February and safety management within boarding houses, but will 2005. require additional training in health and safety before they undertake this role.
32 BS47 Safety hazards in the medical centre, boarding houses and 1 in relation to COSHH and access by pupils to houses on the December perimeter should be identified and eliminated. 2004.
33 BS47 Tests on the electrical installations should be completed 1 April throughout the School. 2005.
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 BS3 A copy of the Area Child Protection Procedures in each boarding house is advised.
2 BS3 A simple flow chart informing boarders and staff of what action to take, would complement existing child protection procedures
3 BS3 Specific timescales should be attached to the policy on action to be taken in the event of a missing boarder.
4 BS4 An overall behaviour management policy that included all existing policies would be beneficial.
5 BS5 A summary of the complaints procedure would be a useful addition to the boarder’s individual house handbooks.
6 BS6 Staff will need to ensure that the no smoking policy is sensitively mirrored in practice.
7 BS8 The School should consider further whom they should have on the boarding staff committee.
8 BS8 A formal system of mentorship for boarding staff is advised, and could be achieved ‘in house’.
Trent College Page 11 9 BS10 A programme for ongoing refurbishment of boarding houses is advised.
10 BS11 The views of boarders in relation to access to internet and sports facilities should be considered and access reviewed.
11 BS12 It is advised that the minutes of the food committee are retained.
12 BS14 It is advised that a person (other than a parent) outside the boarding and teaching staff of the school is identified, whom the boarders could contact about personal matters. A policy detailing this is also advised.
13 The number and type of medications held as ‘homely’ remedies should be BS15 reviewed.
14 There should be a system for the length of time that a tube of cream can BS15 be used for after it has been opened.
15 BS16 Risk assessment of the path to the medical centre is advised. Also, access to the Medical Centre Staff by boarders reviewed in light of their comments.
16 BS16 The care of the ill boarder protocol would be a useful addition to House Handbooks.
17 BS17 A review of the role of the Matron is advised.
18 BS18 Further development of induction to boarding procedures is advised to ensure that the specific needs of overseas students are acknowledged, and there should also be monitoring of the management of boarding in this area to ensure that some groups are not isolated within the general boarding community.
19 BS18 Boarders views in relation to mandatory chapel attendance should be considered within the general debate regarding this issue at Senior Management level and in relation those outcomes stated within the equal opportunities policy.
20 BS19 Procedures on the use of mobile phones should be reviewed.
21 BS20 Recognised policy/procedures and storage within boarding guidance for the safe keeping of boarder’s personal possessions is advised.
22 BS21 The development of formal induction procedures for new boarders is advised.
23 BS25 The Food Committee should discuss the way in which evening meals are organised.
24 BS26 Fire notices in boarding houses should include both day and night time assembly points.
Trent College Page 12 25 BS37 The provision of a separate duty room for boarding staff would be useful and the issues relating to the storage and issuing of master keys addressed.
26 BS39 A programme of CRB checking for all staff who have never been subject to checks is advised.
27 BS39 Written agreement with adults not employed by the school but living in the same household as boarding staff, specifying their responsibilities to boarders and the terms of their accommodation, is advised.
28 BS42 A review of mattresses is advised and also the length of beds provided for taller boarders.
29 BS42 Staff should monitor temperatures within bedrooms.
30 BS49 Facilities within boarding houses for boarders to undertake their own laundering should be considered within any future refurbishment programme.
31 BS24 It is advised that attention is paid to the five points mentioned in relation to the kitchen within Standard 24.
*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 NA Individual interviews with pupil(s) NA
Date of Inspection 27/09/04 Time of Inspection 11.30 Duration of Inspection (hrs.) 122.5 Number of Inspector Days spent on site 3.5
Pre-inspection information and the Head’s evaluative statement, provided by the school, have also been taken into account in preparing this report.
Trent College Page 14 SCHOOL INFORMATION:
AGE RANGE OF BOARDING FRO 13 18 PUPILS M TO
NUMBER OF BOARDERS (FULL TIME + WEEKLY) AT TIME OF INSPECTION:
Boys 88
Girls 51
Total 139
Number of separate Boarding Houses 4
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 The School’s Statement of Boarding Aims was reviewed in July 2004 and meets National Minimum Standards. A copy is held in the staff handbook and is included as part of the information available to prospective parents, staff and boarders on the School’s website.
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 Manages bullying well. The bullying policy was found in the staff handbook, and is also communicated via the School’s intranet. A copy of the policy was displayed in strategic areas within boarding houses. Young people who spoke to the Inspectors knew whom to contact in relation to any event of bullying taking place. The Housemaster in Blake House was able to demonstrate a good working knowledge of what to do in the event of young people disclosing an incident of bullying and how all young people would be supported through being bullied or being the perpetrator of bullying. There was no evidence of bullying during the Inspection, and boarder’s, through their pre- inspection survey, reported very few incidents. There was a full and a summarised version of the bullying policy, which both included a definition of bullying and the measures to be taken by the school in the event of reported incidents of bullying. Inspectors found no evidence of initiation ceremonies. Boarding staff had an awareness of likely times during the day, or places, where bullying was likely to occur and had measures in place for adequate supervision of boarders.
PERCENTAGE OF PUPILS REPORTING NEVER OR HARDLY EVER BEING 91.8 % BULLIED
Trent College Page 16 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 nominated child protection officer was fully aware of their roles and responsibilities and was available to both boarders and staff. The Inspectors noted that the school had acted promptly in accordance with national guidelines when issues of child protection had been previously disclosed.
There were differences found in the level of understanding about child protection issues by the boarders and within the staff group as a whole, and this is an area where further development is required. The profile of child protection will need raising within the School, including training for all non-teaching staff. A copy of the Area Child Protection Procedures was available to the nominated child protection officer, and this would be a useful reference document for boarding staff. The presence of a copy in each boarding house is advised.
There was a copy of the School’s internal child protection procedures in the staff handbook, and on the intranet site. Inspectors felt that a simple flow chart informing boarders and staff of what action to take, would complement existing procedures.
Prefects and teaching staff received child protection training at the beginning of the academic year as part of an inset training event. Those in key positions within the boarding management team would benefit from more in depth training, provided locally to ensure consistency with Derbyshire’s Area Child Protection Procedures.
The School’s child protection policy allows for immunity from disciplinary action where referral of a child protection issue is made in good faith. The policy briefly covers action to be taken in the event of a boarder going missing but requires further development to ensure specific timescales are included at all stages of action to be taken. The policy does not reference the Commission for Social Care Inspection and will need updating with this information.
Other key documents such as ‘Working Together to Safeguard Children’ are available on intranet site.
Trent College Page 17 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? 2 Boarder’s behaviour throughout the Inspection was a credit to the School.
The School had provided some leadership training to prefects and also some training on behaviour management although this was limited. At the time of this Inspection a job description for prefects had been developed in consultation with senior prefects but this had yet to be communicated to all. It was the school’s policy that the management of behaviour was not undertaken in isolation by prefects, and the newly devised policy stated that house parents should approve all punishments before they were used. Prefects will require training in line with new job descriptions.
The school have a policy on use of restraint as required by National Minimum Standards for Boarding School’s 2002. Although it is recognised as a rare occurrence, the School’s policy on restraint in its current format is not in line with national guidance on use of restraint. Staff who may be required to use restraint will also need training consistent with national guidance and the School’s policy, as this is not a regular practice, regular updates should also be considered.
Although there was guidance for boarders, staff and prefects on behaviour management, this was fragmented and due to their recent development some policies had yet to be communicated. Inspectors felt that an overall behaviour management policy that included all existing policies would be beneficial. Some behaviour policies, such as that for the use of mobile phones will need reviewing to ensure that any forms of punishment do not affect boarders’ rights.
Until very recently, the standard of recording within behaviour management was poor. Staff did not have consistent guidance on the recording standards required and past records from previous academic years had not been kept. Boarders experiences of the application of the behaviour management policy by staff were mixed, some had less favourable experiences than others, although there was also some good practice found within boarding houses. The absence of all but recent computer held records would not be conducive to good overall monitoring of behaviour management both within and across the five boarding houses and is an area that will require further development, monitoring and oversight by the School.
Trent College Page 18 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 School had a complaints procedure, which was included in the staff handbook, and was available on the intranet. There was a complaints form to complement procedures. There were differences found within the boarding houses in the level of knowledge about the handling of complaints, and there were also differences in recording standards and this is an area that would benefit from further oversight at Management level. The Headmaster had a system in place for recording more serious complaints, or those received directly by him.
Boarders were not aware of how to contact the Commission for Social Care Inspection and Inspectors noted that these contact details were not included in the complaint procedure. Boarders did, however, identify a range of staff within the School who they could approach with concerns, in their responses to the boarder’s pre-inspection survey. Inspectors observed a number of Childline posters displayed in strategic areas within boarding houses.
The complaints procedure is included in the information posted on the website, to communicate this to parents and boarders although a summary of the procedure would also be a useful addition to the boarder’s individual house handbooks. Number of complaints, if any, received by CSCI about the school during last 0 12 months:
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? 3 The School Sister linked into the School’s overall PHSE programme. She was also looking to link in with the ‘health promoting schools’ initiative, which is a local initiative between Schools and the local Primary Care Trust. Inspectors felt that this would be a useful development and would complement existing health promotion strategies.
The School had well-developed policies for responses to smoking, alcohol, substance abuse although staff will need to ensure that the no smoking policy is sensitively mirrored in practice, as there was a well recognised smoking area within the grounds.
A copy of the drug and solvent abuse, and smoking policies were contained within the staff handbook, and also available on the School’s intranet.
Trent College Page 19 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? 2 Inspectors found records relating to boarders welfare which were kept by the Medical Centre Staff, but found no welfare plans within boarding houses for staff to reference on a ‘need to know’ basis. There was a list of ‘special circumstances’ where medical information was provided about pupils, this was available on the intranet and in information available to staff in the common room. However, this did not provide guidance for staff on the management of medical emergencies, and was not managed on a ‘need to know’ basis only. Inspectors felt that individual boarders files kept in secure areas of boarding houses, would be an appropriate area for welfare plans to be stored, and that the Medical Centre Staff would be a useful resource in the development of these plans.
Boarders’ records did identify persons with parental responsibility and emergency contact details.
Boarders, in their pre-inspection questionnaire responses, highlighted a potential difficulty in terms of confidentiality, in respect of the siting of the telephone in a room adjacent to the waiting area within the medical centre. Inspectors also noted that conversations had the potential to be overheard between these rooms.
Inspectors also noted that medical information was kept in open filing systems within the medical centre, and also that an archive store for old medical records in the waiting room, did not have a lock. Inspectors felt that the provision of a separate locked area for storage of both current and past medical and nursing records would improve confidentiality.
The Medical Centre Staff was aware of her professional responsibilities in respect of confidentiality issues.
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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.
Trent College Page 21 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? 2 The Boarding Management structure within the School has recently been restructured and many of the staff with boarding responsibilities are new in post. Some staff have boarding experience, although it is recognised that some in key management positions have limited experience. Although there had been a great deal of work undertaken in the last month to develop systems within boarding, these are at very early stages of development. It was evident that there had been less effective systems for the overall monitoring of boarding in the past. A period of consolidation will be required once the development of systems for the management of boarding is complete.
Inspectors considered that the School needs additional support with the development of boarding in the short term and this might be sourced externally. The School had taken measures to acquire this support before the end of the Inspection. The general profile of boarding needs raising although the school recognise this and have commenced Saturday morning meetings for boarding staff. Other staff whose roles impact upon boarding have attended the meetings held so far, by invitation. However, Inspectors felt that the School should consider further whom they should have on the committee e.g. Catering Manager, Domestic Supervisor.
There were some experienced boarding staff within the School, who could be a valuable resource in terms of the development of boarding and support to staff new in post. A formal system of mentorship for boarding staff might assist in this process.
The School are considering the development of a domestic bursars role and Inspectors felt that this could be a positive development
Although it is recognised that the Headmaster, through his Deputy Head (Pastoral) does monitor welfare issues. The overall monitoring of welfare within the school, both by the governing body and the senior management team would benefit from a more structured approach. Systems for monitoring standards of accommodation, boarders and parents views and records kept by the house staff are required, with clear reporting systems to the Headmaster and Governors.
The School conducted a parental survey at the end of the last Academic year and had analysed the feedback, although methods to feedback outcomes to parents had yet to be considered.
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 The School are aware of the need to have crises plans in place and staff were aware of who to contact in an emergency. Some written procedures were available for certain crisis situations and the Deputy Head (Pastoral) confirmed that the School were looking to further develop this area following recent Government guidance which had prompted parents to contact the School regarding arrangements.
Trent College Page 22 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? 2 The School has five boarding houses. Two are allocated for use by the sixth form, one for boys and one for girls. There is also a house for younger boarders. Within the main School there are two main boarding houses, one for girls and a larger one for boys that accommodates all year groups within the upper School. Boarder’s in the sixth form who resided in the main School House had extra responsibilities within the House and they said it was seen as a positive experience to stay, rather than move into the sixth form accommodation. Although there had been some refurbishment of houses in consultation with boarders, it was recognised by the School, Governors and Inspection team that one of the houses provided a lower standard of accommodation than the others. Inspectors found no major or inappropriate discrepancies in principles or practice of boarding between different boarding houses and staff had access to the boarding staff handbook. However, there were few formal structures in place for the management of administrative boarding duties and to inform boarding practice. Again, this is an area that would benefit from greater oversight and tighter management.
Trent College Page 23 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 The range and choice of activities available featured highly within the responses by Boarders to the pre-inspection survey. One area that Boarders wanted to see improved was access to a general common room outside of the main boarding houses, where they could go to in the evening. Responses had been prompted by a recent change of use of a previous common room, for educational activities. Inspectors discussed this issue with the Headmaster and Deputy Head (Pastoral) who were both aware of boarder’s views in this area. An alternative room had been identified and it had been agreed during the week of the Inspection, that this would be made available in the near future, although this would need communicating to boarders.
The School has excellent sporting facilities, which are frequently hired out during certain evenings, or used to host sports events. This limits the access to facilities by Boarders outside the main School day. Although there was access on a rota basis for all Boarders on certain weeknights, this was an area that they would like to see improved.
Boarders who had interests outside the School, or who were members of external clubs were supported to attend these and there were sufficient funds for transport.
Many boarders returned home at the weekends, those that remained felt that there were enough arranged activities during weekends, but also confirmed that there were sufficient staff available to enable them to opt to stay in the boarding houses. Boarding staff reported that the trips they arrange at the weekend are very popular, often prompting the weekend boarding population to double within certain houses. As there are few boarder’s remaining at weekends, Inspectors felt that this was a positive initiative.
The School had a policy where boarders were not allowed televisions in their rooms, but each Boarding House had a common room with a Television, and Satellite Television was seen in some. Boarders felt this was sufficient for their needs.
Boarders also said that they did not have enough access to the intranet, although again this was recognised by the school and action was proposed. Safeguards were in place for suitable supervision of internet use.
Trent College Page 24 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 Boarders are consulted through the prefect system. Prefects said that they meet regularly with the Headmaster and felt that their views were listened to. Boarders were familiar with this system and said that they felt it worked well. Although there was no General School Committee, there was a Food Committee, the Deputy Head (Pastoral) had not been able to access past records of these, so Inspectors were unable to comment on the effectiveness or range of issues discussed. Registration, which is held in the Boarding Houses, is used as an opportunity for boarders to raise issues as a group. Both boarders and staff cited good relationships with each other, and boarders said that they are able to give their opinions on a range of issues and felt that this could be achieved informally because of their positive relationship with staff. The boarders in Bates House told the Inspectors that they had chosen the décor for their newly refurbished common room themselves, and in Shuker House, boarders had opted for a new Satellite Television.
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? 2 A review of the prefect system had taken place, which had yet to be completed. There is a senior prefect team of 4 and also a Head of School, which could be a boy or girl, who is selected by suitability to fulfil the role. These meet regularly with the Headmaster as a reciprocal feedback mechanism. The prefect system will need further clarification, as boarders and prefects were unsure about the new changes to the system and what powers prefects have. Boarders highlighted an example of this to the Inspectors during the Inspection, whereby prefects had unfairly punished the house in a manner that was not sanctioned within the schools permissible sanctions and restraints policy.
The School had changed their policy to ensure that no punishments issued by prefects were given, unless first approved by a member of staff. Job descriptions for prefects had been drafted but not issued. Again, this was an area that had been subject to recent development, and which will require a period of consolidation once changes are enacted. The flow chart for disciplinary matters continues to outline an independent role for prefects in terms of administering punishments; this will need to be reviewed to ensure it is consistent with new guidelines and job descriptions.
Most upper sixth formers have some form of prefectoral role; they are taught a programme of leadership and management as part of their general studies curriculum. A copy of this programme was seen and it was the Inspectors opinion that this could provide useful insight for prefects. Discussion with prefects confirmed that they had some child protection training as part of a one-day induction programme at the start of the term.
Trent College Page 25 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? 3 There is written guidance for boarders contained within both the Child Protection Procedures that states that they may see any adult in who they have trust with concerns, although there is no separate policy for who they might approach for personal guidance. It is well understood, and was supported through boarder’s responses to the pre-inspection questionnaire, that they can approach any member of staff about issues. Boarders identified a range of people within the school whom they felt able to approach and boarders often used the Medical Centre Staff based in the Medical Centre as a point of contact about personal issues, due to their professional code of confidentiality. Boarders knew that the Chaplain was the nominated Independent person for the School, although he is also employed by the School and is the nominated Child Protection Officer. At the time of the Inspection, apart from the Medical Centre Staff, there was no one person (other than a parent) outside the boarding and teaching staff of the school whom the boarders could contact. As boarders regarded the Medical Centre Staff as regular members of the School staff, they felt that a totally independent person would be beneficial.
Trent College Page 26
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.
Trent College Page 27 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? 2 This was the first time that the school had been inspected by a specialist pharmacist inspector of the Commission for Social Care Inspection. The medical centre for the school had a separate waiting room and consultation room. One of the three registered nurses, known collectively as the Medical Centre Staff was available each day from 8am until 8pm. Outside these hours there was a system to enable other staff to contact the nurse on call. Boarders were registered with a local doctor and a GP clinic took place at the medical centre three times a week.
An individual record card in a ‘Kardex’ system is held for each boarder in the medical centre. This is used to record any visits to the centre, injuries, illness, treatment given and any medication prescribed by a doctor. A separate card is used to record any vaccinations including those administered for travel to a specific country. Vaccines were stored in a separate, secure medication refrigerator. Daily records of the maximum and minimum temperatures of the refrigerator had not been made with the thermometer available.
When asked the Medical Centre Staff stated that pupils over the age of twelve were permitted to self-administer prescribed medication. Back-up supplies of prescribed medication were kept in the medical centre for when they were needed by the pupils. Some of the prescribed medication held in the medical centre was old or no longer needed but had not been returned to the pharmacy for disposal. Not all houses in the school provided each boarder with somewhere secure in which they could store any medication they were prescribed. Not all the staff from the houses were aware that boarders may have medication in the house and be self-administering this. No documented risk assessment of a boarder’s ability to self-administer their medication was completed.
An extensive list of medications was available for use as ‘homely’ remedies by the Medical Centre Staff. The list did not include all preparations held and administered. Full instructions on the indications and dosage of all the preparations were not included in the medication policies. One cream on the list is a prescription only medication. The policies stated that the ‘homely’ remedies listed were only to be administered to pupils over the age of twelve. A number of the medications kept as ‘homely’ remedies were products that would be used for similar indications. The medications used as ‘homely’ remedies were being obtained by means of ‘bulk prescriptions’, which is not the correct way to obtain these preparations. One open tube of cream used as a ‘homely’ remedy had been dispensed in 2003. There was no system for how long creams could be used after being opened. Medications used as ‘homely’ remedies had been removed from the manufacturers box and some strips of tablets had been cut into smaller quantities. When asked the Medical Centre Staff stated that a strip of tablets, which are only available on prescription, had been sent to the school in that condition by parents.
A separate protocol had been introduced approximately three weeks previously for staff in houses to administer Paracetamol as a homely remedy when the medical centre was shut. This had not been used yet by any of the house staff asked. Some appeared to be unaware of this new protocol and stated that they would not administer any medication to a boarder. The protocol was not clear where administration should be recorded if it did take place. There was no system for communicating between the houses and the medical centre that a Paracetamol product had been administered to prevent excess doses being given. The protocol stated that it was only for use in pupils over the age of twelve. Trent College Page 28
The medication policies did not fully describe the systems used in the school. They included the process for supply and storage of medication in the school but not the procedure for returning medication to the pharmacy for destruction. The school had a policy on drug and solvent abuse. The school had written parental permission for emergency medical treatment but not for the administration of first aid or ‘homely’ remedies to a boarder.
The Medical Centre Staff had a method of checking the status of nurses’ registration. However there was no system within the school’s recruitment procedures for checking her own registered status.
There was a record of attendance for medical, optical and dental appointments made in the selection of boarders’ files seen at the clinic. The Medical Centre Staff had ensured that her policies reflected the rights of boarders to be seen by a choice of male or female GP, and also their rights to choose whether or not staff accompanied them, when seeing the Doctor.
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 The Medical Centre Staff has a written protocol ‘Care of the ill Boarder’ which outlines the accommodation provided within the Medical Centre, and the care that Boarders could expect to receive. It was not clear how these were communicated to boarder’s other then by the intranet and Inspectors felt it would be a useful addition to the House Handbooks. Boarders felt they received a good service from the Medical Centre Staff and that they were able to access her anytime. Some boarder’s commented that they had to attend the Medical Centre for all matters excepting a serious injury. They felt that at times it would be more appropriate for them to be seen in the Boarding House or at the site of the injury, although all said that the Medical Centre Staff would, if necessary come to see them. Inspectors observed that the Medical Centre is some distance from the Main School, and also that the path to the Centre is potentially hazardous as it is uneven. Further consideration should be given to these issues, including risk assessment of the path.
Trent College Page 29 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? 3 As stated earlier in this report, although there are no welfare plans in the boarding houses, the Medical Centre Staff holds comprehensive records. There are effective links between the Medical Centre and the GP practice that most boarders are registered with. The Medical Centre Staff was fully aware of contacts for professional advice and referral for support and had sought external advice appropriately.
House staff were able to describe approaches to supporting boarders with homesickness, although this support had mainly been given by older boarders with some support from staff. The job description for the School Matrons role described this member of staff as a point of contact for personal issues, and the Matrons flat was conveniently situated in the largest boarding house to enable good access by boarders. However, boarders’ perception, and the practical application of the role of Matron were inconsistent with the job description provided and so this resource was not available to them.
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 School has an extensive and well-developed equal opportunities policy that is widely communicated throughout the School and boarders reported no problems in relation to this area. The Headmaster described the School’s philosophy as one that encourages all students to reach their potential, regardless of ability. Trent College is a large school, but one with a relatively small catchment area due to its positive reputation within the surrounding areas. As a result, the School does not actively recruit boarders from overseas, to enable local demand to be met. However, the school does accept pupils from overseas and as a consequence, these boarders are underrepresented, due to their numbers, within the boarding community. Inspectors felt that the School could further develop their induction to boarding procedures with this in mind, and also monitor the management of boarding in this area to ensure that some groups are not isolated within the general boarding community.
The School has an Anglican foundation and the requirement to attend Chapel is detailed as a separate School policy, but is also referenced within the equal opportunities policy. Parents of boarders are provided with information about this prior to their child’s admission. However, the rigid application of boarders’ attendance in Chapel, regardless of faith, is a continuing issue for the School, and one which was raised by a small number of boarders both to Inspectors and within completed pre-inspection questionnaires.
Trent College Page 30 Standard 19 (19.1 - 19.6) Boarders are enabled to contact their parents and families in private. Key Findings and Evidence Standard met? 2 The School has a policy on boarding, which is widely communicated. This outlines appropriate times when parents might visit their children and what arrangements they need to make. Most boarders have their own mobile telephones and in their responses to pre-inspection questionnaires, boarders confirmed that they have access to a telephone. However, the situation of some telephones within boarding houses is not conducive to private conversations, and boarders commented that they could be overheard. There is a pay phone, but it is in an external area of the main School. In one boarding house there is no access to a pay phone, although in all houses, boarders can have access to the House Parents phones. There are facilities for boarders to post letters and to send and receive e-mail, although as previously stated within this report, internet access is currently limited. Again, access issues for overseas students need to be considered in relation to this. Existing procedures on the use of mobile phones might impact on boarder’s rights and Inspectors considered that these would need to be reviewed. There is procedural guidance for house parents within the staff handbook on when it might be necessary to communicate with parents regarding welfare concerns. The number for ‘Childline’ was well communicated to boarders and there were posters evident in boarding houses.
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? 3 There were satisfactory arrangements in place for the management of boarders’ pocket money and all had some safe storage area to keep their money. House parents occasionally store money or possessions although it is the School’s intention to keep this to a minimum. Where money had been kept a simple record of that was made. However, there is no recognised policy/procedures and storage within boarding guidance for the safe keeping of boarders personal possessions and this needs further development
Standard 21 (21.1 - 21.3) There is an appropriate process of induction and guidance for new boarders. Key Findings and Evidence Standard met? 3 Where consulted, boarders had generally felt supported when they first started boarding, although due the fact there are no formal procedures, the experience of boarders was inconsistent. Information about the School is sent out prior to admission, although boarding staff confirmed that individual House Handbooks were only issued to boarders on admission. All boarders said that there had been at least one older boarder who they could go to and who showed them around, although again, experiences had been different between boarding houses. Some boarders said that they had not been given a map of the site when they had first arrived and said that this would have been useful. In Blake House an Introduction to Boarding had been developed for new and existing boarders, which the Inspector felt was a useful document.
Trent College Page 31 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? 9 The Headmaster confirmed that the School does not arrange Educational Guardians.
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 Headmaster confirmed that he does monitor the records kept by House Parents, although it is acknowledged that poor record keeping within boarding in the past meant that the level of monitoring required was not taking place. The School recognised that this was an area that needed to be addressed during the last Academic Year and new appointments, including that of a Deputy Head (Pastoral) occurred. There were also tighter systems in place for the reporting of boarding matters through the Senior Management Structure and to the Governors. Although these were very recent developments for the School at the time of this Inspection, the overall profile of the monitoring of boarding matters had been raised, and Inspectors felt that new systems would enable this standard to be met.
Trent College Page 32 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? 3 Boarders ate all meals in the main dining room and lunch was served for all pupils, day and boarding. The Inspectors ate with boarders or staff most days in the dining room, and a selection of breakfast, lunch and teatime meals was experienced. Given the amount of pupils at the School, and the Lower School numbers, the organisation of the dining hall at lunch times was excellent. Boarders were able to eat their lunch in an unhurried atmosphere and were well integrated within the main school during these times. All meals served were of sufficient quantity and choice. Boarders expressed no concerns about the food. Some boarders commented that they would like more vegetarian choices within the weekend menu, and this is something that the school could monitor through the Food Committee. The Inspectors observed that the school had a healthy eating policy. At the time of inspection no young people had any specialist dietary needs based on culture or religion. The Catering Manager informed the Inspectors that some students had allergies but that the students managed this themselves. The Inspectors noted from the records of menus seen that the meals were varied and nutritious. Inspectors spent time with the Catering Manager and staff and found good preparation and storage of food. The requirements of a recent Environmental Health Inspection were known and there was good progress made toward achieving these. The Inspectors would advise that further attention is given to the following areas: • Risk assessment of the Electrical fan in the washing up room • Risk assessment of the Tumble dryer (unsecured on top of washing machine) • Cracks on washing room ceiling • Dishwashing room had an open window but no fly screens • Doors to Dry Stores did not close into the rebates
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? 2 There was good access to drinking water both within the Main School and Boarding Houses. Some water dispensers were seen, and at meal times there was a variety of drinks available. The facilities for catering within boarding houses varied and findings were the same as for the general accommodation that the standard of catering facilities in one house was lower than for the others. There will need to be consideration of kitchen areas within any refurbishment programme. Boarders were able to have their own Fridges in their rooms and had access to facilities where they could prepare simple snacks. Boarders commented that due to the length of the School day, tea time, which commenced at 6pm was too early, and they said that they often purchased take-away food in the evening, or supplemented their diet with their own snacks. Boarders said that could have items like milk and butter from the dining room. However, boarders often removed supplies left in the kitchen immediately. The kitchens in some houses had no food or drinks in. The Food Committee should discuss the way in which evening meals are organised.
Trent College Page 33 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 Boarders were aware of fire procedures and confirmed that they had taken part in both night and daytime fire drills. There were fire notices displayed in the boarding houses. Although boarders were able to tell Inspectors that there were different assembly points at night to those in the day, fire notices will need to be amended to reflect this. Inspectors saw records of fire alarm, emergency lighting and fire fighting equipment maintenance. Regular tests of the fire alarms were also conducted and recorded. Derbyshire Fire and Rescue Services Inspected the School in 2002 and recommendations made in a subsequent report to the School. There was evidence of ongoing consultation with the Fire Service regarding ongoing alterations to the building.
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 Boarders did not feel that there were any onerous demands on their time. Sporting activities took place during the main school hours and if they were late for a meal, boarders confirmed that there was a meal saved for them.
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? 9 Although the School accommodates other children during school holidays, another organisation is always responsible for them. Therefore this standard does not apply.
Trent College Page 34 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 CCF and outdoor activities are well managed by the School. Members of staff responsible for organising both these areas were consulted. Both members of staff had good systems in place for ensuring the safety and wellbeing of boarders during activities and risk assessments were undertaken for high-risk activities and outdoor pursuits. The member of staff responsible for co-ordinating outdoor pursuits and adventure holidays had a list of staff who were qualified to supervise and instruct students and had a system to ensure that they had sufficiently maintained their qualifications through practical experience. The staff member was able to confirm arrangements for maintaining contact with the school and had a range of responses for potential situations that might occur. The School are considering applying for an adventure activities licence, as this is an area where the School has particular expertise within the staff group. There was a system for obtaining parental consent for activities and trips.
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 The School is well integrated within the local community and boarders were able to confirm that they can go into the local town after school or during weekends. Many boarders returned home at weekends. There was a school shop on site and all boarding houses had televisions. There were also local shops and newsagents within walking distance. Younger boarders were expected to go out in groups of two or more, whereas older boarders were permitted to go alone.
Trent College Page 35
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? 2 There was a duty rota system for tutorial support within boarding houses, although House Parents and Deputy House Parents covered most hours. Boarding staff also had extensive responsibilities within the main School and some were finding it difficult to sustain the level of input required of boarding duties particularly in the larger houses. Boarders reported a good level of supervision in most Houses, which was consistent at weekends and evenings. However, boarders did raise some concerns about the supervision in the largest House at night and during the evenings. The job description for the Matron outlined some supervisory responsibilities over the boarders in the main School and the location of the Matrons Flat should enable them to provide a good level of support for Boarding staff. However, this was not effective in practice and Inspectors felt that this impacted on the overall levels of supervision that staff were able to provide.
Trent College Page 36 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 Discussion with the staff member responsible for organisation trips away from the School confirmed that the numbers of staff accompanying boarders was at least to those required by the DfES and were often much higher due to the popularity of the trips. He wad able to describe arrangements for contacting a named staff member at the School who provided on call cover in case of emergencies/problems.
There is a system for boarders to sign in and out of boarding houses although the School recognised the need for improvements. A new security system had been installed which will enable much greater monitoring and provide an overall better level of security. The Security Manager was a visible presence throughout the School. The maintenance team were able to provide evidence to support that there was ongoing monitoring of vehicle safety on those vehicles used to transport boarders.
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 Houseparent accommodation was close to boarders sleeping accommodation. Again, in the larger boarding house, nighttime supervision levels would be improved through further development of the Matrons role. Boarders said that they could always contact the House parents at night, usually alerting another boarder to fetch them if they are ill. The Headmaster and Houseparent in the largest house confirmed that they were reviewing the location of staff accommodation in that House to ensure that supervision was maintained across all floors where boarders slept. Inspectors felt this would be a positive development.
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? 2 All staff had job descriptions and training for boarding although training was limited. Any role of spouses and partners of staff within boarding houses will also need to be made clear. A review of job descriptions will be required as the role of boarding staff is further developed. Formal induction programmes for staff new to boarding had not been formalised and systems for regular supervision developed. Supervision should also extend to non-teaching staff. The School recognise the training needs of staff in boarding practice and had recently made enquires into training that was available. All staff demonstrated a commitment to the development of boarding, which Inspectors felt was a positive aspect of the School. Staff were also keen to take up any training opportunities.
Trent College Page 37 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 Staff had a handbook for boarding although this had been recently produced, and also a more established common room handbook. The School recognise that until recently, the written guidance available to staff had been poor, and that there were few systems that were well grounded in practice. Boarding staff had started to familiarise themselves with new policies, and this had been facilitated through the commencement of regular meetings for boarding staff. All policies relevant to boarding were available to staff via the intranet and computers were available within boarding houses. Inspectors felt that the School were making sufficient progress in this area and that a period of consolidation will be required to enable staff to become conversant with new policies.
Standard 36 (36.1 - 36.4) There are sound staff/boarder relationships. Key Findings and Evidence Standard met? 4 Inspectors felt that there were excellent relationships between staff and boarders. In their response to the pre-inspection questionnaire, many boarders commented on how well they got on both with each other, and with staff describing them as ‘great’ ‘very helpful’ and ‘friendly’. Boarders commented that staff were approachable, all had at least one member of staff whom they felt they could approach and all had at least one member of boarding staff in their individual Boarding House with whom they felt they had a good relationship. There was no overt evidence of favouritism within the staff team. Boarders confirmed this. The School staff were very open and boarders appeared to be able to approach them at any time, during observations made throughout the Inspection. Staff ate in the main dining room with boarders and although they maintained sufficient distance to enable privacy, boarders did not appear ill at ease with their company. Staff also perceived that they had a very positive relationship with boarders.
Standard 37 (37.1 - 37.2) Staff supervision of boarders should avoid intruding unnecessarily on boarders' privacy. Key Findings and Evidence Standard met? 3 Boarders did not highlight any privacy issues within boarding houses relating to the supervision by staff. House parents described evening routines that were designed not to impinge on boarders privacy. Ancillary staff were clear about the need to request permission, prior to entering bedrooms and were only in the boarding houses during school time. The staff were observed to take some necessary measures to ensure that the privacy of students is maintained. However, students commented, and the Inspectors observed in one House that the master key for all students’ rooms was openly available within the Houseparent office. In one House boarders commented that other boarders had used the key to access their rooms without their permission. Inspectors felt that the provision of a separate duty room for boarding staff would be useful as they currently use boarder’s common rooms.
Trent College Page 38 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? 1 The Inspectors examined 9 staff records. The Inspectors noted that all staff had a Criminal Records Bureau checks to an enhanced level, with exception of the gap year students. The Security Officer maintains a record of all Criminal Records Bureau checks for the School. The staff records examined did not include: • Two written references • No record of interviews • Proof of qualifications • A full employment history • Written explanation of gaps in C.V. • Job descriptions
The Inspector noted that the reference request form does not seek information and known concerns’ re working with children. The School does not routinely verify reference requests. The two of the records contained a photograph of the employee as proof of identity.
From discussions with Key Staff there is no robust recruitment procedure in place. The Inspectors found that currently the system operated leaves the school exposed and does not adequately protect boarders.
National Minimum Standards 38.3 is not met. The school does not have a system in place whereby Criminal Records Bureau checks can be requested on members of household staff who are not employed by the School.
National Minimum Standards 38.4 and 38.5 is not met. The Inspectors could not confirm that all the required recruitment checks on gap students had been undertaken. The Bursar stated that some ancillary staff had been appointed prior to the completion of a satisfactory Criminal Records Bureau check.
National Minimum Standards 38.8 38.9 and 38.10 is not applicable.
As with some other standards, the school had acknowledged the need to improve systems in this area and showed a commitment to making required changes.
Trent College Page 39 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? 2 Teaching staff had been subject to CRB checks, although as stated in the previous standard, some non-teaching staff and members of house parent’s families had not. Consultation with a selection of ancillary staff identified that some had not been subject to former police checks as part of their initial recruitment, although it was acknowledged that many were very long standing members of staff. A programme of CRB checking for all is advised. The level of unsupervised contact between these members of staff and boarders was limited, however, there would be the possibility of contact due to the nature of their work. There were written procedures for visitors to the School and the new security system allows for greater monitoring of visitors. Inspectors did not see any written agreement with adults not employed by the school but living in the same household as boarding staff, which fully detailed their responsibilities to boarders and the terms of their accommodation.
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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 Some refurbishment of boarding accommodation has taken place and this has been completed to a good standard. Some of the houses previously refurbished are again, looking tired and an ongoing programme for refurbishment is advised. The Inspectors noted that some movement had been made by the school to upgrade the living accommodation in Blake House including the building of a communal wardrobe on the 1st floor and a newly refurbished toilet area. However, the Inspectors noted that continued investment in the facilities available in the house would be necessary in order to meet the National Minimum Standards. One of the boarding houses identified to the Headmaster during the Inspection has a lower standard of accommodation than the others and should be prioritised for refurbishment. This will cause some disruption to boarding and therefore it is advised that a programme of refurbishment is developed, which allows for smaller, less disruptive works to commence during this Academic Year and for the larger works to be completed at the end of the year when boarders are not present. Boarding houses were clean and most were well lit and decorated.
Trent College Page 41 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 The School has introduced a new security system, which has been installed in some of the boarding houses that will further improve security. Doors to boarding houses were locked and access to non-boarders is strictly by invitation only. There are designated areas within boarding houses where boarders can see visitors. Family members may visit bedrooms. CCTV is installed although monitoring does not impact on boarders’ privacy. There is a Security Manager employed by the School and an additional member of staff has been recruited to assist in this role. Inspectors spent time with the Security Manager; this member of staff has a high profile within the School, and was aware of all key times during the day that might impact on the overall security of the building. The beginning and end of the School day were times when there were a lot of visitors to the School, as parents and Coaches transported day pupils to and from School. Inspectors observed the Security Manager checking coach drivers and being a visible presence outside the School. The Security Manager informed Inspectors that he maintained effective links with the local Police Community Liaison Officer. There were some issues in relation to the boundary fencing and private housing in terms of access by the public. The School had already provided some substantial fencing and the Security Manager was aware of the need to prioritise other areas. The Head Gardener maintained security cover for times when the Security Manager was not on duty.
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 All boarders were able to personalise their bedroom space. Bedrooms were individualised with boarder’s own possessions and some bedrooms had Fridges. There were posters and pictures on the walls. Most beds in boarding houses were good quality cabin style with desks underneath. Most boarders found them acceptable although some of the older or taller boarders preferred the low beds with separate desks. Boarders, within their pre-inspection questionnaire feedback, raised some issues in relation to the beds in some boarding houses. A review of mattresses is needed and also the length of beds for taller boarders. The Headmaster said that boarders often do not report issues relating to their beds. Those that had raised this in the past said that the School had quickly provided new mattresses. Boarders who were consulted were happy with the amount of space between beds and found that the layout in bedrooms did not impact on their personal space. Some boarders had their own bedrooms and those that shared said that they got on with their roommate. Boarders also said that they got to choose who they shared with and also that there were locks on bedroom doors. All bedrooms have windows and adequate lighting. There are separate sleeping areas for staff. Some boarders felt that bedrooms were cold especially during the winter months. The School should monitor temperatures within bedrooms.
Trent College Page 42 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 School has plenty of study areas for both boarders and day pupils separate to the boarding accommodation that also contain reference materials. There is also access to the ICT facilities within the main School. Boarders also have desks in their bedrooms with desk lamps and many were undertaking PREP in their rooms during the visits to the boarding houses.
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? 2 There are sufficient numbers of showers and toilets within boarding houses although due to maintenance issues, many were not working adequately. The bathroom and shower facilities featured highly in the feedback gained through the boarder’s pre-inspection questionnaire and by boarders during the Inspection. Issues raised included the temperature of showers, privacy issues and the fact that the regulation of water flow in showers was not always sufficient. Inspectors’ findings were similar in this area. Although the standard of showers and bathrooms varies between houses, there are privacy and maintenance issues in all boarding houses in relation to this area. The Headmaster and Deputy Head (Pastoral) were aware of issues and showed a commitment on the part of the School to address these. Inspectors felt that a programme of shower/bathroom refurbishment across all houses is needed. Boarders felt that the toilets offered sufficient privacy and were acceptable. Inspectors found that these were all fitted with privacy locks. Boarders confirmed that all locks worked.
Standard 45 (45.1 - 45.3) Suitable changing provision is provided for use by day. Key Findings and Evidence Standard met? 2 Boarders were able to change for activities in their bedrooms although there were plenty of changing facilities near activity areas. Inspectors conducted a tour of these areas and found that generally these were acceptable although the swimming pool, weights room and Blake communal shower areas needed maintenance. Again, these were areas recognised by the Headmaster and Deputy Head (Pastoral) as in need of refurbishment and there was a commitment on the part of the School to completely refurbish and upgrade the swimming pool area.
Trent College Page 43 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? 3 The School provides excellent outdoor facilities and has a range of sports facilities that are available to boarders during free time. The School has acknowledged the need to both upgrade the swimming pool and provide a general common room as mentioned against previous standards within this report. There are also safe areas within and outside the School where boarders can be alone if they wish. Boarders also said that they could go to their form area in the evening and find this a relaxing and informal place to meet their friends.
Trent College Page 44 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? 1 The School are undertaking risk assessments but existing processes do not allow for prioritisation at a local level, of essential maintenance. There is some health and safety awareness amongst staff and both boarding and ancillary staff were aware of the need to complete maintenance requests although further training is needed. One of the maintenance request books in Shuker House identified a repair that was required to a broken bedroom windowpane. This maintenance had incurred a 3-month delay and was not attended to at the time of this Inspection. Given the high level of maintenance required within some boarding houses, Inspectors felt that in the short term, external contractors should be sourced.
Inspectors noted that the School had provided some window restraints against windows that were identified as a risk to boarders. However, the restrictors that were provided would still allow access by boarders. Also, some further windows within boarding accommodation had not been restricted. Where there is a significant risk of impact, such as low windows in bedrooms, windows should be fitted with safety glass, or otherwise suitably protected.
The School in accordance with the School’s policy carries out Portable Electrical testing of appliances. However this does not cover electrical appliances boarders have in their rooms. There were some risk assessments provided for this Inspection covering specific aspects of the School such as safety in physical education. Various staff members informed inspectors that a full health and safety audit of the School had taken place. An external consultant undertook this. However, staff at a local level had not been informed of the outcomes and this had also not prevented safety hazards within the environment from being present during this Inspection. In particular, the medical centre contained some COSHH risks and required safety management of the stairs leading to accommodation for sick pupils. Cleaning substances used by ancillary staff were being decanted using storage that was inconsistent with COSHH guidance. Also, some risks in the boarding houses such as trip hazards, window restrictors, broken furniture and exposed wiring were present, some of which had been present since the last Academic Year. There was access to some houses owned by the school and also the medical centre, however, some of the garden areas appeared unsafe and the path to the medical centre was uneven. The management of health and safety is further hampered by the School facilities being used during school holidays by outside organisations.
The Main School had an Inspection of the electrical installation and maintenance staff informed Inspectors that the recommendations following this had been undertaken. However, not all of the School buildings, including boarding houses had been subject to such testing. The School was aware of the need to undertake this work as a matter of priority. Inspectors saw a health and safety policy and were informed that a new one had been drafted and that it was awaiting endorsement by the Headmaster. Inspectors felt that the profile of health and safety management at all levels needs raising. Risk assessment needs to be much closer linked to the prioritisation of maintenance and there should be sufficient staff to undertake high-risk work. Boarding staff should be given greater ownership of health and safety management within boarding houses, but will require additional training in health and safety before they undertake this role. Boarding staff gave Inspectors a copy of a boarding house health and safety checklist. If put into operation, this could be a useful starting point, but it will need to identify what degree of risk the issues pose to assist in prioritising action. Trent College Page 45
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 was a separate area within the Medical Centre for care of ill boarders. The Medical Centre Staff provided a brief tour of areas and these appeared satisfactory.
Standard 49 (49.1 - 49.3) Adequate laundry provision is made for boarders' clothing and bedding. Key Findings and Evidence Standard met? 3 There is a laundry service provided for boarders and clothes are both laundered and ironed. The laundry service is briefly explained within the barding handbooks issued by the School to boarders and their parents. Boarders felt that they would like a more frequent service, as there were no facilities within boarding houses for boarders to undertake their own laundering. Inspectors felt that these should be considered within any future refurbishment programme, particularly for the older boarders.
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? 3 The School has a shop on site and there is also access to the nearby facilities of Long Eaton.
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 Discussion took place between the School and The Commission for Social Care Inspection at the end of the last Academic Year regarding this area. The School is aware of their responsibilities in relation to this Standard and have sought appropriate advice regarding CRB checks.
Trent College Page 46 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 Discussion took place with the activities co-ordinator and Inspectors were satisfied that there was sufficient provision made for pupils within off-site accommodation and that management of this area was satisfactory. As with the previous standard, the School had consulted with The Commission for Social Care Inspection at the end of the last Academic Year regarding this area. The School is aware of their responsibilities in relation to this Standard and have sought appropriate advice regarding CRB checks.
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PART C LAY ASSESSOR’S SUMMARY (where applicable)
Lay Assessor Signature
Date
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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
Please limit your comments to one side of A4 if possible
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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 NO 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 , 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:
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D.3 HEAD’S AGREEMENT
Head’s statement of agreement/comments: Please complete the relevant section that applies.
D.3.1 I of 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 of 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.
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Trent College / 27th September 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
S0000020205.V166307.R01
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