BOARDING SCHOOL
Finborough School
The Hall Great Finborough Stowmarket Suffolk IP14 3EF
Lead Inspector Joe Staines Announced Inspection 27th November 2006 10:00
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The Commission for Social Care Inspection aims to:
• Put the people who use social care first • Improve services and stamp out bad practice • Be an expert voice on social care • Practise what we preach in our own organisation
Reader Information Document Purpose Inspection Report Author CSCI Audience General Public Further copies from 0870 240 7535 (telephone order line) Copyright This report is copyright Commission for Social Care Inspection (CSCI) and may only be used in its entirety. Extracts may not be used or reproduced without the express permission of CSCI Internet address www.csci.org.uk
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This is a report of an inspection to assess whether services are meeting the needs of people who use them. The legal basis for conducting inspections is the Care Standards Act 2000 and the relevant National Minimum Standards for this establishment are those for Boarding Schools. They can be found at www.dh.gov.uk or obtained from The Stationery Office (TSO) PO Box 29, St Crispins, Duke Street, Norwich, NR3 1GN. Tel: 0870 600 5522. Online ordering: www.tso.co.uk/bookshop
Every Child Matters, outlined the government’s vision for children’s services and formed the basis of the Children Act 2004. It provides a framework for inspection so that children’s services should be judged on their contribution to the outcomes considered essential to wellbeing in childhood and later life. Those outcomes are: • Being healthy • Staying safe • Enjoying and achieving • Making a contribution; and • Achieving economic wellbeing.
In response, the Commission for Social Care Inspection has re-ordered the national minimum standards for children’s services under the five outcomes, for reporting purposes. A further section has been created under ‘Management’ to cover those issues that will potentially impact on all the outcomes above.
Copies of Every Child Matters and The Children Act 2004 are available from The Stationery Office as above.
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SCHOOL INFORMATION
Name of school Finborough School
Address The Hall Great Finborough Stowmarket Suffolk IP14 3EF Telephone number 01449 773600
Fax number 01449 773601
Email address [email protected]
Provider Web address
Name of Governing body, Finborough School Person or Authority responsible for the school
Name of Head Mr John Sinclair
Name of Head of Care
Age range of boarding pupils
Date of last welfare inspection
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Brief Description of the School:
The school was originally established in 1978 at Wicklewood in Norfolk and moved to its present site in 1980. Finborough School situated about two miles from the nearest town of Stowmarket is an Independent Day and Boarding school for boys and girls. The school provides a Montessori Nursery and Pre Prep 2-4years (day only), Preparatory (5-10 years) and a senior school with sixth form aged 11-18 years old. Currently there are approximately 170 pupils in total with about 50% boarding either weekly or full boarding. The school also provides flexi boarding for those children who may wish to stay two or three nights a week. Boarding is provided in three houses, two for boys (junior and senior) and a separate girls house located away from the main building but within the school grounds.
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SUMMARY This is an overview of what the inspector found during the inspection.
This announced key inspection was undertaken over a two day period in November 2007. This inspection report follows an announced inspection of the school by a Commission for Social Care Inspector and a Boarding Sector Professional Inspector. The inspectors spent two days at the school, and boarding pupils were asked to complete a questionnaire on their views about their care. Several discussion groups took place with boarders and their views, along with those expressed in the questionnaire survey, have been incorporated into this report where applicable.
During the two days at the school the inspectors were given free access across the school site. In addition to discussion groups, they spoke with the majority of staff with pastoral responsibilities, with groups of boarders living at the school, and other staff members whose roles and responsibilities had a direct impact on boarding provision and practice. The inspectors observed boarding house routines after school and leading up to bedtimes. Meals were sampled and written policies and procedures were read.
What the school does well:
This inspection confirmed that Finborough School provides a high quality environment for children living away from home during term time. The guidance and support available to houseparents and support staff was detailed and emphasised the need to protect and nurture boarders. Health care was an area where the school did particularly well, with good facilities and procedures for meeting the health needs of boarders. Boarders reported that there were a wide range of people they could go to for help and support, and the school counselling service was the subject of consistent praise. The range of activities available to boarders was good, and boarders were happy with the quality of meals provided to them.
What has improved since the last inspection?
All of the recommendations made following the last inspection had been responded to, including improvements to the child protection procedures,
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What they could do better:
Some improvements are needed to the way the school recruits staff, particularly from abroad. Communal showers need to be provided with curtains to provide separation if desired. The school’s staff appraisal system needs to be expanded to include non teaching staff with pastoral responsibilities.
Please contact the Head for advice of actions taken in response to this inspection. The report of this inspection is available from [email protected] or by contacting your local CSCI office. The summary of this inspection report can be made available in other formats on request.
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DETAILS OF INSPECTOR FINDINGS
CONTENTS
Being Healthy
Staying Safe
Enjoying and Achieving
Making a Positive Contribution
Achieving Economic Wellbeing
Management
Scoring of Outcomes
Recommended Actions identified during the inspection
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Being Healthy
The intended outcomes for these standards are:
• Boarders’ health is promoted. (NMS 6) • Safeguarding and promoting boarders’ health and welfare are supported by appropriate records. (NMS 7) • Boarders’ receive first aid and health care as necessary.(NMS 15) • Boarders are adequately supervised and looked after when ill.(NMS 16) • Boarders are supported in relation to any health or personal Problems.(NMS 17) • Boarders receive good quality catering provision (NMS 24) • Boarders have access to food and drinking water in addition to main meals.(NMS 25) • Boarders are suitably accommodated when ill. (NMS 48) • Boarders’ clothing and bedding are adequately laundered.(NMS 49)
The Commission considers Standards 6 and 15 the key standards to be inspected.
JUDGEMENT – we looked at outcomes for the following standard(s):
6 & 15. Quality in this outcome area is good.
This judgement has been made using available evidence including a visit to this service.
Boarders, and those responsible for them can expect the school to promote the health of boarders by giving appropriate advice and guidance relating to the dangers of alcohol, smoking, illegal substances and sexual health, and through the efficient and monitored administration of first aid and medication.
EVIDENCE:
When boarders were asked if they were looked after if they were not well, 90% replied always, with the remaining 10% answering that they were usually looked after if they were not well.
Staff confirmed that the school has a PHSE programme within the curriculum, which covers the areas identified within the National Minimum Standards. Boarders and house staff also confirmed that the school had a strict no- smoking policy. The inspectors saw several examples of some very good, child friendly leaflets on the dangers of drugs and alcohol, as well as information on
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The inspection of medication records showed a clear audit trail for the administration of non-prescribed medicines such as paracetamol and ibuprofen. There was evidence of a suitable system for the storage and recording of controlled drugs, although none were held at the school at the time of this inspection. Medical records included records of visits, repeat prescriptions, vaccination records and correspondence regarding health and welfare issues. The school’s sickbay was very well maintained, and included two separate beds and bathrooms and toilets close by.
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Staying Safe
The intended outcomes for these standards are:
• Boarders are protected from bullying.(NMS 2) • Boarders are protected from abuse.(NMS 3) • Use of discipline with boarders is fair and appropriate.(NMS 4) • Boarders’ complaints are appropriately responded to.(NMS 5) • The operation of any prefect system safeguards and promotes boarders’ welfare (NMS 13) • Boarders’ welfare is protected in any appointment of educational guardians by the school.(NMS 22) • Boarders are protected from the risk of fire. (NMS 26) • The welfare of any children other than the school’s pupils is safeguarded and promoted while accommodated by the school.(NMS 28) • Boarders’ safety and welfare are protected during high risk activities.(NMS 29) • Boarders’ personal privacy is respected.(NMS 37) • There is vigorous selection and vetting of all staff and volunteers working with boarders.(NMS 38) • Boarders are protected from unsupervised contact at school with adults who have not been subject to the school’s complete recruitment checking procedures and there is supervision of all unchecked visitors to the boarding premises.(NMS 39) • Boarders have their own accommodation, secure from public intrusion. (NMS 41) • Boarders are protected from safety hazards.(NMS 47)
The Commission considers Standards 2, 3, 4, 5, 26, 37, 38, 39, 41 and 47 the key standards to be inspected.
JUDGEMENT – we looked at outcomes for the following standard(s):
2, 3, 4, 5, 26, 37, 38, 39, 41 & 47 Quality in this outcome area is adequate.
This judgement has been made using available evidence including a visit to this service.
Boarders, and those responsible for them can be confident that the school has good systems for recognising and responding to bullying, although the perception of the levels of bullying by younger pupils could be better. Boarders, and those responsible for them can be confident that the school protects children through its responses to child protection matters, complaints,
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Boarders, and those responsible for them can expect the school to protect children from safety hazards, but need to enhance its recruitment practices in order to provide full assurances in this area.
EVIDENCE:
Boarders were asked in the survey, “are you being bullied?” the responses showed that 93% of older children felt that they were not being bullied, whilst the response from younger boarders was lower, with 78% stating that were not being bullied, 15% saying they were being bullied and 7% saying they didn’t know. The difference between responses was drawn to the attention of the head during the feedback at the end of the inspection, and a recommendation has been made that the school investigate what additional measures it can take to address this perception.
The school has a clear anti bullying policy, included in the handbook given to parents and children. The policy identifies the various different forms bullying can take, and lists a variety of measures available to the school for responding to cases of bullying. The staff who were interviewed by the inspectors confirmed that they had an understanding of the school policy, and were confident that any cases of bullying would be responded to appropriately if staff were aware. From discussion with staff and the head teacher it is clear that being kind to each other is covered during PSHE with general reminders. The deputy head confirmed that the school undertakes a survey of all school pupils regarding bullying every couple of years, with one due this year.
The school has a written child protection procedure; The Head confirmed that the school has received no allegations of abuse since the last inspection. The local social services department also confirmed that they have not received any allegations. Staff confirmed that they had all received a child protection update since the last inspection, along with GAP students. There was a detailed guidance document on responsible use of the internet, and parental consent forms for the publication of pupils photographs and work on the school website.
The school has a clear policy and procedure included in staff handbooks for staff reporting any allegations or suspicions of abuse. However, it is recommended that additional information be provided to assure staff of the support available, should they be suspended as part of a non-prejudicial
Finborough School DS0000024580.V317662.R01.S.doc Version 5.2 Page 12 enquiry. Discussions with staff indicated that they were aware of what they would do in the event of needing to report an allegation. The head also confirmed that the matrons had attended an update course, and the whole school had training at the beginning of each year. The school has 3 nominated child protection officers, each of whom could progress a referral if necessary.
The prefect’s handbook gave good advice to prefects, including rules and responsibilities. Boarders did not identify prefects as significantly abusing their powers or using inappropriate discipline. Boarders stated that they felt the majority of the rules were fair and consistently imposed. Serious punishments were recorded in a dedicated book.
The school’s complaints procedure was displayed within the school, and included in the handbook given to parents. The inspector wrote, under separate cover, regarding an anonymous complaint, which the principal confirmed he was aware of, and the concerns had been dealt with appropriately and contemporaneously.
Records were seen of routine fire drills and testing of fire safety equipment. Boarders confirmed that fire drills took place within boarding houses at a variety of times. Senior staff confirmed that the fire brigade had visited the school on the 18th January 2006.
Catering was an area where the school was the subject of consistently high praise from boarders. The results of the boarders survey showed that 100% of those surveyed said that the school provided a balanced diet at least some of the time, and 74% said the meals were either “always” or “usually” balanced. Some of the comments made included, “Healthy options always available”, “Good salad bar” and “Good Choice”. Staff had obtained food hygiene training.
Privacy was discussed with both boarders and house staff. The house staff were clear about the expectations of the school, that boarders privacy was to be respected at all times, and examples of how this was achieved included a clear “knock and wait” policy in relation to entering boarders rooms. The inspection of showering facilities confirmed that both single cubicles and communal showers were provided for boarders and they had a choice of which to use. The inspectors received consistent feedback from boarders that the floor surfaces in the showers were slippery and they did not feel 100% safe using them. Communal showers must be able to be separated using curtains if boarders wish and a recommendation has been made in this report to that effect.
The examination of staff recruitment records included those relating to teaching staff with boarding duties and residential staff. The records showed that some checks had been completed, such as checks of ID, proof of qualifications and career histories of potential staff, however, the records did not evidence that the school had obtained all the information identified in the
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National Minimum Standards. The records included references, but some of these were in the form of testimonials, not references produced in response to a reference request letter that specifically asks all referees to state any known reason why the person should not be employed to work with children and that there should be no material mis-statement or omission relevant to the suitability of the applicant. CRB checks had been undertaken in relation to the majority of staff; however, some staff who had previously lived abroad had not been subject to CRB checks.
The boarding accommodation was secure throughout the time inspectors were on site, and no adverse comments were made regarding this subject. In fact, boarders commented that they felt safe and secure within the boarding houses, which were locked at night. There was a consistently poorer view in relation to the girl’s accommodation, as opposed to the boys, but no significant shortfalls were identified by either inspector in relation to the accommodation. Overall, boarders reported high levels of satisfaction in the boarders survey about the accommodation, with 92% saying they were satisfied with their boarding house.
The inspectors saw some risk assessments, produced by the school, in relation to the boarding accommodation. These were basic in nature and the school may want to seek advice about the best way of undertaking and recording risk assessments.
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Enjoying and Achieving
The intended outcomes for these standards are:
• Boarders have access to a range and choice of activities.(NMS 11) • Boarders receive personal support from staff.(NMS 14) • Boarders do not experience inappropriate discrimination.(NMS 18) • Boarders’ welfare is not compromised by unusual or onerous demands.(NMS 27) • Boarders have satisfactory provision to study.(NMS 43) • Boarders have access to a range of safe recreational areas.(NMS 46)
The Commission considers Standards 14 and 18 the key standards to be inspected.
JUDGEMENT – we looked at outcomes for the following standard(s):
14 & 18 Quality in this outcome area is good.
This judgement has been made using available evidence including a visit to this service.
Boarders, and those responsible for them can expect that the school will provide a range of people boarders can turn to for support. They can also be confident that the school promotes a non-discriminatory environment.
EVIDENCE:
In the boarder’s survey, boarders identified a wide range of people they could turn to for support. Boarders identified the following amongst the list of people they could turn to: “Teachers”, “Gap Students”, “Friends”, “School Counsellor”, “Houseparents” and “Teachers”. During the course of the inspection, the school counsellor was the subject of high praise from those that had used the service. The school counsellor is available every two weeks, and can be accessed at other times as necessary. The counsellor is described in the school’s pre inspection information as a child-centred psychodynamic counsellor.
There were no adverse comments made by boarders about any inappropriate discrimination. School policy documents and guidance contained several references to the schools equal opportunities policy and pupil handbooks, such as the prefect’s guide, emphasised the importance of kindness and inclusion.
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Making a Positive Contribution
The intended outcomes for these standards are:
• Boarders are enabled to contribute to the operation of boarding in the school.(NMS 12) • Boarders can maintain private contact with their parents and families.(NMS 19) • New boarders are introduced to the school’s procedures and operation, and are enabled to settle in.(NMS 21) • Boarders have appropriate access to information and facilities outside the school.(NMS 30) • There are sound relationships between staff and boarders.(NMS 36)
The Commission considers Standards 12 and 19 the key standards to be inspected.
JUDGEMENT – we looked at outcomes for the following standard(s):
12 & 19 Quality in this outcome area is good.
This judgement has been made using available evidence including a visit to this service.
Boarders, and those responsible for them can be confident that the school provides forums for boarders to have a say in boarding, and that boarders will be able to maintain private contact with their friends and families.
EVIDENCE:
82% of boarders stated that they could either “always”, “usually” or “sometimes” have different ways in which they could have a say about how they live at school. This was backed up by the examples, given by the school, of things that had changed as a result of consultation, such as the new TV system for 6th formers and a new dartboard. Boarding houseparents stated that in addition to formal house meetings, they had an open door policy and took the views of boarders on a regular basis.
Boarders reported that they are able to maintain contact with their families including those living abroad. Discussion with pupils indicate that many use mobile phones and can also make use of the email The school has an
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Achieving Economic Wellbeing
The intended outcomes for these standards are:
• Boarders’ possessions and money are protected.(NMS 20) • Boarders are provided with satisfactory accommodation.(NMS 40) • Boarders have satisfactory sleeping accommodation.(NMS 42) • Boarders have adequate private toilet and washing facilities.(NMS 44) • Boarders have satisfactory provision for changing by day.(NMS 45) • Boarders can obtain personal requisites while accommodated at school.(NMS 50) • The welfare of boarders placed in lodgings is safeguarded and promoted.(NMS 51)
The Commission considers Standard 51 the key standard to be inspected.
JUDGEMENT – we looked at outcomes for the following standard(s):
Quality in this outcome area is Not Applicable
This judgement has been made using available evidence including a visit to this service.
EVIDENCE:
The only standard identified as a key inspection standard does not apply to this school, as lodgings are not used to accommodate any pupils.
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Management
The intended outcomes for these standards are:
• A suitable statement of the school’s principles and practice should be available to parents, boarders and staff (NMS 1) • There is clear leadership of boarding in the school.(NMS 8) • Crises affecting boarders’ welfare are effectively managed.(NMS 9) • The school’s organisation of boarding contributes to boarders’ welfare.(NMS 10) • Risk assessment and school record keeping contribute to boarders’ welfare.(NMS 23) • Boarders are adequately supervised by staff.(NMS 31) • Staff exercise appropriate supervision of boarders leaving the school site.(NMS 32) • Boarders are adequately supervised at night.(NMS 33) • Boarders are looked after by staff with specific boarding duties, with adequate induction and continued training.(NMS 34) • Boarders are looked after by staff following clear boarding policies and practice.(NMS 35) • The welfare of boarders is safeguarded and promoted while accommodated away from the school site on short-term visits (NMS 52)
The Commission considers Standards 1, 23, 31 and 34 the key standards to be inspected.
JUDGEMENT – we looked at outcomes for the following standard(s):
1, 8, 23, 31 & 34 Quality in this outcome area is good.
This judgement has been made using available evidence including a visit to this service.
Boarders, and those responsible for them can be confident that the school provides a suitable statement of its boarding principles and practice, and satisfactory management of boarding. Similarly, they can be confident that the school monitors events and risks, and provides sufficient staff to safeguard boarders. However, there is room for improvement in the area of staff appraisals where the staff concerned are not teachers.
EVIDENCE:
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The school has produced a raft of information including a colour prospectus with individual information for pre prep, prep and senior school. The information also includes admission procedure and fees. There is a small paragraph, which covers boarding principles and practice along with a wider statement in the boarding staff handbook, which also covers daily routines, duty rotas and expectations. Parents also receive a handbook, which contains school policies and procedures. Separate handbooks were also available for GAP students and prefects.
The Principal, who is ultimately responsible, monitored the risk assessments relating to health and safety matters. Accident records were kept and showed no indicators of patterns of accidents and/or injuries that suggested a health and safety hazard. The schools management structure in relation to boarding was described in the pre inspection material as the principal in overall control, with houseparents having responsibility for their own houses. Whilst there were no specific shortfalls associated with the management, other than those subject to recommendations later in this report, with all the other responsibilities the principal has, and the planned merger with another school, it is recommended that the management structure be reviewed to provide a dedicated head of boarding to take responsibility for the development of boarding and review/monitoring of practice.
Teaching staff and two GAP students support care staff to ensure there is a minimum of two staff on duty in each house. Teaching staff cover house duties before and after their teaching commitments. No adverse comments were received from pupils about the availability of staff, and they confirmed in discussion groups that they knew how to get a member of staff for assistance, by day or night. There was no evidence of boarders being left unsupervised for periods of time, and staff confirmed that they felt able to manage the groups of boarders they were responsible for.
Staff confirmed that they had been given a useful induction by senior staff. The handbooks for boarding staff and GAP students were comprehensive and filled with useful information on school policy, ethos as well as all relevant policies and procedures.
There was evidence that all teaching staff have regular appraisals of their work, and that the appraisal system allowed for specific referral to the pastoral role. However, not all house staff are teachers, and the school will need to develop a specific appraisal system for staff who would otherwise be missing out on this important tool for the development and monitoring of the boarding provision at the school.
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SCORING OF OUTCOMES
This page summarises the assessment of the extent to which the National Minimum Standards for Boarding Schools have been met and uses the following scale.
4 Standard Exceeded (Commendable) 3 Standard Met (No Shortfalls) 2 Standard Almost Met (Minor Shortfalls) 1 Standard Not Met (Major Shortfalls)
“X” in the standard met box denotes standard not assessed on this occasion “N/A” in the standard met box denotes standard not applicable
BEING HEALTHY ENJOYING AND ACHIEVING Standard No Score Standard No Score 6 4 11 X 7 X 14 3 15 3 18 3 16 X 27 X 17 X 43 X 24 X 46 X 25 X 48 X MAKING A POSITIVE 49 X CONTRIBUTION Standard No Score STAYING SAFE 12 3 Standard No Score 19 3 2 3 21 X 3 3 30 X 4 3 36 X 5 3 13 X ACHIEVING ECONOMIC 22 X WELLBEING 26 3 Standard No Score 28 X 20 X 29 X 40 X 37 2 42 X 38 2 44 X 39 2 45 X 41 3 50 X 47 2 51 N/A
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SCORING OF OUTCOMES Continued MANAGEMENT Standard No Score 1 3 8 3 9 X 10 X 23 3 31 3 32 X 33 X 34 2 35 X 52 X
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Are there any outstanding recommendations from the last inspection? No
RECOMMENDED ACTIONS
This section sets out the actions that must be taken so that the proprietor meets the Children Act 1989, Inspection of Schools and Colleges Regulations 2002 and the National Minimum Standards.
No. Standard Recommendation Timescale for action (Serious welfare concerns only) 1 BS2 It is recommended that the school looks into, and responds if necessary, to the reported perceptions amongst younger boarders, that bullying is a problem for them. 2 BS37 The school should ensure that all communal showering facilities are capable of being separated into individual areas through the use of curtains 3 BS38 The school should ensure that records are maintained, that evidence the satisfactory completion of all the recruitment checks identified in National Minimum Standard 38 4 BS34 The school should implement a system for the regular review of the practice of all staff with boarding responsibilities
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Commission for Social Care Inspection Suffolk Area Office St Vincent House Cutler Street Ipswich Suffolk IP1 1UQ
National Enquiry Line: Telephone: 0845 015 0120 or 0191 233 3323 Textphone: 0845 015 2255 or 0191 233 3588 Email: [email protected] Web: www.csci.org.uk © This report is copyright Commission for Social Care Inspection (CSCI) and may only be used in its entirety. Extracts may not be used or reproduced without the express permission of CSCI
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