INDEPENDENT SCHOOLS INSPECTORATE

Transcription

1 INDEPENDENT SCHOOLS INSPECTORATE REGULATORY COMPLIANCE INSPECTION FRIENDS SCHOOL

2 INDEPENDENT SCHOOLS INSPECTORATE Friends School Full Name of School Friends School DfE Number 881/6012 Registered Charity Number Address Friends School Mount Pleasant Road Saffron Walden Essex CB11 3EB Telephone Number Address Head Clerk (Chair) of Governors Age Range 3 to 18 Total Number of Pupils 316 Gender of Pupils Number of Day Pupils Number of Boarders Number of EYFS Children 26 admin@friends.org.uk Ms Anna Chaudhri Mrs Susan Garratt Mixed (174 boys; 142 girls) Total:272 Total:44 Full: 30 Weekly: 12 Flexi: 2 Ownership and Governance The proprietor of the school is Friends School Saffron Walden, a company limited by guarantee. It is a registered charity. Members of the board of governors are trustees of the charity and directors of the company. The majority of the governors are members of the Society of Friends (Quakers). School Structure The school is a co-educational day and boarding school for pupils from 3 to 18. It comprises a junior school, including the Early Years Foundation Stage (EYFS), and a senior school. Pupils may board only in the senior school. Inspection Dates 01 Dec 2015 to 02 Dec 2015

3 ABOUT THE INSPECTION The Independent Schools Inspectorate (ISI) is the body approved by the Secretary of State for the purpose of inspecting schools belonging to the Independent Schools Council (ISC) Associations and reporting on compliance with the Education (Independent School Standards) Regulations Accordingly, this inspection records whether the school complies with each of these Regulations, which are arranged in eight Parts, each of which is divided into separate paragraphs. Compliance is judged both by written formulation and by implementation. The Regulations represent minimum requirements and are given as either met or not met. Additionally, inspections consider the school s accessibility plan under Schedule 10 of the Equality Act 2010 and the ban on corporal punishment introduced by the Education (Abolition of Corporal Punishment) (Independent Schools) Regulations This inspection also contains specific judgements on the National Minimum Standards for Boarding Schools. It comments on the progress made by the school in meeting the recommendations set out in the most recent statutory boarding inspection and it judges the extent to which the school currently meets the boarding Standards. It identifies any Standards which the school does not meet and requires action to meet them. Findings are distributed across sections relating to the eight Parts of the Regulations. ISI is also approved to inspect the Early Years Foundation Stage (EYFS), which was introduced in September 2008 and applies to all children in England from birth to 31 August following their fifth birthday. For children aged from two to five, this report evaluates the extent to which the setting fulfils the requirements of the Independent School Standards Regulations and related aspects of the EYFS Statutory Framework. The inspection of the school is from an educational perspective and provides limited inspection of other aspects, although inspectors comment on any significant hazards or problems they encounter which have an adverse impact on children. The inspection does not include: (i) the school s aims, detailed coverage of the quality of educational provision or pupils achievement; (ii) an exhaustive health and safety audit; (iii) an in-depth examination of the structural condition of the school, its services or other physical features; (iv) an investigation of the financial viability of the school or its accounting procedures; (v) an investigation of the school s compliance with employment law. Inspectors may be aware of individual safeguarding concerns, allegations and complaints as part of the inspection process. Such matters will not usually be mentioned specifically in the published report but will have been considered by the team in reaching its judgements. The report reflects the evidence used in deciding whether the school s provision meets or does not meet the various requirements. Grades are not provided for the quality of the school as a whole or for each aspect inspected. If the school has EYFS registered provision (for children under the age of two), reports use the same evaluative terminology ( outstanding, good, requires improvement and inadequate ) as Ofsted reports. National Curriculum nomenclature is used throughout this report to refer to year groups in the school.

4 INSPECTION EVIDENCE The inspectors observed a small sample of lessons, conducted formal interviews with pupils and examined samples of pupils work. They held discussions with teachers, senior members of staff and with the clerk (chair) of governors. They observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. Inspectors visited boarding houses and the facilities for sick or injured pupils. The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined regulatory documentation made available by the school. INSPECTORS Mrs Deborah Forbes Mr Robin Gaff Mr Norman Patterson Reporting Inspector Accompanying Reporting Inspector Compliance Team Inspector (Bursar, SofH School)

5 CONTENTS Page 1. CHARACTERISTICS OF THE SCHOOL 1 2. COMPLIANCE WITH REGULATORY STANDARDS 2 Part 1: Quality of education provided (Curriculum and Teaching) 2 Part 2: Spiritual, moral, social and cultural development of pupils 5 Part 3: Welfare, health and safety of pupils and Other Legislation 8 Part 4: Suitability of staff, supply staff and proprietors 11 Part 5: Premises and accommodation 11 Part 6: Provision of information 12 Part 7: Manner in which complaints are handled 12 Part 8: Quality of leadership and management SUMMARY OF REGULATORY COMPLIANCE INCLUDING ACTION POINTS 14

6 Friends School 1 1. THE CHARACTERISTICS OF THE SCHOOL 1.1 Friends School is a co-educational school for pupils aged from 3 to 18. It comprises a junior school, including the EYFS, for day pupils, and a senior school for day and boarding pupils. Both schools and the boarding houses are accommodated on one site. The school is situated in the small market town of Saffron Walden, Essex, close to London and Cambridge. 1.2 The school was originally founded as a Quaker charitable institution and later developed into a charity school for both boys and girls. It has been situated on four sites since its foundation in 1702 at Clerkenwell, and since 1879 has been located on the current site in Saffron Walden. 1.3 Since the previous inspection a new junior school building was opened in September 2012, with a new EYFS setting. There has been refurbishment of some of the older facilities, most recently in September 2015 when work began on modernising the interior of the old biology laboratories. A new head was appointed in July The pupils are of mainly white British ethnicity, reflecting the local area. They are from business and professional backgrounds. The EYFS comprises 26 children aged 3 to 4 years. The school has 44 boarders, about a third of whom come from a range of different countries, including China, Germany, Spain and Ukraine. It accommodates full, weekly and flexi-boarders.

7 Friends School 2 COMPLIANCE WITH REGULATORY STANDARDS Part 1 Quality of education provided Curriculum 2.1 The school meets the Regulations. 2.2 The school has a written policy on the curriculum, supported by plans and schemes of work. The policy sets out the curriculum for children in the EYFS and for all pupils up to and including A level, indicating which subjects are taught and how many hours a week are devoted to each. It shows how provision is made for every age, aptitude and need, including those pupils with an education, health and care (EHC) plan, and refers to other policies which deal in greater detail with provision for specific needs. The policy does not undermine fundamental British values. [Paragraph 2(1)] 2.3 The school offers a broad curriculum at every stage of the pupils education. The curriculum policy shows how each of the requisite areas of experience is addressed through the subjects taught. In Years 1 and 2, the curriculum is enhanced by the introduction of French and swimming. Emphasis is placed on the acquisition of numeracy and listening skills so that pupils gain a foundation to prepare them for Years 3 to 6. In Years 5 and 6 a second modern foreign language is added, usually Spanish or German, and pupils are introduced to food technology. Throughout the EYFS and junior school, the pupils have access to a woodland learning environment on the school site. Where possible a topic-based approach is used, but in Years 5 and 6 more separate subject teaching is employed in preparation for transition to the senior school. In the senior school, those in Years 7 to 9 follow a broad curriculum which includes music, drama, product design, food technology and art, before choosing from a range of options for GCSE, with a compulsory core of English and English literature, mathematics and science. At A level further subjects, including film studies and psychology, are offered. At all ages, pupils develop their speaking and listening skills both in and out of class. [Paragraph 2(2)(a) and (b)] 2.4 The programme of personal, social, health and economic education (PSHEE) is designed to reflect the Quaker values which are central to the school s ethos. It begins in the EYFS where it is integral to everything that the children do, they learn by discussing the way they behave towards each other and how their own views count within a bigger picture. In both junior and senior schools, up to the end of Year 11, a structured programme is followed in a weekly lesson. Respect for other people is considered and discussed within the PSHEE programme, but it is reinforced in all areas of school life because the equality of every person is a tenet of Quaker principles. In the sixth form, formal lessons in PSHEE do not continue, but a programme of outside speakers and lectures ensures that pupils engage with the relevant aspects of PSHEE. [Paragraph 2(2)(d)] 2.5 Careers education forms part of the PSHEE programme and is supported by information evenings for pupils and parents when optional subjects must be chosen, as well as by information booklets. Sixth-form evenings are designed to inform parents and pupils of all that is available. Up-to-date, impartial guidance is provided to all pupils to enable them to make informed choices and fulfil their potential. [Paragraph 2(2)(e)]

8 Friends School Children in the EYFS follow a programme which covers all the required areas of learning so that they make progress in the acquisition of communication and language skills, as well as learning how to interact with one another and adults. Their physical development is aided by a range of outdoor activities and play. During their exploration of the properties of ice, for example, they enjoyed eating the ice lollies which they had made a few days earlier. [Paragraph 2(2)(f)] 2.7 The sixth-form curriculum is enriched by a programme of lectures, as well as by participation in the school s volunteering scheme. Pupils in the sixth form may work towards the Extended Project Qualification if they wish. They take part in a teambuilding activity weekend and continue to participate in the wide range of extracurricular activities available at the school for pupils of all ages, as well as trips related to their subjects. [Paragraph 2(2)(g)] 2.8 All pupils have the opportunity to learn and make progress. Those with special educational needs and/or disabilities (SEND) are enabled to participate as fully in the curriculum as they are able. They may, for example, choose not to study a modern foreign language in favour of additional assistance with their dyslexia. Lessons and support are provided for pupils learning English as an additional language. In their responses to pre-inspection questionnaire, a very large majority of pupils indicated that the school gives them the support they need to learn and that they can get help with their work if they need it. They also indicated that the school encourages them to do their best. In interview, pupils spoke with confidence about the supportive role of the school s study centre. The most able pupils are identified by the school and provided with appropriate extension activities and opportunities. [Paragraph 2(2)(h)] 2.9 The school ensures that all pupils are prepared for the responsibilities of adult life in British society, not only through the PSHEE programme but through its emphasis on courtesy, service and tolerance. [Paragraph 2(2)(i)] Teaching 2.10 The school meets the Regulations From the EYFS on, teaching enables pupils to make good progress and acquire new knowledge and skills in the subjects they are taught. For example, Reception children make progress in learning to draw letter shapes and practising the sounds that letters make; in Year 4 pupils learn to play the ukulele; and Year 5 pupils learn to use compasses in mathematics. Older pupils can use patterns to understand the formation of tenses in French, and those in the sixth form are able to go from the known to the unknown in programming tasks in computer science. Teaching fosters the pupils willingness to think for themselves, to contribute their ideas in and out of lessons, and to apply themselves to the tasks they are undertaking. In preparation for Christmas, the EYFS children were learning to take active roles in the nativity play. In both the junior and the senior schools, pupils respond appropriately to their physical education lessons and are motivated to improve their skills to participate in school teams. They make good progress in music, and their art work is displayed on the walls throughout the buildings. [Paragraph 3(a) and (b)] 2.12 Teachers demonstrate good subject knowledge and stimulate and challenge pupils, including the most able. Lessons are well planned, taking into account the different needs and aptitudes of the pupils. Plans indicate that consideration is afforded to appropriate tasks which meet the specific needs of different pupils. Small classes enable teachers to provide pupils individual attention, assisting them to achieve and

9 Friends School 4 make progress. Those with an EHC plan are taught according to their specific needs. Teaching assistants help in classes where pupils benefit from targeted assistance. Teachers have recently participated in training regarding the 2014 code of practice for SEND and how it is implemented in the classroom. [Paragraph 3(c)(d) and (e)] 2.13 Teaching uses resources of good quality at every stage; pupils in the junior school may, for example, help to look after the chickens which live outside the Year 1 classroom or work on tablet computers where appropriate. Pupils in the senior school, meanwhile, use well-equipped laboratories and suitable drama facilities. [Paragraph 3(f)] 2.14 The school has a framework in place for the assessment of pupils work. In the senior school, a new system has been introduced with grading criteria that relate to GCSE gradings. Each pupil receives a summary report each half term which is shared with parents, as well as the fuller annual report. From these reports both parents and pupils can gauge progress. Also, the junior school is having a new system introduced to replace the former National Curriculum levels. Pupils sit standardised tests in English, mathematics and verbal reasoning. At all stages, marking secures improvement. Profiles are built up for the EYFS children through continuous observation until they reach the age of 5. [Paragraph 3(g) and 4] 2.15 Pupils behaviour is managed effectively by teachers, focusing on reinforcement and encouragement of good behaviour while maintaining appropriate standards. Lessons are planned to interest pupils and to move at a pace which keeps them involved. Pupils are eager to do well and their attitudes to learning are positive. A very large majority of parents in their responses to the pre-inspection questionnaire indicated that the school promotes good behaviour and a similar proportion of pupils expressed that the school helps them to do their best. [Paragraph 3(h)] 2.16 Teaching does not undermine fundamental British values but seeks to reinforce them and it does not discriminate against pupils contrary to the Equality Act. [Paragraph 3(i) and (j)]

10 Friends School 5 How well do pupils achieve? Pupils Ability Pupils Needs Pupils Achievements The school does not use standardised testing in the junior school. The ability profile of the senior school is above the national average. Pupils demonstrate a fairly wide spread of abilities, although most have ability that is above or similar to the national average. The ability profile of the sixth form is slightly below the national average. The school has identified eighty-three pupils with SEND, the majority of whom have mild dyslexia. Six pupils have a statement of special educational needs or an EHC plan. Twenty pupils speak English as an additional language. The school has identified fortysix pupils who are gifted academically or who are talented (in areas such as sports, drama and music). Results in national curriculum tests at age eleven are similar to the national average for maintained junior schools. Results in GCSE are above the national average for maintained schools. Results in IGCSE mathematics are above the worldwide averages and A-level results are similar to the national average for maintained schools. Part 2 Spiritual, moral, social and cultural development of pupils 2.17 The school meets the Regulations and Standards Fundamental British values are actively promoted and are closely mirrored in the Quaker ethos and aims of the school. Beginning in the EYFS, children learn to take turns, to share and to collaborate with one another. They learn to distinguish right from wrong and what their roles are in contributing to the community by performing simple tasks, such as tidying up. Tolerance and respect for one another are reinforced at playtimes as well as in the classroom. Children s personal, social and emotional development is evident in the way that they relate to one another, to their teachers and to visitors to the setting. [Paragraph 5 (a)] 2.19 The spiritual development of pupils in the junior and senior schools is observed in their day-to-day life. They are observant of the needs of others and their courtesy springs from a desire to help. Pupils speak with confidence and express their views with the assurance of knowing that they will be heard. In addition to school assemblies, pupils participate in Meeting for Worship, a time when they meet as a school in silence for twenty minutes, as is the Quaker practice. From this experience they acquire not only self-discipline but also an ability to reflect and develop their own inner resources. Pupils readily demonstrate that they have an appreciation of nonmaterial aspects of life in their understanding of the values of the school. [Paragraph 5(a) and (b)(i)] 2.20 An understanding of the democratic process is learnt early in the school when pupils participate in the junior school council. Minutes from these meetings are recorded and displayed in the classrooms. Pupils from different year groups take it in turns to raise their ideas. For example, Year 2 pupils wanted extra equipment on the field to make break time more enjoyable. It was suggested that money must be raised to pay for the equipment so that the pupils understood that they must play their part in

11 Friends School 6 the achievement of their aim. Year 6 pupils wanted orange squash to be served Friday lunchtime and the request was taken to the kitchen staff. Senior school pupils said that the school council is effective and they were able to provide many examples of improvements that it had brought about, such as the provision of outdoor table tennis tables, additional water fountains and basketball hoops. Boarders were equally secure that the boarding council could bring about changes, even small ones, like the provision of mango juice at breakfast. In their responses to pre-inspection questionnaire a very small minority of pupils indicated that their views are not listened to. But both day and boarding pupils said in interview that, as well as through the councils, they could express their views to staff and be listened to. Year 9 had very recently visited the Houses of Parliament and the Royal Courts of Justice, which they felt had increased their understanding of the democratic process and the basis on which the law is made and applied in England. [Paragraph 5(a) and (b)(iv) and (vii) and NMS 17] 2.21 Pupils demonstrate a sense of right and wrong in their own behaviour around the school. In their pre-inspection questionnaire responses a very small minority of them said that behaviour is not good in the school. However in interview they said that they welcomed recent initiatives taken by the school to improve behaviour, understanding that it enabled them to work and interact in a productive way, and that individual liberty must be present within the rule of law. By the sixth from, pupils are able to see that ethical issues can be complex. For example, a recent lecture about refuges from Guernica in the Spanish Civil War prompted them to consider the right course of action in the current refugee crisis. [Paragraph 5(b)(ii)] 2.22 Pupils are proud of their tradition of service to their own community. They must all commit themselves to one hour of service to the school a term, which may be accomplished in ten-minute sessions or all at once. It may include helping to choose books for the health centre waiting room or tidying areas of the school. The school has no prefects, but The Quartet consists of four Year 13 pupils whose role is to represent the school and to help younger pupils. The boarders all help with the chores in the house and understand that they are contributing to their own community. The tradition of service is observed in the pupils involvement locally. Year 1 invite senior citizens to watch their nativity play and the sixth form have a volunteer programme. International links are furthered by the pupils participation in the Model United Nations conference and by their support of charities at home and abroad. [Paragraph 5 (b)(iii) and NMS 19] 2.23 In the senior school, pupils are conscious that they live in a community which includes those of different cultures and beliefs. Junior school pupils learn about different traditions and faiths in religious education and history lessons. All pupils learn from each other, absorbing the Quaker principles of equality and respect. They appreciate their own and other cultures. [Paragraph 5(b)(v) and (vi)].

12 Friends School 7 What are pupils views of the school? Pupils are asked to respond as agree or disagree with the option to specify no view or not to answer individual questions. Two hundred and twenty-two pupils responded to part or all of the questionnaire. The table below shows the proportions of pupils who responded agree or disagree in relation to each question, and the number who didn t offer a view. % Agree % Disagree School questions 1. I enjoy school I find my lessons interesting and engaging The school gives me the support I need to learn I can get help if I need it The school encourages me to do my best I feel safe and happy at school My views and ideas are listened to in class and in school Behaviour is good in the school Teachers are fair in the way they give rewards Teachers are fair in the way they give sanctions The school deals with bullying There is a member of staff or senior pupil I can turn to if I have a problem Boarding questions 1. I enjoy boarding Boarders get on well together in the house I am well looked after if I fall ill or am injured I am able to contact my family and friends if I need to I like the food in boarding I feel safe in my boarding house I am able to have snacks and drinking water outside main mealtimes 8. I am able to keep my belongings safe Boarding staff treat me fairly I am happy with the balance of free time and activities in the evenings and at weekends Number offering no view

13 Friends School 8 Part 3 Welfare, health and safety of pupils 2.24 The school does not meet all of the Regulations and Standards The safeguarding policy is up to date and includes all contents required by official guidance, including the use of mobile telephones and cameras in the EYFS. Disqualification by Association checks are carried out on all staff who work in the EYFS. The policy is available on the school s website. Staff have received suitable safeguarding training on induction and all know how to report on any allegations or disclosures. Records are suitably kept and the school has helpful, supportive relationships with local agencies. The school is mindful of its duty with regard to preventing pupils from being drawn into extremist attitudes and behaviour. Staff have received regular training in their safeguarding duties including recognising the dangers of extremism and the other needs of vulnerable students. The governors conduct a formal annual review of the safeguarding policy and procedures. Pupils receive advice about e-safety. All parents who responded to the pre-inspection questionnaire indicated that their children feel safe in the boarding house and the vast majority of pupils were of the same view. Almost all parents said that their children felt safe at school and that they are happy. The school has carried out all the required pre-employment vetting checks on its permanent employees and shortcomings identified in the previous inspection have been rectified. It has not completed all checks on self-employed staff who are in regular unsupervised contact with pupils, including the taking up of references. [Paragraphs 7(a) and (b), 8(a) and (b), NMS 11 and NMS 14] 2.26 The school has a suitable policy to promote good behaviour. A small minority of pupils expressed the view that rewards and sanctions are not fairly awarded. The records of sanctions in both senior and junior schools show that few are issued and that they are for misdemeanours which contravene the school s rules. The school s record of serious sanctions is properly maintained and appropriately crossreferenced with pupils files. The school follows its own published policies and involves parents when it is considered necessary. Pupils say that they feel there is someone they can turn to if they have a problem. Both boarding and day pupils are encouraged to behave responsibly. In their questionnaire responses a very large majority of boarders reported that they get on well together in their houses. Almost all parents indicated that they are happy with all areas of boarding. [Paragraph 9(a), (b) and (c), and NMS 12] 2.27 The school has an anti-bullying policy which is well understood by the pupils. The vast majority of parents who responded to the questionnaire felt that the school deals well with bullying. The pupils responses were slightly less positive. Older pupils were clear that bullying is almost unknown but younger pupils were realistic about the incidents which can occasionally occur. All said that they knew what to do about it and, in interview, maintained they were confident that the school would deal with it. A scrutiny of the school s logs of bullying incidents showed that they were few, and were taken seriously and dealt with appropriately. The junior school has introduced a new system of recording and reporting any incident which happens during a break time, so that it can be quickly and effectively dealt with. Boarders reported no bullying occurred in the boarding houses. [Paragraph 10 and NMS 12] 2.28 The school has an appropriate health and safety policy, and buildings and grounds are maintained to a standard which ensures the safety of the pupils. Risk assessments are carried out for the buildings and activities which take place at the school. Similar procedures are followed to assess outings or trips away from the

14 Friends School 9 school, including those for boarding pupils. The school was able to show how it had taken action to remedy any identified risks. For example, staff supervising boarders undertaking a trampolining activity off-site changed their time of arrival in order to receive the safety briefing. Almost all parents reported in their questionnaire responses that their children are well looked after. Equipment is regularly tested and due attention is paid to all official guidance. [Paragraphs 11 and 16; NMS 6] 2.29 The fire safety policy and procedures are closely observed. Fire risk assessments are regularly reviewed, staff are appropriately trained and all equipment, such as fire extinguishers, is regularly tested. Fire drills take place each term and boarders take part in an additional fire drill each half-term in the boarding houses. [Paragraph 12 and NMS 7] 2.30 The school s policy for first aid is clear. A number of staff have undertaken first-aid training, including paediatric first aid for those who work in the EYFS. A qualified nurse is present in the health centre each day from 8am until 6pm. During that time, both day and boarding pupils who are unwell go to the health centre to be assessed by the nurse. Suitable accommodation is available for them. The junior school has a first aid room but any pupil who requires more than simple first aid goes to the health centre for care. In the evenings a thorough handover sheet is sent to the boarding house staff, providing them all the necessary information. The house staff have been trained in the administration of medicines. A nurse is on call if needed. First-aid kits are kept in appropriate locations. Boarders who are assessed as competent may self-medicate and have lockable cupboards in which medication must be stored. Suitable records are kept confidentially in the medical centre. Boarders have access to local healthcare services and are registered with the local general practitioner, who holds a surgery in the school once a week. Their rights as patients are fully respected. All parents of boarders, and most boarders themselves, who responded to the pre-inspection questionnaire indicated that boarders are well looked after if ill or injured. [Paragraph 13 and NMS 3] 2.31 Supervision of pupils during the day is organised through staff rotas. The staff handbook sets out clearly what duties are expected. Suitable ratios of supervision are maintained in the EYFS. In the evenings and at night time, the boarding staff take over supervision. Boarders may sign out of the house in the early evenings, according to their ages, but all must return for the evening meal. The signing in and out procedure is rigorous, as are registrations, even when unobtrusive. Staff know how to contact pupils if necessary and know what to do should a pupil be missing. Pupils can contact staff during the night should the need arise by pressing a strategically placed buzzer or by mobile telephone. [Paragraph 14 and NMS 15] 2.32 Admission and attendance registers are properly maintained and stored. [Paragraph 15] 2.33 Boarders spoke confidently about the way in which they had been helped to settle in to the school, particularly commending the letters they had received from current boarders before they arrived at the school. No formal buddying system is in place because the responsibility of helping new boarders is regarded as everyone s duty. External helplines are displayed on the central boarding notice board and the independent listener is well known to boarders. The vast majority of boarders indicated in their questionnaire responses that they could easily contact family and friends. They confirmed this in interview. Almost all boarders also said that they enjoy boarding. The school employs suitable filtering systems to monitor the safe use of the internet. [NMS 2 and 4]

15 Friends School Arrangements for the preparation and serving of food are hygienic and suitable. Boarders meals include provision for particular dietary needs. In their responses to the pre-inspection questionnaire, a minority of boarders said that they do not like the food in boarding. Inspection evidence from a scrutiny of menus and sampling of meals judged that the meals are healthy and nutritious. In interview boarders confirmed that they enjoyed the school food. They indicated that it had improved over the past year and hence the inspection concluded that negative opinions were based on the boarders previous experience. Appropriate drinks and snacks are provided for boarders. [NMS 8] 2.35 One of the chores with which the boarders help is to collect the laundry for their house. It is then handled efficiently in the school laundry. Boarders have access to washing machines if they wish to wash their own clothes. Local shops are within easy reach, and boarders can sign out to buy anything they need. All boarders have lockable cabinets in their rooms to ensure that their possessions are safe. A small minority of boarders indicated in their pre-inspection questionnaire responses that their belongings are not safe. However they confirmed in interview that, if valuables were appropriately locked up, they were safe. [NMS 9] 2.36 Older boarders have study facilities in their rooms but they have access to other areas, including the library, where they can study. Younger boarders are supervised centrally to complete their prep. All boarders have access to a range of indoor and outdoor recreational facilities. They appreciate the activities that are on offer to them in the evenings, particularly the supervised activities in the sports hall. Outings are organised at weekends and boarders are able to suggest activities and outings that they wish to participate in. On occasion they organise an outing themselves. They are made aware of current events through newspapers, the internet and television. [NMS 10] 2.37 The boarding houses are secure and unauthorised people cannot gain access to them. Visitors do not visit boarding accommodation. Family members of boarding staff resident in boarding houses have a clear understanding of their roles. The school does not arrange guardians or lodgings for boarders. [NMS14 and 20] Other legislation 2.38 The school has an accessibility plan, which meets requirements, to improve information, the curriculum and physical access for pupils with SEND. In discussions and interviews, boarders said that they did not experience any discrimination. Those from overseas or those with individual needs are helped to integrate into the community. [Schedule 10 of the Equality Act 2010 and NMS 16] 2.39 Corporal punishment is not used or threatened. [The Education (Abolition of Corporal Punishment) (Independent schools) Regulations 1989]

16 Friends School 11 Part 4 Suitability of staff, supply staff and proprietors 2.40 The school does not meet all of the Regulations and Standards At the time of the previous inspection, the school did not carry out all required vetting checks or ensure that the single central register of appointments was complete. The shortcomings identified at that time have been rectified in the appointment of permanent staff. A clear procedure is followed when appointing new members of staff. Checks of medical fitness have not been carried out on self-employed staff who are in regular unsupervised contact with pupils, and nor have they been checked to see if they are subject to a prohibition from teaching order. [Paragraph 18 and NMS 14.1] 2.42 Supply staff are not used by the school. Appropriate checks have been completed to ensure the suitability of the school s governors and of other adults not employed by the school but living on the school site. The single central register of appointments is generally accurately maintained but does not indicate whether self-employed staff have been subject to a prohibition from teaching order check. [Paragraphs 19, 20 and 21] Part 5 Premises and accommodation 2.43 The school meets the Regulations and Standards Suitable toilet and washing facilities are provided for the sole use of pupils. Drinking water is supplied at numerous locations around the school and is appropriately labelled. [Paragraphs 23 and 28] 2.45 The accommodation for the care of sick and injured pupils is suitable. The premises are appropriately maintained with clear procedures for identifying and carrying out minor repairs. Internal acoustic conditions and lighting are suitable for the activities carried out and adequate external lighting is provided. [Paragraphs 24, 25, 26 and 27] 2.46 Pupils have access to outdoor space for physical education, including grass and artificial surface pitches as well as hard courts. During break and lunchtime they have secure areas for recreation, including a separate secure outdoor play area for the EYFS. [Paragraph 29] 2.47 Boarding accommodation is well maintained, much of it has been recently refurbished. It is comfortably furnished and of a suitable size. Bedrooms, many of them single rooms, are of a suitable size with effective lighting, heating and ventilation. All boarders have ample storage space and may personalise their sleeping areas. Toilet and washing facilities have been recently refurbished and provide suitable privacy. Common rooms and areas for private study are available to all boarders and the accommodation is protected from unauthorized access. No surveillance equipment intrudes on pupils privacy. [Paragraph 30 and NMS 5]

17 Friends School 12 Part 6 Provision of information 2.48 The school meets the Regulations and Standards Throughout the school, parents receive regular reports on their children s progress and their levels of achievement, with indications of how to improve. Parents of current and prospective pupils are provided with the required information about the school, including the EYFS and boarding, on its website and in information booklets provided to all pupils and their parents. In their pre-inspection questionnaire responses a few parents reported that they do not receive good information about the school and about their children s progress. A scrutiny of the material sent out to parents deemed it to be detailed. The principles and practice of boarding are clearly displayed on the house notice board. In interviews, boarders reported that they understood them. [Paragraph 32 and NMS 1] Part 7 Manner in which complaints are handled 2.50 The school meets the Regulations and Standards The policy for handling complaints and concerns meets requirements and is displayed on the school website. Concerns are handled in accordance with these procedures, including any received in the EYFS. The handling of all complaints, including those relating to boarding, and the action taken is recorded in detail. A very small minority of parents reported that the school does not welcome their views, a review of concerns revealed that the school treats all parents views respectfully. A very large majority report that they receive a swift response to concerns that they raise with the school. Three formal complaints have been received by the school in the last year but none has proceeded to a panel hearing. [Paragraph 33 and NMS 18] Part 8 Quality of leadership and management 2.52 The school meets the Regulations and Standards The governors have discharged their responsibilities for ensuring that the regulatory standards are consistently met. Since the previous inspection they have ensured that previous regulatory failures have been rectified. They have taken immediate steps to rectify regulatory failings identified during this inspection. Governors have active oversight of the EYFS and of boarding, with specific governors nominated to take special responsibility for those areas. Leadership and management at all levels in the school actively promote the well-being of the pupils, demonstrating good skills and knowledge and effectively fulfilling their responsibilities. [Paragraph 34] 2.54 Senior boarding staff are suitably trained and receive appropriate induction. Links between the boarding and academic staff have been improved by the introduction of boarding house tutors who are also teachers. The required records specified in the NMS are suitably maintained and regularly monitored. Boarding staff have developed an appropriate system of self-evaluation against the standards. [NMS 13]

18 Friends School 13 What are parents views of the school? Parents are asked to respond as agree or disagree with the option to specify no view or not to answer individual questions. Eighty-one parents responded to part or all of the questionnaire. The table below shows the proportions of parents who responded agree or disagree in relation to each question, and the number who didn t offer a view. % Agree % Disagree School questions 1. My child is happy at the school My child is making good progress at the school My child feels safe at the school My child is well looked after at the school The school actively promotes good behaviour There is someone for my child to go to if problems arise in the school. 7. The school welcomes my views The school deals well with bullying Behaviour is well managed I receive good information about my child s progress, the school s policies and activities/events. 11. I receive timely responses to my questions, concerns and complaints. 12. My child has access to a broad curriculum My child s individual educational needs are being met at school. 14. I would recommend the school to another parent Boarding questions 1. My child enjoys boarding The boarding accommodation is well maintained My child is well looked after if he/she is ill or injured I am able to contact my child easily I am able to contact boarding staff easily My child feels safe in the boarding house My child s belongings are kept safe Boarding staff treat my child fairly I am happy with the balance of free time and activities my child has in the evenings and at weekends Number offering no view

19 Friends School SUMMARY OF REGULATORY COMPLIANCE Part 1 Quality of education provided (curriculum) Part 1 Quality of education provided (teaching) Part 2 Spiritual, moral, social and cultural development of pupils Part 3 Welfare, health and safety of pupils, including Other legislation Part 4 Suitability of staff, supply staff and proprietors Part 5 Premises and accommodation Part 6 Provision of information Part 7 Manner in which complaints are handled Part 8 Quality of leadership and management National Minimum Standards for Boarding Schools All requirements met? Yes Yes Yes No No Yes Yes Yes Yes No

20 Friends School 15 Action points 3.1 The school does not meet all the regulatory requirements, and therefore it must take the following action. Implement appropriate safeguarding arrangements by ensuring that references are taken up for all staff, including those who are self-employed, before they begin employment. [Independent School Standards Regulations Part 3, paragraphs 7(a) and (b), 8(a) and (b) under Welfare, health and safety and NMS 11 under Management and development of boarding]. Ensure that appropriate checks are carried out on the medical fitness of all staff, including those who are self-employed. [Independent School Standards Regulations Part 4, Paragraph 18(2)(c)(ii) under Suitability of staff, supply staff and proprietors, and NMS 14.1 under Staff recruitment and checks on other adults] Ensure that self-employed staff, if in regular unsupervised contact with pupils, are subject to prohibition from teaching checks. [Independent School Standards Regulations Part 4, Paragraph 18(2)(b) under Suitability of staff, supply staff and proprietors, and NMS 14.1 under Staff recruitment and checks on other adults] Ensure that the single central register indicates that all the necessary vetting checks have been carried out. [Independent School Standards Regulations Part 4, Paragraph 21(3)(b) under Suitability of staff, supply staff and proprietors] The school will be required to produce an Action Plan for the Department for Education to set out how it intends to resolve the issues listed above. Progress since the previous inspection 3.2 The school now meets the regulatory requirement with regard to staff beginning work when an enhanced criminal record check certificate has been delayed, but it has not ensured that the requirements of Keeping Children Safe in Education 2015 are fully met with regard to recruitment checks. It has ensured that effective links are made between academic and residential staff.