Royal Ballet School Boarding House Inspection report for boarding school

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1 Royal Ballet School Boarding House Inspection report for boarding school Unique reference number Inspection date Inspector Type of Inspection SC March 2009 Seka Graovac / Tola Akinde-Hummel Key Address Telephone number Registered person Head / Principal Nominated person Date of last inspection 5-6 Gliddon Road Barons Court LONDON W14 9BH wolfhouse@royalballetschool.co.uk Royal Ballet School Martin Fosten 12 December 2006

2 . Crown copyright 2009 Website: This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated. You can obtain copies of The Children Act 2004, Every Child Matters and The National Minimum Standards for Children's Services from: The Stationery Office (TSO) PO Box 29, St Cripins, Duke Street, Norwich, NR3 1GN. Tel: Online ordering:

3 3 of 12 About this inspection The purpose of this inspection is to assure children and young people, parents, the public, local authorities and government of the quality and standard of the service provided. The inspection was carried out under the Care Standards Act This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcome for children set out in the Children Act 2004 and relevant National Minimum Standards for the establishment. The inspection judgements and what they mean Outstanding: Good: Satisfactory: Inadequate: this aspect of the provision is of exceptionally high quality this aspect of the provision is strong this aspect of the provision is sound this aspect of the provision is not good enough

4 4 of 12 Service information Brief description of the service The mission of the Royal Ballet School is to train and educate classical ballet dancers to the highest possible standard and to provide an accessible resource for students, teachers and the wider community. The Upper School offers self-catering boarding facilities for the first year students at Wolf House. The admission is based on competitive dance performance auditions and the majority of students enter the Upper School at the age of 16, but they might be younger or older. The school expects students to have a high level of independent living skills and this is clearly communicated to young people and their parents before the start of a new school year. The boarding staff consists of three Academic and Pastoral Officers (APO) who live on the premises. One of them is on duty in the morning and after the school hours until hours. Another person is always on on-call duty. In addition to Wolf House, the school has arranged for accommodating up to eight students in two flats in the nearby area. The school refers to these rented properties as half-way houses. Students live more independently in those flats, but boarding staff from Wolf House will offer assistance and support if needed. All students attend the Royal Ballet School at Covent Garden. There are good transport links between the boarding facilities and the school. The journey takes approximately a half an hour, if travelling by London Underground. Wolf House is closed during school holidays. Summary This was a full, announced inspection. The main aim of the inspection was to assess the boarding provision in line with the National Minimum Standards for Boarding Schools. The organisation and outcomes for young people were inspected. The main finding is that the boarding provision at the Royal Ballet Upper School is inadequate. The inspectors made sixteen recommendations. The number and seriousness of the failures to meet the National Minimum Standards for Boarding Schools shows that the school's management has not been effective in fully safeguarding boarders' welfare at the Royal Ballet Upper School. The significant shortfalls include the inadequate environment and not well managed health and safety risks, poor recruitment practices, lack of adequate catering provision for boarders and a lack of adequate management support given to boarding staff. The overall quality rating is inadequate. This is an overview of what the inspector found during the inspection. Improvements since the last inspection The boarding school's last full inspection was carried out in November 2004 by the Commission for Social Care Inspection (CSCI). At that time, the CSCI made ten formal recommendations in accordance with the National Minimum Standards for Boarding Schools. In December 2006, the CSCI undertook an additional visit to the boarding school and restated four of these recommendations. All of them related to the environment. The school has looked at different properties since that time, but the first year students remain accommodated at Wolf House. The school has made efforts to improve the interior décor of the house and to avoid triple sharing accommodation. More space has been created by changing the layout of the computer desks in the communal room. However, the main issues related to the lack of communal and individual spaces remain unresolved.

5 5 of 12 Helping children to be healthy The provision is inadequate. The school does not effectively promote the development of healthy and sociable eating habits. It does not provide any meals or snacks to boarders. Boarders are expected to acquire, prepare and cook food for themselves. However, the cooking facilities that are made available to them by the school are not adequate. For example, there is only one small kitchen on the young women's side with one old cooker and the oven which has not been working for over two weeks. All kitchens are very small and can safely be used only by one person at a time. This also has an impact on any potential support and assistance that could be made available by boarding staff. The majority of young women's bedrooms have a two ring electrical hob. However, some of them are not adequately maintained, which further increases already significant fire-safety risks associated with cooking and sleeping in the same very small area. There are no communal dining areas at Wolf House. Some bedrooms have a small dining area incorporated, but the majority of students have to eat while sitting on their beds. This contributes to developing unsociable eating habits. The school does not provide crockery or cutlery. Some food storage facilities, including refrigerators in boarders' bedrooms are provided. However, these are not adequate in size and students end up bringing in additional items for dry food storage. Drinking water is available from the main water supplies to the house. However, the taps with drinking quality water are not clearly labelled. The school's nutritionist provides general information on healthy eating and also offers professional advice to boarders on an individual basis. However, the school is not able to demonstrate that the individual student's catering skills have been assessed, how their food intake is monitored and that the appropriate assistance is given when needed. Boarders enjoy having opportunities to choose what they eat for each meal. However, some also reported that they found self-catering difficult. The school has an appropriate policy on countering major risks to health, including substance abuse. Health-promotion material and contact details of various agencies, including the Food Standards Agency and Family Planning Clinic, are displayed on the notice boards. The school's secretary has a lead role in initially collating and confidentially maintaining boarder's health records. The individual medical forms contain relevant medical information, including parental consent for vaccinations and treatments. All boarders have medical insurance. Good record keeping contributes to safeguarding and promoting boarders' health. Boarders' health is well protected by staff training in first aid and the school's good liaison with health professionals. Each boarder is registered with a local surgery. The school has additional contractual arrangements with a range of health professionals to ensure that boarder's health and welfare needs are appropriately identified and managed. This includes boarders' direct access to the school's counsellor/ clinical psychologist and a physiotherapist. Boarders who are ill are appropriately looked after and supported by the school and boarding staff. However, the school does not use written individual welfare plans for the boarders with

6 6 of 12 special welfare needs, significant emotional or behavioural difficulties. This has an effect on the consistency of support provided. Protecting children from harm or neglect and helping them stay safe The provision is inadequate. The school has failed to adequately safeguard the welfare of boarders in a number of ways. Significant and avoidable fire risks have been created by providing cooking facilities in some of the boarders' bedrooms. Despite the school being aware that the indicator lights on some of the electrical hobs are faulty, the boarders are still using them. This increases the fire hazards at Wolf House. The fire safety has been further compromised by the lack of regular recorded fire safety equipment tests and the lack of appropriate staff training. None of the boarding staff members have had fire safety training. There is also a lack of clarity about their responsibilities related to fire safety and general risk assessments. The school cannot demonstrate that it has adequate processes in place to ensure the health and safety of boarders, staff and visitors. In addition to inadequately managed fire safety risks, no gas safety certificates were available for inspection. No written risk assessments or any other health and safety records were available for the half-way houses. The school is working with a pest control company to resolve the reoccurring issues with mice infestation at Wolf House and the hazards this creates. Boarders reported evidence of mice in their bedrooms and on the communal stairs. Another area of inadequate safeguarding is related to the school's recruitment and vetting practices. This includes staff and volunteers who have unsupervised access to boarders. For example, no checks at all have been carried out on the school's independent listener, who is available to boarders on a voluntary basis. The evidence that the paid staff have had Criminal Records Bureau checks was available on the school's database. However, some staff files lacked other records, such as references or evidence of identity checks or proof of relevant qualifications. The school's policy on sponsors of individual boarders appropriately safeguards boarders through providing clear guidance on contact. The boarding facilities and the school are secure from public intrusion. Boarders feel safe on the premises and report that staff respect their privacy. Boarders benefit from living in a friendly environment. They are protected by the school's rigorous procedure for dealing with any allegations of bullying. Boarders are aware of their right to make a complaint and how to do it. As they enjoy good relationships with staff members, the informal route is usually followed. Neither the complaints procedure, nor the school's child protection procedure include Ofsted's contact details. The child protection procedure uses outdated terminology, such as referring to Area Child Protection Committees. It also contains criteria for not referring an allegation to the local authorities which is confusing and inconsistent with practice. The Academic and Pastoral Principal, who is also the designated Child Protection Officer for the school, was able to demonstrate that the school took appropriate actions in the past when safeguarding concerns were raised. Boarders' welfare is safeguarded well by regular child protection training that is arranged for all boarding staff. The other staff who also have contact with boarders, such as the counsellor and the independent listener, have relevant knowledge of the reporting

7 7 of 12 procedures relating to safeguarding concerns being raised and of the importance of making children safe. Boarders are aware of the house rules, including curfew times. They understand that the rules are there to protect them. The school's policy on rewards, sanctions and exclusion is clear and includes an appeal process. Boarders are aware of the procedure, as it is included in the Student Handbook. Boarders report staff being fair and consistent. Helping children achieve well and enjoy what they do The provision is good. Boarders and staff are protected by the school's good policy on equal opportunities. The equal and fair treatment is also enshrined in the school's other policies that explicitly refer to equal opportunities. The school is open to all candidates regardless of ethnic origin and this is monitored through the ethnicity survey. The school conducts an extensive audition and outreach programme. Boarders come from a wide range of backgrounds and are united by their passion for dancing. Overseas students receive additional support in line with the school's policy. They are provided with relevant information on international student visas, doctors, banks, travel, the police and other services in London. All overseas students have a guardian who lives in Great Britain. The school employs a specialist teacher in English for speakers of other languages who has a lead role in devising and implementing overseas students' individual programmes of learning. Students are appropriately assisted to learn about the British ways of living and to integrate into London life. The school's commitment to expand the international exposure by participating in international competitions and festivals provides further opportunities for boarders to learn about and value diversity. Boarders enjoy the freedom and independence that the flexible boarding service gives them. They enjoy having opportunities to train in a school with such an outstanding reputation in the world of classical ballet. They are highly motivated and self-disciplined individuals who wholeheartedly engage in a carefully structured and very demanding dance course. The school takes care to balance the high demands placed on boarders with the times given to rest and by specialist support provided by a body conditioning and Pilates teacher. The school's physiotherapist also provides extra support and advice to boarders on keeping themselves in the top condition and learning how to care for their bodies. The school is committed to promoting versatility to maximise prospects of employment when career transition is necessary. This means that students are offered a number of traditional academic subjects, such as Art, English, Mathematics and French, in addition to being able to achieve Business and Technology Education Council National Awards in Performing Arts (Dance and Arts Management). Boarders enjoy a good range of out of school activities and special events, such as quiz nights. They benefit from having good relationships with the boarding staff and being appropriately supported. They also have access to the counsellor and the independent listener who provide additional confidential support. Boarders who are religious are given relevant information and signposted to the religious institutions and local services they offer.

8 8 of 12 Helping children make a positive contribution The provision is satisfactory. The school is working in close partnership with parents to ensure that young people receive appropriate support. There is an appropriate process of induction and guidance for new boarders that also includes their parents. The 'New Parents Day' is held shortly after places have been finalised for the following school year, usually in June. During the day, boarders and their parents visit Wolf House and have the opportunities to meet staff and other boarders. A handbook that is sent to each boarder is comprehensive and introduces them well to the school's procedures. Special events are held at the beginning of a school year to introduce the staff, facilities and services to boarders and help them to settle in their new environment. During their stay, boarders are enabled to contact their parents and families in private. Wireless connection is available throughout Wolf House. There is a private room with a payphone. The Academic and Pastoral Principal contacts parents about any significant information relating to their child at school to ensure they know how their child is settling in and progressing. Boarding staff are committed to developing a friendly and safe atmosphere at Wolf House that facilitates trusting relationships with boarders. Boarders benefit from this. They feel able to share their views and feel listened to. Although the school secures boarders' views through good communication and sound relationships, the formal opportunities given to boarders to contribute to the operation of the boarding provision and the school are not good. Boarders' meetings at Wolf House are infrequently arranged and no minutes are kept. The Students' Council that consists of self-elected student representatives meets on an annual basis. However, it did not meet last year. The minutes of the meeting that was held in March 2009 shows that a number of issues were discussed, such as changing and toileting facilities, security, common room, physiotherapy and studios. Achieving economic wellbeing The provision is inadequate. Wolf House was created by connecting two neighbouring terraced properties at a ground floor level. Each side of the house accommodates up to 15 boarders. Young women live on one side and young men on the other. There are some single bedrooms, but the majority of the rooms are shared, double rooms. The communal areas are limited in size and there is no dining space for communal eating. The majority of young women's rooms have limited cooking facilities in the shared bedrooms. There is one small kitchen on the young women's side. There are three small kitchens on the young men's side and their bedrooms do not have cooking facilities. Some bedrooms might include a small dining area. Washing, toileting and laundry facilities are shared. Young women and young men are not accommodated on the same side of Wolf House each school year. The school is not adequately supporting boarders' economic wellbeing. Boarders live in an environment that is not suitable. The health and safety arrangements are not fully implemented. The fire risks are not appropriately minimised. The communal area is small. Cooking and dining facilities are not adequate. Some boarders have provided their own additional storage facilities as what the school provides is limited. Many boarders have to share wardrobes. Boarders' possessions and money are not protected as the school does not provide secure facilities for each boarder. Boarders can give some valuables, such as passports, to boarding staff for safe

9 9 of 12 keeping. However, they do not have lockable facilities themselves for secure keeping of valuables that they need easy access to, such as medication, money or personal journals. The fittings and equipment are not well maintained. For example, male boarders reported that only one shower was in a good working order on their side of the building. In one of the half-way houses the boarders have been waiting for repair of a water tap since October Their washing machine was also in need of repair. In the second half-way house, the inspectors observed a light fitting being kept together with ordinary fixing tape. Despite the above, the boarding staff have made significant efforts to brighten up Wolf House with posters and furnishings and give the environment a warm, welcoming feel. Boarders are encouraged to personalise their bedrooms which they have done. They enjoy living in a relaxed atmosphere and describe Wolf House as their home. The environment, including boarders' bedrooms, is kept clean. The communal area is kept tidy. Organisation The organisation is inadequate. The school has a suitable statement of its purpose, its boarding principles and practice. Clear information that reasonably reflects the actual service provision is communicated well with different stakeholders, such as boarders, parents and staff members. While the Student Handbook includes a good summary of the school practices that are relevant to boarders, the Staff Handbook provides more comprehensive guidance to staff members, through the policies and procedures. The promotion of equality and diversity at the school is good. The practice values differences and encourages the school community to promote openness and respect for other cultures. Boarders and staff are treated with respect and fairness and in line with the school's good policy on equal opportunities. The most unifying force for the school is its uncompromising drive for the highest standard of dancing. The organisation of the boarding provision at Wolf House where young women live on one side and young men on the other side of the house provides appropriate gender separation and protection. However, some male boarders pointed out that the new showers have been recently installed only to the other side of the house. However, young women and young men swap sides each year. There are clear management structures in place on the senior level. The Academic and Pastoral Principal reports to the school's Director and the Board of Governors. He is a member of the Academic and Pastoral Sub-Committee that meets on a regular basis to review the school's practices and policies and discus any pastoral issues. The Principal meets with the boarding staff at Wolf House fortnightly and has responsibility for monitoring of records of significant events and risk assessments. The school has a business plan with the specific key performance indicators. However, the number and seriousness of the failures to meet the National Minimum Standards for Boarding Schools shows that the school's management has not been effective in fully safeguarding borders' welfare at the Royal Ballet Upper School. The significant shortfalls include the inadequate environment and not well managed health and safety risks, poor recruitment

10 10 of 12 practices, lack of adequate catering provision for boarders and lack of adequate management support given to boarding staff. Boarders are looked after by staff members who are not appropriately supported themselves. Their line manager is based at the school in Covent Garden. He also has significant academic responsibilities that keep him occupied. The school does not have any arrangements in place to provide supervision to boarding staff, review their performance and address their professional development and training needs. Boarding staff at Wolf House are lone workers and do not benefit from the peer support and opportunities for learning from each other. Although the job descriptions, policies and procedures are in place, they are not always specific enough about the particular tasks and duties. Boarding staff are expected to provide supervision and support to boarders, who, due to the lack of communal space at Wolf House, are likely to be in their bedrooms, or who live on the nearby estates in the half-way houses. This limits staff effectiveness in supporting boarders in a more robust way. What must be done to secure future improvement? Statutory requirements This section sets out the actions, which must be taken so that the registered person meets the Care Standards Act 2000, and the National Minimum Standards. The Registered Provider must comply with the given timescales. Standard Action Due date Recommendations To improve the quality and standards of care further the registered person should take account of the following recommendation(s): agree and implement an individual welfare plan for any boarder with special welfare needs, significant emotional and behavioural difficulties. (NMS 17) provide a good quality catering provision, either by providing boarders with meals or with adequate facilities for preparation and storage of food and appropriate staff supervision and support. (NMS 24 and 25) provide boarders with suitable dining facilities. (NMS 24) review and revise the school's child protection procedure. (NMS 3) include Ofsted contact details in the school's child protection and complaints procedures. (NMS 3 and 5) liaise with the Fire Service regarding protection from the risk of fire; regularly carry out and record risk assessments in relation to fire for all premises where boarders live and any fire-safety routine tests. (NMS 26) implement and be able to demonstrate a robust recruitment process and vetting procedure for all staff and volunteers who have unsupervised access to boarders. (NMS 38 and 39) remove reasonably avoidable safety hazards to minimise the risks and fully implement appropriate measures to control the unavoidable risks. (NMS 47)

11 11 of 12 review the formal opportunities for boarders to express their views on relevant aspects of boarding provision and contribute to its operation. (NMS 12) provide each boarder with a suitably secure, accessible place to keep personal possessions and valuables. (NMS 20) maintain fittings and equipment in good working order. (NMS 40) provide adequate storage space for boarders' clothing and property. (NMS 42) review the effectiveness of the management and development of boarding and provide an action plan with clear timescales to Ofsted on how the school is planning to address the shortfalls identified at this inspection. (NMS 8) provide the same quality of boarding provision to different genders. (NMS 10) review the staffing levels in the boarding provision. (NMS 31) make arrangements for the regular review of the performance of each member of staff with boarding duties through individual supervision meetings and appraisals. (NMS 34) provide regular training opportunities to boarding staff. (NMS 34)

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