This private language school offers courses in general English for under 18s and vacation courses for under 18s.

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1 Inspection report Organisation name Didac School, Eastbourne Inspection date May 2014 Section standard Met Not met Management: The management of the provision will operate to the benefit of its students, in accordance with its publicity and in accordance with the Declaration of legal and regulatory compliance. Resources and environment: The learning resources and environment will support and enhance the studies of students enrolled with the provider, and will offer an appropriate professional environment for staff. Teaching and learning: Teachers will have appropriate qualifications and will be given sufficient support to ensure that their teaching meets the needs of their students. Programmes of learning will be managed for the benefit of students. The teaching observed will meet the requirements of the Scheme. Welfare and student services: The needs of students for security, pastoral care, information and leisure activities will be met; any accommodation provided will be suitable; the management of the accommodation systems will work to the benefit of students. Care of under 18s section Met Not met There will be appropriate provision for the safeguarding of students under the age of 18 within the organisation and in any leisure activities or accommodation provided. Recommendation We recommend accreditation with a spot check in the first months. We also recommend that evidence be submitted to the Accreditation Unit within three months that the safety issue in W1 has been addressed. Publishable statement The British Council inspected and accredited Didac School in May The Accreditation Scheme assesses the standards of management, resources and premises, teaching, welfare and care of under 18s and accredits organisations which meet the overall standard in each area inspected (see for details). This private language school offers courses in general English for under 18s and vacation courses for under 18s. Strengths were noted in the areas of student administration, learner management and leisure opportunities. The inspection report stated that the organisation met the standards of the Scheme. Report expires 31 March 2019

2 Organisation profile Inspection history Dates/details First inspection 13 May 2014 Last full inspection Subsequent spot check (if applicable) Subsequent supplementary check (if applicable) Subsequent interim visit (if applicable) Current accreditation status Other related schools / centres /affiliates Other related non-accredited activities (in brief) at this centre Private Sector Date of foundation 1979 Ownership Other accreditation/inspection Private company ABLS Not accredited Four Didac schools in Switzerland; Didac au pair agency. Premises profile Address of main site Details of any additional sites in use at the time of the inspection (location/normal use of site/when used/number of rooms used) Details of any additional sites not in use at the time of the inspection Inspectors note of sites inspected 16 Trinity Trees, Eastbourne, East Sussex BN21 3LA None. None. The school occupies a substantial Victorian house in a residential street close to the seafront, to the town and its amenities, and to the station. On the ground floor there is a reception/office, the principal's office, a student common room and kitchen for students' use, and one classroom. On the first floor there are three classrooms, a computer room and a library; on the second floor there is an office, one classroom and a staff room with kitchen. There are two classrooms in the basement and toilets on the ground and first floors. In 2005 an extension was built at the back of the house providing four classrooms and additional toilets. There is a garden at the front of the house with seating. Student profile Of all international students, approximate percentage on ELT/ESOL courses At inspection 100% 100% In peak week (organisation s estimate) Student numbers constant all year round. ELT/ESOL Students (eligible courses) At inspection In peak week Total ELT/ESOL student numbers (FT + PT) Full-time ELT (15+ hours per week) 18 years and over 7 5 Full-time ELT (15+ hours per week) aged years Full-time ELT (15+ hours per week) aged under Part-time ELT aged 18 years and over 0 0 Part-time ELT aged years 0 0 Part-time ELT aged under 16 years 0 0 Minimum age (including closed group or vacation) Typical age range Typical length of stay 10 months 10 months Predominant nationalities Swiss Swiss Number on PBS Tier 4 General student visas 0 0 Number on PBS Tier 4 child visas 0 0

3 Number on student visitor visas 0 1 Number on child visitor visas 0 0 Staff profile At inspection In peak week (organisation s estimate) Total number of teachers on eligible ELT courses 5 5 Number teaching ELT under 10 hours/week 1 Number teaching ELT hours/week 0 Number teaching ELT 20 hours and over/week 4 Total number of administrative/ancillary staff 3 Academic staff qualifications to teach ELT/TESOL Profile at inspection Professional qualifications Total number of teachers Diploma-level ELT/TESOL qualification (TEFLQ) 1 Certificate-level ELT/TESOL qualification (TEFLI) 3 Holding specialist qualifications only (specify) YL initiated Qualified teacher status only (QTS) Rationale(s) required for teachers without appropriate ELT/TESOL qualifications 1 Total 5 These figures exclude the academic manager(s) The principal is TEFLQ and has responsibility for academic management. Course profile Eligible activities Year round Vacation Other - General ELT for adults (18+) General ELT for juniors (under 18) English for academic purposes (excludes IELTS preparation) English for specific purposes (includes English for Executives) Teacher development (excludes award-bearing courses) ESOL skills for life/for citizenship Other Run n Run n Run n The school offers a year abroad programme very closely linked to the Swiss school curriculum for year ten, together with English language classes. Students can choose a course with work as au pair (20 lessons + 18 hours work), or courses with school subjects and language tuition (either 28 lessons and four school subjects x four lessons per week, or 32 lessons and five school subjects x four lessons per week). One lesson is 40 minutes. All students in Eastbourne prepare to take Cambridge examinations, PET in December and FCE in June. Students are aged from and must have completed year nine in the Swiss school system. Courses run from September to June; there is also an option to do a half-year, starting in February. At the time of the inspection there were five English classes running.

4 One-to-one is not offered. Students enrol on completion of year nine in the Swiss school system so are aged 15+; a few students reach their 18 th birthday while still in the school but the typical age range is Accommodation profile Number of students in each at the time of inspection (all ELT/ESOL students) Types of accommodation Adults Under 18s Arranged by provider/agency Homestay 98 Private home Home tuition Residential Hotel/guesthouse Independent self-catering e.g. flats, bedsits, student houses Arranged by student/family/guardian Staying with own family Staying in privately rented rooms/flats Introduction Didac Schulen AG is a private Swiss company, founded in 1907 in Bern, originally as an academy running courses in business. In 1925 the academy was taken over by the family which still runs the company today. In 1973, courses linked to the curriculum of the Swiss ninth school year were introduced and in 1979 the company, Didac Schulen, was established. The company headquarters remain in Bern; there is a board of directors with a president, who is a member of the family who owns the company. The company enrols over 800 students per year in its schools and employs 150 staff. The school in Bern continues to offer business courses for Swiss school-leavers. The company also offers placements as au pairs in Switzerland and England, and arranges travel and transfers for students enrolled on its courses. By 1997 the company had grown to include a further three schools in Switzerland, and in 1997 the school in Eastbourne joined the Didac company. These four schools offer a year abroad on a course very closely linked to the Swiss school curriculum for year ten, together with language tuition (English in Eastbourne, French in Lausanne and Geneva, and Italian in Lugano). All students live in homestays. In 2005 the company started offering vacation courses for year olds in Lausanne for French and in Eastbourne for English. The year round course in Eastbourne ends in June and then a summer course runs for four weeks in July. There are typically 50 students on the course every year, taking one or two weeks of morning tuition and afternoon activities. All summer school students live in homestays. The company markets its courses in Switzerland by means of advertising, visits to schools and information days, allowing direct access to potential students and their parents/guardians. For this reason all publicity materials, including the website, are produced in German and French only. About one third of enrolments come via recommendation; very few enrolments come via the website. The inspection took a day and a half day. The inspectors talked to the principal, the English examinations coordinator, two teachers responsible for syllabus design and resources, the principal s assistant, the school secretary, the student welfare officer, the leisure programme manager, the sports teacher and the host family coordinator. All English teachers were observed once and focus groups were held with students and teachers. One inspector visited three homestays. Management Legal and statutory regulations Criteria M1 Declaration of compliance

5 M1 Sampling identified the following issues: the school s CLA licence had lapsed in April 2013; the inspectors saw evidence that contact had been made with the CLA during the inspection to rectify the situation; the inspectors were told that teachers sometimes copied from workbooks; the principal undertook to ensure that this practice would stop immediately. Staff management M2 Management structure M3 Duties specified M4 Communication channels M5 Human resources policies M6 Qualifications verified M7 Induction procedures M8 Monitoring staff performance M9 Professional development M2 The management structure is clear. The principal reports to the head of schools in the senior management team in Switzerland; in addition to running the school, the principal also has responsibility for academic management, aspects of which he has delegated to two teachers. The more senior of the two teachers deputises for the principal when necessary, supported by the two members of the administrative team. M4 Communication is good. The principal spoke highly of regular and constructive contact with senior management in Switzerland and with the principals of the other schools in the company; there are three management meetings in Switzerland every year. There are weekly staff meetings for all staff, with minutes, and two-weekly meetings for the English teachers. Much day-to-day communication is informal, which is appropriate given that the school is relatively small. Teachers confirmed that they felt well-informed about developments in the school. M5 Signed contracts and references were on file for all staff with the exception of a recently-appointed teacher doing regular cover work who did not yet have any written statement of the terms and conditions of his appointment, although this is part of the school s recruitment policy. M7 Induction procedures are in place. New teachers receive a comprehensive staff handbook and are paired with a more experienced teacher as mentor; they have the opportunity to observe other teachers lessons, and meet regularly with the principal during the early weeks of their employment. There is no safeguarding training, however. M8 There is an appraisal system in place for all staff; once a year each member of staff takes part in a development review with the principal, which involves reflecting on performance and setting goals for the coming year. Teachers are observed regularly. M9 The school has a clear policy of providing training for staff. The school year ends at the end of July and the following two weeks in August are given over to staff training and development. Sessions in 2013 included first aid training, IT skills and a workshop on managing teenagers, led by an external trainer. Sponsorship is available for teachers wishing to study for additional qualifications and to attend external events; one teacher is doing a counselling course to support his work in the school and two teachers had recently been to external examinationrelated events. There are no specific ELT-related development sessions outside the August training weeks, however, resulting in missed opportunities for extending and enhancing classroom performance. Student administration M10 Administrative staff and resources M11 Information on course choice M12 Enrolment procedures M13 Student records M14 Student attendance policy M15 Conditions and procedures

6 M10 The school secretary and principal s assistant work closely together and are available to help and advise students. M11 Potential students, and their parents/guardians, have the benefit of being able to find out about the school from advertising and at information days/evenings in their Swiss schools, all in their own language. There are also taster days when interested students can meet students who have completed their course in England. Students in the focus group confirmed that they had received ample information about the year in England before enrolling. M12 Quite detailed key information about each student is collected during the enrolment process so that any need for initial learning support can be assessed, the student can be placed in a suitable homestay and, where possible, classes and activities can respond to students interests. M14 Attendance is taken very seriously. Teachers complete registers at the start of each lesson. During the first lesson the school secretary visits each class briefly to collect names of any absent students, which she then follows up immediately. The caretaker checks classes a further five times during each day. Quality assurance M16 Action plan M17 Continuing improvement M18 Student feedback and action M19 Staff feedback and action M20 Complaints M17 There is opportunity for review of the school s systems, processes and practices in the August training weeks. In 2013 one of the issues discussed was how to develop the teacher s role in student welfare to support students even more effectively. M18 Initial feedback from students is collected informally in their class orientation time after lunch, and during tutorials. Online questionnaires are completed by students three times during the year. The data is analysed by the principal and the senior management team in Switzerland; there was evidence of appropriate action having been taken and recorded. M19 There are weekly meetings at which staff can give feedback, as well as an annual appraisal system. Publicity M21 Accessible accurate language M22 Realistic expectations M23 Course description M24 Course information M25 Cost M26 Accommodation M27 Leisure programme M28 Staff qualifications M29 Accreditation The company s publicity materials comprise a website and printed brochures in German and French only. The Eastbourne school has a website in English with information about current student activities but this is more a means of communicating with the parents of current students, rather than a marketing tool. M22 This criterion is met. However, there are pictures on the website that are not captioned, so it is not possible to know in which school the pictures have been taken. M24 All course types are described in terms of lessons but the number of taught hours per week is not given. The maximum class size is also not given.

7 M25 This criterion is met. However, the approximate cost of any course related examination fees not included in the course fees is not given. The requirements for deposits, payment of fees and the refund policy are outlined in the Terms and Conditions at the back of the printed brochure. On the website this information was accessible only once the enrolment process was begun, but this was rectified during the inspection. Management summary The provision meets the section standard and exceeds it in some respects. Staff management procedures are effective, communication is good and student administration efficient. Quality assurance measures are in place and feedback is taken seriously. Publicity materials are clear and mostly accurate but the number of taught hours per week and maximum class size are not given. Student administration is an area of strength. Resources and environment Premises and facilities R1 Adequate space R2 Condition of premises R3 Classrooms and learning areas R4 Student relaxation facilities R5 Signage and display R6 Staff room(s) R2 The classrooms and toilets in the extension are in a good state of repair but common areas, classrooms and toilets in the older part of the building would benefit from refurbishment. The basement is due to be renovated as currently one room cannot be used because of a problem with damp. R3 This criterion is just met. Classrooms vary in size. The four classrooms in the extension hold the maximum class of 18 just adequately but in others space is very limited. Some classes have to be seated in rows to accommodate the number of students, making it difficult for some students to see and write in comfort; this is a significant issue for students on a long course with an academic focus. All classrooms are free from extraneous noise. R4 Students have a good-sized student common room with television and games area, as well as a kitchen where they can heat food and make drinks. Lockers are available for storing personal possessions. All students have packed lunches which they eat in the common room, or in the garden when the weather permits. R5 Classroom doors are numbered and office doors have signs but there is no other directional signage in the school. Although display facilities in classrooms are used well, there are missed opportunities for brightening up common areas and providing useful information to students on notice boards. R6 Staff have access to a good-sized and comfortable staff room with space to access teaching resources and prepare lessons, store their possessions and relax. There is also a photocopier, a small kitchen area, and a staff toilet. Learning resources R7 Learning materials R8 Resources for teachers R9 Educational technology R10 Self-access facilities R11 Library/self-access guidance R12 Review and development R7 All students receive a course book for the examination they are preparing for. On the preparation course for PET, which runs from September to December, students use a book written by one of the teachers and which links topics to activities outside the classroom in a very effective way for teenage learners.

8 R9 Classrooms have computers with audio, and projectors. Students have access to a computer room with 16 computers and printing facilities. In the staff room there is a computer with internet access and printing facility. R10 There is no self-access centre as such but students wishing to work in school have access to the computer room which is open two afternoons and one evening per week. There is a library with a good stock of books and DVDs. R12 Materials are reviewed during the August two-week training sessions. Teachers had been involved in the trialling of materials for the in-house PET book, and their feedback was taken into account by the teacher responsible. Resources and environment summary The provision meets the section standard but much of the older part of the building would benefit from refurbishment. The facilities in the modern extension are appropriate; space for staff to work and relax and relaxation facilities for students are suitable. Signage is very limited. The learning resources support and enhance the studies of students enrolled with the provider. Teaching and learning Academic staff profile T1 General education (and rationales) T2 ELT/TESOL teacher qualifications T3 Rationales for teachers T4 Profile of academic manager(s) T5 Rationale for academic manager(s) T1 Two teachers do not have level six qualifications. The rationales provided were accepted in the context of this inspection: teacher A has undertaken some academic study in a different professional field; teacher B achieved a distinction in a university diploma in modern languages. T2 One teacher does not have an ELT qualification. T3 The rationale provided was accepted in the context of this inspection and on the basis of the teacher having started a Delta course. T4 The principal is TEFLQ and has relevant teaching experience for his role as academic manager in the school. Responsibility for curriculum and materials development has been given to a teacher who is also TEFLQ. Academic management T6 Deployment of teachers T7 Timetabling T8 Cover for absent teachers T9 Continuous enrolment T10 Support for teachers T11 Observation and monitoring T6 Teachers are matched appropriately to courses with their preferences taken into account, along with any relevant skills such as knowledge of the students L1. Opportunities are also provided for teachers to extend their experience of teaching different levels. T9 Students arrive on fixed starting dates in September or at the end of January. T10 Daily support and guidance is provided by the teacher with responsibility for curriculum and materials; teachers share classes and expressed their appreciation of the strong peer support in the staff room. T11 Teachers are observed by the principal/academic manager at least once per year; they complete a preobservation form and receive oral and written feedback. The observation notes on file were seen to be quite general in nature, rather than analytical, and the form has no section for action planning. The fact that there are no development sessions outside the August training weeks adds further to the limited focus on developing teaching techniques. Peer observations take place on a regular basis.

9 Course design and implementation T12 Principled course structure T13 Review of course design T14 Course outlines T15 Study and learning strategies T16 Linguistic benefit from UK T12 The curriculum in place is based closely on the language and skills needed for Cambridge examinations as success in the examinations is the objective for every student. There are three versions of the syllabus: entry level for students who take KET and then PET, level two for those who take PET and then FCE and level three which includes work relevant to CAE, which a relatively small number of students take. Each syllabus includes two projectbased lessons per week leading to student presentations of their work at the end of the school year. T14 The course programme follows closely the content of the course books being used and these provide the written course outline for students. T15 Teachers use parts of an in-house coaching course to help students reflect on their own learning styles. Students are encouraged to read widely to improve their vocabulary and there is a book club which meets regularly. Students are given a vocabulary book, although in the classes observed this was not seen in use, nor was there any consistent approach seen to helping students record and learn new vocabulary effectively. T16 All classes have two project-based lessons per week where language work done is linked to school visits to, for example, the British Museum, Camden Market and Brighton. The in-house Level One course book links classroom work to these activities outside the classroom. There is extended project work done for three weeks in January prior to the arrival of the half-year students, and an activity week in Wales in May. All students live in homestays and hosts are expected to involve their students in a variety of social activities, including trips to the theatre etc to which the school sometimes contributes financially. Learner management T17 Placement and level T18 Monitoring students progress T19 Examination guidance T20 Assessment criteria T21 Academic reports T22 Information on UK education T17 Placement procedures are thorough. At the start of the school year there are two days given to testing, including testing writing, and careful account is taken of each student s academic profile to confirm which level examination class is appropriate. Students are monitored closely in the early weeks of the course. Additional initial learning support can be provided by one of the teachers for eight weeks for students assessed as likely to need support at the start of an academic year abroad. T18 Students progress is assessed through classwork, progress tests at the end of each term, mock examination tests, completed homework and project work. Every term teachers observe the teachers they share classes with to get an overview of the class progress. Individual student progress is discussed with the students in tutorials and among teachers at the two-weekly English meetings. T19 A teacher has special responsibility for the administration of the examinations and for ensuring that students levels are assessed correctly using the school s tests and feedback from class teachers. She runs a Diploma Club on three Saturdays per term where students can opt to do additional examination-related work. T21 Intermediate reports on every student are produced at the end of each term to inform parents/guardians of student progress; there is also a final report which includes the results of the end of year test and CEFR level achieved. Reports include on student input in lessons, completion of homework and participation in study outside lessons. A separate report for each student is drawn up in a format suited to showing future employers.

10 Classroom observation record Number of teachers seen 5 Number of observations 5 Parts of programme(s) observed Classes preparing for Cambridge KET, PET, FCE and CAE examinations. None. Classroom observation T23 Linguistic systems of English T24 Appropriate language T25 Planning content T26 Coherent and relevant activities T27 Classroom management T28 Teaching techniques T29 Student engagement T30 Sensitivity and learning atmosphere T23 Teachers were able to demonstrate a sound knowledge of the linguistic systems of English although no clear modelling of spoken English was evident, and new words were often written up without a context or useful information like word stress and word class. T24 All teachers graded their language quite well. There was no evidence of planning for differentiation, however, even though students were seen completing tasks at very different speeds. T25 The content of lessons was linked very closely to the course objectives and, therefore, to examination-related skills, particularly in the month before the examinations take place. Topics selected were appropriate but some activities from the course book or grammar practice book planned for class work were more suited to being completed as homework. T26 There was some evidence of staging and most lessons moved at a realistic pace. Some teachers moved too fast through activities and need more guidance in exploiting materials more thoroughly. T27 Teachers generally managed resources quite well, including the use of teacher-produced materials, video clips and audio. Whiteboard work was often not well planned with words written up in random fashion, rather than in ways helpful to students, and in some segments there was no clear purpose to board work. The course book was used well by some teachers but was often under-exploited, with its content not sufficiently brought to life in the classroom. T28 A variety of teaching techniques was observed. Most teachers used nomination to encourage participation, and some elicited and prompted appropriately. However, some teachers elicitation techniques were poor and they relied on asking for definitions, often then needing to provide answers themselves. There were missed opportunities for correction of student language. T29 In better segments teachers managed whole-group activities well and every student was involved. In some classrooms students were seated behind other students, which did not encourage student participation. Very little organised pair work was seen, which would have added variety, and in some segments students were not sufficiently challenged by the work being done. Overall, however, students were seen to be enjoying their lessons. T30 There was good rapport between teachers and students in all classes. Classroom observation summary The teaching observed met the requirements of the Scheme with all segments observed being judged satisfactory. In general, teachers showed good awareness of linguistic systems and lessons had been planned appropriately. A variety of teaching techniques and resources was seen and there was a generally positive atmosphere in all classes. Whiteboard work was variable and new vocabulary was not written up in helpful ways; some teachers lacked effective elicitation techniques, and more variety in interaction patterns in the classes would help challenge students more.

11 Teaching and learning summary The provision meets the section standard and exceeds it in some respects. Almost all teachers have appropriate qualifications and are given adequate support to ensure their teaching meets the needs of their students. Course design is well-developed and addresses the needs of students preparing for examinations. Student placement and monitoring of progress is handled well. The teaching observed met the requirements of the Scheme. Learner management is an area of strength. Welfare and student services Care of students W1 Safety and security onsite W2 Pastoral care W3 Personal problems W4 Dealing with abusive behaviour W5 Emergency contact number W6 Transport and transfers W7 Advice W8 Medical and dental treatment W1 Most risks to student safety and security have been satisfactorily assessed and addressed. Induction covers fire safety and there are regular fire drills. All teachers receive first aid training. The main door of the school has coded entry and the exterior is partially protected by CCTV cameras. However, a significant area at the rear of the premises is in need of additional security measures. W2 Students and parents receive information about pastoral care in Switzerland before departure and written information is available in the students own language. Induction is good and includes a town walk on the first day. However, more could be done to make use of the school environment to highlight (for example, through posters and maps) the location of places of worship and external agencies to support the students pastoral needs. W3 All students outside the summer are long stay and pastoral support is given mainly by teachers in the first instance, and tutorials include a pastoral focus. Other staff support as appropriate. In addition, one of the teachers gives dedicated support on an on-going basis to individual students with personal difficulties, including disciplinary problems, and organises access to outside agencies as appropriate. He has received training on mental health and safeguarding issues and is currently undergoing counselling training. W4 Clear warnings and disciplinary procedures are provided in writing concerning unacceptable behaviour. Some pre-course written advice is available in the students language for anyone who feels themselves a victim of abusive behaviour. However, advice and simple procedures to follow need to be more accessible and more prominent while students are at the school. W6 All students arrive by coach arranged by Didac in Switzerland. W7 All students are required to take out medical and personal insurance in Switzerland before they leave. On arrival in Eastbourne they are registered with the school doctor. Students are warned about the legal situation in the UK in relation to drugs and are prohibited from entering pubs. Advice is given in relation to valuables and most aspects of personal safety. Many students bring their bikes with them, and are required to use lights and a helmet. However, more could be done to brief students on the UK highway code and what is expected of cyclists in the UK. Accommodation profile on the accommodation seen by the inspectors All students are placed in homestay accommodation within 20-minute access of the school, by walking, cycle or bus. With very few exceptions Didac students are placed singly in homes, although many providers accept students from other sources. All providers offer full board (including packed lunches) and are required to invite students to take part in family activities. The homestay manager has approximately 150 providers on her list of which about 95 are active. The three homestays visited during the inspection were different in character but of good quality overall. One had facilities of an exceptionally high standard.

12 Accommodation: all types W9 Services and facilities W10 Accommodation inspected first W11 Accommodation re-inspected W12 Accommodation registers W13 Information W14 Student feedback W15 Meals in homestay/residences W9 In general, the points under this criterion are all well met but one bedroom was rather small for students staying for a long period. W11 Most but not all accommodation had been re-inspected within two years. W14 Initial feedback is done orally by the teachers. The homestay manager works from home on a freelance basis and is present in the school twice a week. Teachers refer students with accommodation issues to her as necessary and problems are addressed promptly and action taken is recorded. The manager also provides students, parents and homestay providers with her telephone number which can be used in an emergency. Accommodation: homestay W16 No more than four students W17 Rules, terms and conditions W18 Shared bedrooms W19 Students first language W20 Language of communication W21 Adult to welcome W16 One homestay visited took three short-stay students from another organisation as well as two from Didac. W17 Hosts were made very well aware, both orally and in writing, of all the rules, terms and conditions. The written terms and conditions are revised annually and confirmed with every new booking. The school requires hosts to provide copies of gas certificates and keeps them on file. The host is additionally provided with a completed personal questionnaire from the student being accommodated, giving extra information about themselves. Homestay providers had not been informed of the need to undertake a risk assessment on their property but the homestay manager plans to advise them appropriately. W18 Students are only placed in single rooms. W19 On the few occasions that students with the same mother tongue are lodged in the same house written consent is not obtained from the parents in advance. W21 All students are met at the school by their hosts. Accommodation: residential W22 Cleaning W23 Health None.

13 Accommodation: other W24 Information and support W25 Other accommodation None. Leisure opportunities W26 Events and activities W27 Leisure programmes W28 Health and safety W29 Responsible person W26 Information is provided in a welcome pack about social, cultural and sporting events in and around Eastbourne. Students in the focus group felt that they had been sufficiently informed. However, it was noticeable during the inspection, which took place towards the end of the school year, that very little information was on display around the school. W27 The core leisure programme, called the Community programme, which includes an adventure and sports week in Wales and shelter building in a forest, is very well prepared, well organised and well resourced. The programme is mainly organised and run by two teachers and other teachers take part in most activities. This year the school has offered students an optional company-wide additional programme called a Club Active programme for which students paid an overall fee. However, this initiative has not been a success and will not be repeated. W29 The major activities, especially those involving greater risk, like abseiling, are led by fully-trained specialist staff and risk assessed by the hosting organisation. Welfare and student services summary The provision meets the section standard and exceeds it in some areas. Overall, the school offers a safe and supportive environment for students but more care needs to be taken to ensure that the site is secure from outside intrusion. Students needs for information and pastoral care are generally well met but more could be provided on the display boards around the school. Homestay accommodation is of a good standard and the provision very well managed overall, although some weaknesses were noted. The core leisure programme is generally of a very high standard and much appreciated by students, although an optional additional programme has not been a success and will be dropped. Leisure opportunities is an area of strength. Care of under 18s C1 Safeguarding policy C2 Guidance and training C3 Publicity C4 Recruitment materials C5 Suitability checks C6 Safety and supervision C7 Accommodation C8 Contact arrangements

14 C1 The school has a clear written safeguarding policy which focuses mainly on dealing with allegations of abuse. The school s safeguarding procedures also include comprehensive DBS checks for staff and all adults in homestay but these are not currently written into the policy. C2 Policy documents and procedures are made known to staff through the handbook, and the named welfare officer has had some formal training in safeguarding. However, formal Level 2 training could usefully be undertaken by key management staff and more on-going briefing given to staff. C3 All parents are made aware of levels of care in briefing sessions in Switzerland before enrolment. C4 Recruitment materials do not currently inform applicants about the safeguarding procedures outlined in this criterion. C5 Suitability checks are carried out on all employees and homestay hosts and other adults in the home. C6 There is an inclusive offsite leisure programme, appropriate to the students, with good levels of supervision by teaching and other well-qualified staff. Students are informed what they may or may not do outside supervised times and permission is required to travel outside Eastbourne. C7 All meals are provided by homestay hosts, and clear written guidance is given to hosts about curfew times and other safety issues in the contract they sign. Hosts are also invited into the school to attend briefing sessions. C8 Students and parents have emergency telephone numbers, which include that of the homestay manager. Key staff, including the homestay manager, also have a 24-hour contact number for parents. Care of under 18s summary The provision meets the section standard and in places exceeds it. The level of care given to the whole student body is appropriate and known to parents and guardians. The school s safeguarding procedures are mainly thorough although greater staff awareness is necessary. Particular care has been given to safeguarding issues in homestay accommodation.

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