Inspection report. Inspection date 4 7 August 2015

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1 Inspection report Organisation name English in Chester Inspection date 4 7 August 2015 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 continued accreditation. Summary statement The British Council inspected and accredited English in Chester in August 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 adults (17+), professional English for adults (25+), for closed groups of under 18s and adults (17+) and vacation courses for under 18s. Strengths were noted in the areas of staff management, student administration, quality assurance, publicity, premises and facilities, learning resources, academic staff profile, academic management, course design, learner management, teaching, care of students, leisure opportunities and care of under 18s. The inspection report stated that the organisation met the standards of the Scheme. Report expires 31 March 2020

2 Organisation profile Inspection history First inspection 1984 Dates/details Last full inspection June 2011 Subsequent spot check (if applicable) Subsequent supplementary check (if applicable) Subsequent interim visit (if applicable) Current accreditation status Other related non-accredited activities (in brief) at this centre Other related accredited schools/centres/affiliates Other related non-accredited schools/centres/affiliates Private sector Date of foundation 1976 Ownership Limited company Other accreditation/inspection ISI IALC Other accreditation Premises profile Address of main site Accredited 9 11 Stanley Place, Chester CH1 2LU Details of any additional sites in 2 and 7 Stanley Place, Chester CH1 2LU use at the time of the inspection University of Chester, Riverside Campus, Castle Drive, Chester CH1 1SL Details of any additional sites not in use at the time of the inspection Profile of sites visited The school occupies three buildings on Stanley Place. The main building (9 11 Stanley Place) comprises two terraced houses which have been unified and is on four floors. Reception and offices for the student administration team and the academic managers are on the ground floor, as is a staff lounge, a meeting room, a staff kitchen, a computer room for students, a server room and one classroom. The first floor contains a staffroom for teachers, a student common room, a coffee room for students, a self-access centre and two classrooms. There are seven classrooms on the second floor, an additional teachers room and a study corner. The third floor contains the remaining four classrooms. This building is used for the general English courses. Next to the main building is Durwen House (7 Stanley Place), which has two floors and is used mainly for closed groups and for the first and last weeks of the Teens course. It also accommodates the marketing office. Durwen House has three classrooms on the ground floor, as well as a coffee room and a snack room for students, and a staffroom. In addition to the marketing office, the first floor contains two classrooms and a kitchen for staff. The third building, the Language Training Centre (2 Stanley Place), is on the opposite side of the small square and is used for 25+ and 50+ courses and for one-to-one tuition. It is on three storeys and there is a basement which is used for storage. The ground floor comprises a large student lounge and coffee bar and has one classroom at the back. On the other two floors are five further classrooms, a staffroom and computer room which also contains an old but functioning language laboratory. The Riverside campus of the University of Chester is used for vacation courses for teenagers. The school hires rooms on the ground and first floors of the Riverside building. The centre office which also serves as a staffroom is on the first floor and is next to a student common room. There are four classrooms along a corridor close by. There is one classroom on the ground floor.

3 Student profile At inspection In peak week July (organisation s estimate) Of all international students, approximate percentage 100% 100% on ELT/ESOL courses ELT/ESOL students (eligible courses) At inspection In peak week Full-time ELT (15+ hours per week) 18 years and over 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 Overall total ELT/ESOL students shown above Minimum age Typical age range Typical length of stay 2 6 weeks 2 6 weeks Predominant nationalities Italian, German, Spanish, Italian, Swiss, Polish Spanish, Swiss Number on PBS Tier 4 General student visas 3 2 Number on PBS Tier 4 child visas 0 0 Number on student visitor visas Number on child visitor visas 4 4 Staff profile At inspection In peak week (organisation s estimate) Total number of teachers on eligible ELT courses Number teaching ELT under 10 hours/week 2 Number teaching ELT hours/week 2 Number teaching ELT 20 hours and over/week 24 Total number of administrative/ancillary staff Academic staff qualifications to teach ELT/TESOL 18 (inc. cleaners) Profile in week of inspection Professional qualifications Total number of teachers Diploma-level ELT/TESOL qualification (TEFLQ) 18 Certificate-level ELT/TESOL qualification (TEFLI) 11 Holding specialist qualifications only (specify) 0 YL initiated 0 Qualified teacher status only (QTS) 0 Rationale(s) required for teachers without appropriate ELT/TESOL qualifications 0 Total 29 These figures exclude the academic managers. One member of the academic management team of four was timetabled to teach during the inspection and is included in these figures.

4 Course profile Eligible activities Year round Vacation Other - General ELT for adults 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 enrols 17 year-olds on adult general English courses. At the time of the inspection, there were thirteen general English groups (17+), six groups for students aged 25+ and five groups on the vacation course for teenagers (14 16), hereafter referred to as the Teens course. Four students on the 25+ course were attending extra one-toone lessons. Closed groups are increasingly important. These are mainly for juniors, although some groups aged 17+ may be enrolled either as closed groups or to infill in existing groups or very commonly as a combination of infill in the morning and closed group in the afternoon. One such group of the last-mentioned type was present at the time of the inspection. 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 Private home 0 0 Home tuition 0 0 Residential 15 0 Hotel/guesthouse 3 0 Independent self-catering e.g. flats, bedsits, student houses 0 0 Arranged by student/family/guardian Staying with own family 4 2 Staying in privately rented rooms/flats 11 0 Overall totals adults/under 18s Overall total adults + under 18s 183 Introduction The management structure of the school remains as it was at the last inspection in The principal is responsible for all aspects of the running of the school except marketing, which is supervised by the director. A senior management team has been formed, comprising the director, the principal, the academic manager, the administrative manager and the marketing manager. Part of the function of this group is to ensure continuity when the director retires. The operation has expanded: closed groups have doubled in volume and a new building, Durwen House, has been acquired to accommodate this growth. A student residence has also been purchased. Business courses have been transformed and relaunched as 25+ courses with a wider focus than business. Although these courses have only

5 been running since the start of 2015, they have proved popular. They run alongside 50+ courses, which are offered twice a year. Both types of course are accommodated in the Language Training Centre. The school has a classroom technology investment programme which has been ongoing for two years. After discussion with staff, it has been decided to invest in tablets which connect wirelessly to TV monitors. This is in preference to the use of interactive whiteboards, which are felt to be more intrusive. Currently, only six of the school s 25 classrooms are fully equipped with the TV monitors and connecting hardware, but 16 tablets have been purchased and can be used in any classroom. The inspection lasted three and a half days. The inspectors met the principal, the director, the academic manager, the two course directors, the summer centre manager and the summer centre academic manager, the administrative manager, the marketing manager, the student services officer, the marketing and admissions officer, the administrative assistant, the social programmes co-ordinator, the academic administrative assistant and the teacher with responsibility for championing the use of tablets in the classroom. Meetings were held with three groups of students (general English, 25+ and teenagers), as well as with two groups of teachers. A meeting was also held with one group leader. All teachers teaching at the time of the inspection were observed. One inspector visited three homestays and two student residences. Management Legal and statutory regulations Criteria M1 Declaration of compliance M1 The items sampled were satisfactory. 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 There is a clear structure with well-established academic, administrative and marketing teams. Many staff are long-serving. Several members of the administrative and marketing teams have EFL teaching qualifications, so continuity is well ensured. M3 Job descriptions are detailed and kept up to date through appraisal. M4 There are good formal and informal channels. Meetings of the senior management team, the academic management team and the teachers are regular and well attended; minutes are kept. There are working groups on classroom technology and social responsibility. Management staff newsletters to teachers to make meetings more efficient. There is a homestay host newsletter and an annual social event for hosts. M5 There are clear and detailed policies on recruitment, induction and appraisal, which are effectively and fairly implemented. Detailed records are kept of appointments made. Staff reported that they feel valued by the school. M7 There are thorough and appropriate induction procedures for all staff, covering safeguarding, child protection and health and safety, as well as job-specific briefing. Shadowing and buddying are used for both academic and non-academic staff, as well as peer observation for teachers. There are tailored handbooks and checklists for different types of staff, as well as a general staff handbook. Staff who had joined recently confirmed that their induction had been systematic and helpful. M8 There is a thorough appraisal scheme for staff who work at the school for 12 weeks or more. Teachers who work for fewer than 12 weeks have a mini review as part of the lesson observation process. Appraisal takes place

6 annually and there is a six-monthly review meeting. The process includes setting objectives and reviewing them, reviewing job descriptions and recording and collating staff feedback. Actions taken are recorded. There is supportive but rigorous provision for dealing with unsatisfactory performance. M9 The school has a well-conceived policy which commits the school to planned development and self-evaluation. It offers a wide range of opportunities for staff to develop themselves professionally. Shadowing is used systematically. There is a regular programme of in-house events for teaching staff and encouragement and financial support for teachers to attend events run by organisations such as IATEFL, English UK and English UK North. Nonacademic staff attend conferences, courses and events run by the English Network (TEN) and English UK, and make visits to other schools. External speakers have been invited to give talks on safeguarding. All staff receive basic awareness training on safeguarding every two years. There is also financial support for teachers to upgrade their qualifications. 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 M10 The student administration team members are helpful and students commented on them positively. They understand each other s roles and are able to support each other effectively. It is evident that they are well able to meet demand. M11 Information on courses is well presented through publicity and in handbooks, which can also be downloaded. Pre-arrival information is clear and sufficiently detailed. M14 The student handbook gives a clear description of the attendance policy, including the steps taken to deal with poor attendance. The school takes attendance seriously. Registers are taken three times a day and the academic administrative assistant makes a morning visit to each class to check on attendance and relay information about any absences. Monthly checks are made on the percentage of students attendance and any below 90 per cent are followed up. Actions taken are recorded. M15 The disciplinary policy is clear and specific. It includes a staged process which gives the opportunity for improvement but covers the possibility of expulsion. It is included in the student handbook and on posters in the student common room, as well as in the office and on the website. Quality assurance M16 Action plan M17 Continuing improvement M18 Student feedback and action M19 Staff feedback and action M20 Complaints M17 The school takes self-evaluation seriously and has a culture of review which is reflected in a range of procedures. Student feedback is collated and reflected on each quarter with themes identified. Recently, this has led to an increased focus on the teaching of writing and pronunciation. In the past year, the school has produced a self evaluation report including contributions from a wide range of staff and a development and quality improvement plan, which contains SMART objectives and provision for regular updating. M18 The school gathers feedback from students in various ways both early on and at the end of courses. Actions are taken where appropriate. However, it is not clear that initial feedback is always circulated for signatures, as the system specifies. It is not always recorded what actions were taken on problems with homestays. M19 There are regular formal mechanisms for gathering and recording staff feedback, including notes from appraisal meetings, an end-of-year online survey for staff and homestay hosts and three to four working groups per year, which often arise out of self evaluation.

7 M20 The complaints policy is written in accessible language in the student handbook. It includes the possibility of recourse to English UK. Complaints are systematically logged, along with actions taken. 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 school s publicity materials comprise an extensive web site, which is translated into 11 languages, a printed brochure and a number of leaflets which are also downloadable. The web site is the predominant medium. M21 The language used in all media (brochures, website and social media) is clear and accurate. The publicity is very accessible and well written, using plain English. M23 Course descriptions are detailed, informative and consistently presented. They include objectives and levels. M26 The description of accommodation is accurate. However, it is not made sufficiently clear what distinguishes a standard from an executive homestay. M27 The leisure programme is accurately described and the actual programme is available on the website with details about each event. There is a video presentation about excursions and some testimonials from students. Management summary The provision meets the section standard and exceeds it in some respects. Staff feel valued and are managed well. Student administration is courteous and efficient. There is a strong ethos of review and development. The publicity is accessible, informative and accurate. Staff management, Student administration, Quality assurance and Publicity are areas 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) R1 The three buildings on Stanley Place provide more than adequate space for students and staff. The Riverside building is very spacious. R4 There is a good provision of space and facilities for student relaxation in each of the buildings on Stanley Place. There is a pleasant student common room in each building, a coffee room, as well as coffee and vending machines and access to drinking water. There is convenient access to food at affordable prices in central Chester, which is close to the school. R5 Direction signs for moving around the buildings are very clear and consistently presented. There are welcoming

8 staff photoboards indicating roles. Noticeboards are attractive, informative and well organised. There is a video monitor in the entrance of the main building displaying regularly up-dated information about the academic and social programmes. R6 There is a good provision of space in which staff can work, meet and relax. The main building has a staffroom with individual workspaces for teachers. There is also an additional teachers room on the second floor for quiet work. On the ground floor, there is a staff lounge, a kitchen and a small meeting room. There are staffrooms of sufficient size for teachers in both of the other buildings. Durwen House has a staff kitchen and the Language Training Centre has a coffee bar. The buildings are close enough to make for convenient sharing of facilities. 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 Students are loaned a coursebook on general English courses and, where required, on vacation courses for teenagers. Other printed materials are provided in photocopied form. The school has a wide range of well-organised learning materials, suitable for all types of course taught. There are ample further resources for supplementing coursebooks. An area of development, not yet available to all students across the school, is the adaptation of commercially available apps on a tablet for pedagogic use. R8 There is a wide range of well-organised resources for teachers, including teacher development materials. They are well-presented and kept up to date. There are subscriptions to several teachers journals and professional associations. There are sufficient facilities for the production and copying of materials. R9 Classroom technology comprises, in the main, portable CD players and tablets. Only six classrooms currently have TV monitors which can connect wirelessly to the tablets. There are facilities for video playback in some rooms. There is a good provision of technology for self-access use: a digital language laboratory with 12 computers and a self-access centre with 12 computers in the main building and another computer room with five workstations as well as an analogue language laboratory in the Language Training Centre. All classrooms in the Riverside building have computers and interactive whiteboards. The equipment is well maintained throughout and there is responsive technical support. Teachers receive appropriate training. R10 There are two rooms for self-access study in the main building and one in the Language Training Centre. All are equipped with appropriate learning technology (see R9 above). The self-access centre has a good stock of wellorganised and appropriate materials, including graded readers, reference and practice books and examination preparation books and DVDs, most of which are available on loan. R11 Students are introduced to the self-access centre at induction. There is a teacher in the centre to help students for an hour each afternoon after lessons finish. The school has its own VLE, e-chester, and a mobile app for grammar improvement, both of which are designed for self-access use and can be accessed for six months after the end of the course. R12 The academic manager regularly consults teachers on the development of learning resources. Newly acquired published materials are displayed in a rack and trialled before being adopted. Student feedback is also considered. The development and quality improvement plan includes specific plans for learning resources with a budget attached. Resources and environment summary The provision meets the section standard and exceeds it in some respects. The school offers a pleasant environment for students and staff. The learning resources provide good support for the studies of students. Premises and facilities and Learning resources are areas of strength. Teaching and learning Academic staff profile T1 General education (and rationales)

9 T2 ELT/TESOL teacher qualifications T3 Rationales for teachers T4 Profile of academic manager(s) T5 Rationale for academic manager(s) T2 A large majority of teachers hold TEFLQ qualifications. T4 The four academic managers are all suitably qualified and experienced. All have a wealth of relevant teaching experience and considerable experience in academic management roles. 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 The academic manager, the course directors and the principal meet regularly to discuss staffing requirements and plan teacher deployment. The academic manager deploys teachers on the general English courses and the course director on the 25+ and 50+ courses. The academic centre manager works with the academic manager to deploy teachers on the vacation courses for teenagers. Teachers experience, levels of qualification, preferences and availability are taken into account. There are opportunities for teachers wishing to move into different areas to observe peers. T7 Timetabling is a complex weekly exercise and is carried out efficiently and sensitively. Students on general English courses choose their afternoon options and are normally offered their first choice. The timetable takes account of the requirements of Muslim students, who have classes on a Wednesday afternoon rather than Friday. Teachers availability and preferences are taken into account. Smaller classrooms are allocated to appropriately sized groups. T8 There is good provision for cover. Where absence is pre-arranged, a cover teacher shadows the teacher before their leave and is given detailed handover notes. If that is not feasible, notes and teaching materials are sent by . Where absence is not pre-arranged, the principal or academic manager can text a pool of local teachers. If none is available, the course director will cover the class. T9 On all courses, there is likely to be an intake of new students each Monday. The teachers handbook has useful guidance on continuous enrolment. Teachers receive information on new students through the placement process. Teachers do not introduce new language on a Monday. There is a grammar catchup session for new students on the first Tuesday as well as a regular grammar workshop option and online self-access resources. The academic manager makes visits to classes early in the week. Long-term students are encouraged to join courses at three fixed dates in the year when classes are formed with a new coursebook. They have individual meetings with the principal or academic manager to review their progress every 12 weeks. 25+ course programmes are written every week, taking account of needs questionnaires completed by new students. Teens courses have a weekly theme and each week is discrete in terms of design. T10 The academic manager coordinates a full and varied programme of continuing professional development (CPD) for teachers on all sites. There are weekly in-house training workshops for which there is a budget. Topics are identified through review processes such as appraisal and lesson observation. Teachers are encouraged to attend conferences and external events. Training workshops are also run at the Riverside building during the vacation courses for teenagers. Less experienced teachers shadow a more experienced teacher and then teamteach with them. This is followed by peer observation and a formal observation. There is financial and pedagogic support for teachers wishing to upgrade their qualifications to diploma level. T11 All teachers have an annual formal observation by a TEFLQ academic manager. They receive detailed feedback orally and in writing and an action plan is produced, including CPD. The academic manager also makes weekly class visits of approximately ten minutes each Wednesday morning. The primary purpose is to check on the placement of new students, but she also writes feedback notes to the teacher. Where weakness is identified, the teacher is encouraged to observe a peer who is strong in that area of weakness and vice versa. New teachers are observed within their first two weeks.

10 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 Each course has a principled design that is described for the guidance of teachers. General English courses are structured around a coursebook in the morning with a range of options catering for varied student needs in the afternoon. There are syllabus guidelines and suggested materials for the afternoon options, but not for the morning. 25+ courses have needs-driven designs. Courses for teenagers focus on developing oral fluency and vocabulary. They use coursebooks but less systematically than general English courses. The late morning lessons make links to excursions and include a weekly lesson where students go into Chester to interview local people. 50+ courses have morning-only lessons: the first half of the morning is coursebook-based and the second is linked to a programme of afternoon excursions. T13 Feedback from students and staff is systematically used to develop course design. Recent changes have included an increase in the seriousness of afternoon options, an increased emphasis on listening and the introduction of games at the beginning of the first lesson in the Teens course. Working groups are regularly formed to review different aspects of provision. T15 Study and learning strategies are developed in various ways in each course. The coursebooks cover study and learning strategies. General English and 25+ students have a study skills session at induction where they are issued with a ring binder and encouraged to file their worksheets and record new vocabulary. Files are inspected and vocabulary is regularly reviewed. Teachers are trained in the use of the phonemic alphabet and use it systematically in class. The Teens receive a student handbook with blank pages in which they are encouraged to record new vocabulary. 25+ classrooms have sets of dictionaries which teachers encourage students to exploit. T16 All courses systematically exploit the school s location in Chester to help students to develop their language outside the classroom in authentic situations. There is an afternoon option on English in Chester. The everyday listening and speaking component of courses covers using language in restaurants and banks. Class visits are made to the law courts and the police CCTV centre and outside speakers give plenary interactive talks. The Teens course includes student projects which involve interviewing local people. Students then write a blog on their experience. 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 There are efficient procedures both before and at students arrival to place them in the appropriate class. The results of Secure English Language Tests for Tier 4 students and information from pre-course questionnaires completed by 25+ students are used alongside the results of a day one placement procedure. The assessment procedure varies for each course and is well suited to the different types of students. It covers all relevant areas and links levels to the Common European Framework of Reference (CEFR). Staff involved in testing are well qualified and trained. T18 The weekly programme for general English is structured to include a review session or test at the end of each week. Long-stay students have 12-weekly meetings with the principal or academic manager to review progress and plans. Formal tutorials take place for students every four weeks except during the summer, when it is every six weeks. Records are kept online so that teachers can easily access them. Students wishing to change level are assessed by their tutor or the academic manager and may be asked to take a test. T19 The school offers preparation for Cambridge examinations and for IELTS. The academic manager ensures that

11 guidance is up to date. There is detailed and helpful information about each test on the website. Normally, students are sent pre-tests in advance of their arrival and all are given a diagnostic test on arrival. Long-stay students are sometimes encouraged to take a Cambridge examination to help them make progress. T21 All students receive a certificate of attendance with a CEFR level. Students on general English and 25+ courses receive short handwritten reports from their class tutor. Teens do not receive individual reports, but a report on the group is sent to the agent and/or group leader. Formal reports are produced on request. T22 There is good access to information and advice from the principal, who has experience of working in mainstream education. There is also a further study information area. Classroom observation record Number of teachers seen 28 Number of observations 28 Parts of programme(s) observed None. All courses running at the time of the inspection, including the full range of levels from CEFR A1 to C1 and a good range of options on the general English course. 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 generally showed good, sometimes excellent, knowledge of linguistic systems, including sound knowledge of the phonemic alphabet. Appropriate use was made of metalanguage. Some less experienced teachers were slightly less secure in all of the grammatical and lexical features that need to be taken into account. T24 All teachers graded their language well, taking good account of the age of their students. A very small minority spoke too quickly when giving instructions. T25 Most lesson plans had appropriate aims or outcomes, which were written on the board. Most provided student profiles, but it was not clear how profiles were taken into account when planning general English lessons. T26 Most segments showed evidence of coherent sequencing with sufficient controlled practice. There were some good examples of revision and recycling of previously learnt language. In a minority of segments, however, the sequence was determined by the coursebook in a rather pedestrian manner. T27 Most teachers used the whiteboard in a well organised, selective way with clear, legible script. With the Teens, good use was made of physical space and of realia. Dictionary use was built in to some 25+ lessons. Competent use was made of CD players and, in a small number of segments, tablets. In a minority of segments, photocopies were poorly produced. T28 Teaching techniques were generally appropriate and student focused. Teens lessons were very dynamic and active. There was confident elicitation of ideas and language and effective shaping of student utterances, as well as judicious correction, both immediate and delayed. In some segments, drilling was used appropriately, although at times insufficient attention was given to student responses. In a minority of segments, opportunities for immediate correction were missed. T29 Interactions were generally well managed and activities purposeful. Students were engaged in the lessons. Most instructions were clear and understanding of them checked. In a small minority of segments, the teacher was too dominant and spoke too much. T30 Overall, there was a good learning atmosphere. Content was often personalised and was appropriate to the ages of the students. In 25+ lessons, teachers were sensitive to the students needs and interests. However, in some general English lessons, it was insufficiently clear that individual profiles had been taken into account.

12 Classroom observation summary The teaching observed met the requirements of the Scheme and ranged from satisfactory to excellent, with a predominance being good. Teachers showed sound knowledge of the linguistic systems and adapted their language well to the level of their students. Lesson planning was thorough and aims were shared with students. Classroom resources and interactions were managed well. Teaching techniques were appropriate and students were engaged. Teaching is an area of strength. Teaching and learning summary The provision meets the section standard and exceeds it in some respects. Teachers are appropriately qualified and well supported. Programmes of learning are well managed and the teaching meets the needs of students. The teaching observed met the requirements of the Scheme. Academic management, Course design, Learner management and Teaching are areas 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 Excellent provision is made for the safety and security of students. Visitors sign in at reception at the school and at the Riverside site. All staff and visitors wear colour-coded lanyards. Thorough risk assessments have been conducted for the premises; there are fire equipment checks, and regular fire evacuation drills take place at both sites. Safeguarding policies and procedures are very good; see Care of under 18s. W2 Students receive a high standard of pastoral care, appropriate for their age. The under 18 students on the general English course are highlighted in red on the class lists and there are staff with particular responsibility for their welfare. There is a prayer room and washing facilities for Muslim students. W3 At the welcome meeting, students are told that they can approach any member of staff with any personal problems. Photographs of staff are in handbooks and on noticeboards, with a description of their particular responsibilities. The principal and the student services officer are named as the people that under 18s on the general English course can approach. However, there are no people specifically identified to deal with adult students personal problems. W4 There is a clear policy concerning bullying and abuse; it is made known to staff, and to students in the handbooks and at the welcome meeting. What to do if students feel they are a victim of bullying is described and, especially for the younger students, the consequences of bullying are spelled out. W5 The emergency contact number is made known to students (and their parents) before arrival, in handbooks and on identity cards. Students are told to put the number into their mobile phones during the welcome meeting. W6 Transfers are very well handled. Small groups of students are met by taxi and taken straight to their accommodation. Larger groups are met by a coach and taken to a central meeting point in Chester where they are picked up by their homestay hosts. W7 Students (and their parents) are provided with all necessary information and advice, appropriate to their age, via pre-arrival documentation, an orientation which includes a visual presentation, tours of the school premises and the nearby town centre and introductions to members of staff. The information is reinforced via handouts available in the common room, notices and student handbooks. W8 All students are required to have personal medical insurance. The school staff work with a local surgery and short-term registration is possible. There is also a walk-in centre at the nearby hospital. Parents of students aged under 18 fill in a form detailing medical matters and giving their permission for the school to act on their behalf in case of a medical emergency. It is suggested that the form also gives permission for the giving of specified nonprescription medication by school staff or homestay hosts.

13 Accommodation profile on the accommodation seen by the inspectors Students are offered accommodation in homestay, in the residence, English House, which is owned and managed by the school, in private residential accommodation, Waterside Court (available only during the summer) and in hotel accommodation which is recommended and monitored by the school. One inspector visited three homestays; two were accommodating under 18s, and one was an executive home accommodating one of the 25+ students. She also visited English House and Waterside Court, where she spoke to one of the management staff. The inspectors stayed in one of the hotels recommended by the school. 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 The homestays are satisfactory overall. All three homes visited were clean, in good decorative order and attractively furnished. One of the rooms accommodating under 18s has bunk beds. The executive home has a twin room with ensuite bathroom, but was being occupied by one student. All the rooms have sufficient storage space but in none of the rooms is there a suitable study table or desk and nowhere in the house appropriate for private study. This is considered acceptable for those on short vacation stays (as was the case at the time of the inspection visit) but not for long-stay students. One home which was accommodating four students under 18 has a small dining room table, so the students and hosts cannot eat together. A laundry service is provided by all the hosts. All bedrooms and furnishings in the residential houses are in a good state of decoration, repair, and cleanliness, with adequate heating and lighting. The rooms are spacious, with ensuite bathrooms. There is adequate hanging and drawer space and all have study desks. There are attractive kitchen/common rooms in both residences and at English House there is an outside courtyard garden. At Waterside Court bed linen and towels are provided; at English House bed linen is provided but not towels. Both residences have laundry facilities. The hotel recommended is close to the school and provides suitable accommodation. W10 Great care is taken when recruiting homestay hosts. New hosts are helped to conduct a fire risk assessment and the requirements (evidence of fire risk assessments, gas certificates and DBS checks) are made very clear. W11 Homestay hosts are usually revisited within two years. However, at the time of the inspection a number of hosts, some accommodating students, had not been re-visited. Evidence of gas certificates is required every year. W12 Information about dates of visits to homestays is readily accessible with those due for a re-visit clearly marked. Annual checks of gas certificates are also recorded. W13 Confirmation of accommodation booked is clear and comprehensive; it includes detailed information about the hosts, a map showing the location of the accommodation in relation to the school, and mode and cost of travel. W14 Students know who to contact if they have a problem with their accommodation. English House has a resident member of staff. Students fill in a first week questionnaire asking about the welcome in the homestay but action arising from feedback (for example, a meeting between a student and a member of staff to discuss a problem) is not systematically recorded on the homestay record. Accommodation: homestay W16 No more than four students W17 Rules, terms and conditions W18 Shared bedrooms W19 Students first language W20 Language of communication

14 W21 Adult to welcome W17 The homestay host guidelines are comprehensive and clear with respect to the services required. The guidelines are regularly updated and include useful advice in addition to all the required information. W21 Hosts are asked to meet students who arrive by coach and escort them to the home. Accommodation: residential W22 Cleaning W23 Health None. Accommodation: other W24 Information and support W25 Other accommodation W24 Although few students choose to make their own arrangements the school provides excellent information and advice if needed. W25 The hotels recommended by the school are both close to the school and are regularly monitored. That stayed in by the inspectors was satisfactory in every respect. Leisure opportunities W26 Events and activities W27 Leisure programmes W28 Health and safety W29 Responsible person W26 The school employs a social programmes co-ordinator and an assistant dedicated to giving information about and organising leisure programmes suitable for the students at the school, according to their age and interests. On the Teens course there is a team of activity leaders led by the centre manager. The social programmes organiser has a desk in the student common room where up-to-date information about what to see and do in the area is prominently displayed. She is always willing to help students make their own travel and sight-seeing arrangements and encourages long-stay students to take part in community events. W27 The leisure programmes are well organised and resourced. The programmes for some groups (the 25+, 50+ and Teens) are an integral part of their course. For the general English students there is a varied programme; included are regular events and activities held in the late afternoon/early evening which students can attend before returning to their homestay. There is an increasing emphasis on activities such as cooking and tea parties which have a linguistic and cultural element. At Riverside there is provision for wet-weather activities if needed. W28 Detailed risk assessments have been conducted for all activities and venues, with clear guidelines for accompanying staff. W29 For the Teens course trained and experienced staff are employed for such specialised activities as art, drama, dance and tennis. Activity leaders are carefully selected and are managed by an experienced member of staff. Welfare and student services summary The provision meets the section standard and exceeds it in some respects. The needs of students for security, pastoral care, information and leisure activities are well met. Overall, the accommodation provided is suitable and the management of the accommodation systems works for the benefit of students. Care of students and Leisure opportunities are areas of strength.

15 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 The students on the Teens course are aged between 14 and 16. Students aged 17 can be enrolled on the general English course. Students aged under 18 constitute approximately half the student body during the summer months. C1 There is a comprehensive safeguarding policy, appropriate for the context, which specifies procedures to ensure the safety and well-being of all students under the age of 18, including those enrolled on the general English course with students aged 18 and above. The named person responsible for its implementation is the principal, who is the lead designated person, assisted by the student services officer and the academic manager. All three have received specialist training in safeguarding and child protection. C2 The policy and procedures are made known to all relevant adults including staff, hosts, volunteers and subcontractors. Five members of staff have received advanced training. All staff are required to obtain basic awareness training via an online course before employment and additional context-specific training is provided by the school to ensure the effective implementation of the safeguarding policy. A specialist trainer has visited the school to give upto-date information and training. C3 The publicity and the pre-arrival information give an accurate description of the level of care and support given to all students, including those on adult courses. The restrictions are made very clear; parents sign to say that they (and their children) have read and agree to the rules pertaining to under 18s. C4 This criterion is met overall. Recruitment procedures for staff meet all the required criteria; however, potential hosts are not told that references will be required and followed up. The school is now aware of this requirement. C5 All holders of roles involving responsibility for and substantial access to students aged under 18s have appropriate suitability checks. The school requires that all members of the household over the age of 18 be DBS checked, not just the named host. C6 The Teens have a suitable leisure programme included in the course fee, and what they may do unsupervised is clearly stated and appropriate for their age. Staff:student ratios are good. There are clear rules, appropriate for their age, for 17 year-olds on adult courses; their behaviour is closely monitored by school staff. All under 18s have curfews appropriate for their age and the context. Group leaders have appropriate guidelines and an agreement which they are requested to sign. C7 Students aged under 18 are accommodated in homestays in which adults have appropriate checks. There are very clear guidelines for hosts with regular up-dates provided via newsletters. A reminder about the curfew times for their particular students is included in the letter of confirmation. Care of under 18s summary The provision meets the section standard and exceeds it in some respects. There is excellent provision for the safeguarding of all students under the age of 18 within the school, during their leisure activities and in their accommodation. Care of under 18s is an area of strength. Report expires 31 March 2020

16 Report expires 31 March 2020