Inspection report. Communicate School of English, Manchester. Inspection date June 2014

Transcription

1 Inspection report Organisation name Inspection date June 2014 Communicate School of English, Manchester 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 18 months. Evidence should be sought in relation to the issues identified under M1, within three months. Publishable statement The British Council inspected and accredited Communicate School of English in June 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 and under-18s. Strengths were noted in the area of premises and facilities. 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 June 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 2010 Ownership Other accreditation/inspection Limited company None Not accredited None None 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 Devonshire House, 36 George Street, Floor 5, Manchester M1 4HA The school occupies the fifth floor of a modern office block in the centre of Manchester. A range of retail, catering and public transport services are located close by. The school s reception, where the principal and student services officer work, is located next to the school entrance. There are four classrooms although only three were being used during the inspection. The staff and student kitchen is opposite the reception area and at the far end of the corridor the student room is located next to the teachers staff room. Opposite the student room is a private office which is used by a company whose staff are well known to the principal of the school. Male and female toilets are located on the building s main staircase. Student profile At inspection In peak week (July) Of all international students, approximate percentage on ELT/ESOL courses 100% 100% 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 13 Full-time ELT (15+ hours per week) aged years 0 0 Full-time ELT (15+ hours per week) aged under Part-time ELT aged 18 years and over Part-time ELT aged years 2 1 Part-time ELT aged under 16 years 0 0 Minimum age (including closed group or vacation) Typical age range Typical length of stay 12 weeks 12 weeks Predominant nationalities Polish, Italian, Spanish Polish, Italian, Spanish Number on PBS Tier 4 General student visas 0 0 Report expires 31 March 2019

3 Number on PBS Tier 4 child visas 0 0 Number on student visitor visas 1 Number on child visitor visas 0 In peak week (July) Staff profile At inspection (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 2 Number teaching ELT 20 hours and over/week 2 Total number of administrative/ancillary staff 2 Academic staff qualifications to teach ELT/TESOL Profile at inspection Professional qualifications Total number of teachers Diploma-level ELT/TESOL qualification (TEFLQ) 2 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 Total 5 These figures include the academic manager(s) None. 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 General English is the main course organised at six levels. Students can enrol for 20 or 18.5 hours (intensive), 15 or 13.5 hours (standard) or 7.5 or 5 hours (part-time) a week. Classes may be held in the morning, early afternoon, late afternoon or evening. Exam preparation classes for Cambridge English FCE and CAE exams are run as part-time courses. The courses can be combined with general English lessons. IELTS courses are run along similar lines to the Cambridge English

4 examination courses and can also be combined with the core English programme. The courses run are general English Courses with some exam preparation. Any one-to-one teaching supports participation on the general programme or is provided when students cannot join a suitable group year old students join the general programmes for adults and there is no separate provision for this age group. 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 1 Private home Home tuition Residential 1 Hotel/guesthouse Independent self-catering e.g. flats, bedsits, student houses Arranged by student/family/guardian Staying with own family 18 2 Students own arrangements 48 Introduction The Communicate School of English was started in 2010 by the current principal/owner who also acts as the academic manager. After working in the state sector in Poland for a number of years, she decided to move to the UK. Initially she worked on a freelance basis before deciding to open the school in A fire in September 2013 forced the re-location to the current premises. Since opening, the school has enjoyed a time of steady growth. A large number of students enrol on a part-time basis because they are in employment in the Manchester area. The inspection lasted one and half days. There were meetings with the principal/owner/director of studies (referred to as the principal in the report), the student services officer, the operations officer and the assistant director of studies (ADoS). There were focus groups with the teachers and the students. The four teachers were observed on separate occasions by both inspectors and one inspector visited a residence and a homestay. Management Legal and statutory regulations Criteria M1 Declaration of compliance M1 Sampling identified the following issue: two teachers were not contracted on a PAYE basis although there was no proof of their official self-employed status: the school should seek further advice from the relevant regulatory body. Staff management M2 Management structure M3 Duties specified M4 Communication channels M5 Human resources policies M6 Qualifications verified

5 M7 Induction procedures M8 Monitoring staff performance M9 Professional development M2 There is a clear structure of management in the school. The principal takes responsibility for the overall co-ordination of the administration. In addition, the recent recruitment of an assistant director of studies has provided arrangements to ensure the continuity of management at all times. M4 Communications within the school are good. In addition to the daily informal contact characteristic of a small school, there are regular meetings every two weeks for all staff. Minutes are taken by the student services officer and action points are highlighted and systematically followed up. M5 There is a clear and appropriate human resource policy for staff and evidence of its systematic implementation. All the school s policies have a review date and there was some evidence that the human resource policy had recently been upgraded. M6 All copies of professional qualifications are signed by the school s staff to confirm that the originals have been seen. M7 Staff are required to sign a checklist confirming that there have been no omissions in their initial induction. In addition, all new teachers are required to observe a lesson as part of their orientation to the school s approach to teaching. M8 An appraisal system is in place, which has already been used for certain members of staff. Although there are general procedures in place for handling unsatisfactory performance, the management of capability issues is insufficiently clear. M9 There is a staff development policy with specific performance improvement objectives. Teachers are paid to attend the fortnightly staff meetings, which also have a professional development focus. Staff are asked to complete a preparatory assignment prior to these meetings to ensure their active engagement. The student services officer has been encouraged to follow an NVQ course in office management whilst the principal had attended an EnglishUK training programme on building effective teams. 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 There is a maximum of students at any one time in the school, which facilitates the efficient handling of work. Students commented that they appreciated the student services officer s ability to learn their names very quickly to provide a friendly and personal service. M11 The student services officer is trained to provide appropriate information to answer all enquiries but will refer students to the principal (who works in the same office) for further advice if necessary. M12 A bespoke student data base system handles the number of student enrolments efficiently and students are offered instalment options to pay their fees as required. M13 All student records monitored were accurate and up-to-date. Notices throughout the school remind students to report any changes in their contact details to reception. The principal has access to the student data at all times and there is permanent technical support as required. M14 There is a clear policy on student attendance and punctuality made available for all students. Students who have been absent for more than three lessons are contacted. Any notes or action taken are recorded in their computer record. The ADoS regularly checks all class registers. M15 There is a detailed description of the disciplinary procedure in the students handbook and conditions under which a student may be asked to leave the course are clear. This is reinforced by posters in the classrooms.

6 Quality assurance M16 Action plan M17 Continuing improvement M18 Student feedback and action M19 Staff feedback and action M20 Complaints M17 All job descriptions and school policies are reviewed on specific dates noted on each document. There was evidence that systems and practices had been reviewed based on feedback from clients and staff. In addition, preparing for accreditation had prompted a wide-ranging self-evaluation based on the standards of the Scheme. The school is committed to continuing improvement. M18 The student services officer is required to obtain oral feedback from all students after their first two lessons. Names are ticked off on a list. Any relevant notes are then recorded in the database. All students are given a written questionnaire every three months. Tutorials are also given every two months when teachers ask for feedback. Student are summarised and any action taken is noted accordingly. However, currently students are not asked for feedback when they finish their course. M19 Teaching staff are asked for feedback at meetings which is noted in the minutes. A summary of staff feedback and notes on action taken was seen on file. This process was confirmed at the teachers focus group. M20 The students handbook contains the school s complaints policy. In addition, there are small posters in every classroom which describe the step-by-step procedure students should follow if they are unhappy with any aspect of the school s services. 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 is provided via their website. M21 The level of English used on the website and in the brochure is accessible to non-native speakers. Navigation is logical and information is readily available on any page on the website through the use of summaries of key points. M24 The number of taught hours is provided for the IELTS courses but not for the general English programme where only the length and number of lessons per week are provided. Management summary The provision meets the section standard and sometimes exceeds it. The management and administration systems operate effectively to the benefit of students and staff. Communications are very efficient and attention is given to the need for all staff to be well-informed and share ideas. There are good arrangements for the professional development of all staff. Quality assurance policies and procedures work effectively although without end-of-course feedback being collected. The publicity is accurate and accessible to potential clients. The school is keen to review its systems and procedures through self-evaluation and improvement planning. However, some teachers are being paid on a self-employed basis although they have no written evidence of their Report expires 31 March 2019

7 status from the tax authorities. The school should seek further advice from the appropriate regulatory authority. 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 school offers a professional and comfortable environment for both its students and staff. R2 The premises are in a very good state of repair and decoration. R3 The classrooms used could all easily accommodate the advertised maximum number of students. The furniture is of a very good standard allowing all students to see and write in comfort. There is no disruptive extraneous noise and the installation of some classroom blinds had resulted in a more comfortable environment during the warmer summer months. R4 The student common room area is comfortable, spacious and attractively furnished. Students have access to free tea and coffee in the kitchen and are allowed to heat food in a microwave oven if they wish. A range of food outlets is located close-by. R5 Signage is satisfactory throughout the school and classrooms and common areas have some displays, which provide useful educational, administrative and cultural information. The authorities have permitted the placement of a free-standing information board on the pavement outside the ground-floor entrance to the building which makes it easy to identify the school s location. R6 There is a large and very comfortable teachers room which could accommodate additional staff if necessary. Each teacher has a desk and somewhere to store personal possessions. There is a generous allocation of space to carry out preparation and marking. 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 required to purchase or rent course books for the duration of their course. R9 Teachers have access to a laptop computer and digital projector which they can use as required. Training and support are readily available from the ADoS and the school s operations manager, who is an IT specialist. R10 There are two computers for student use in the student room with internet access. Some of the audio CDs used in class are installed. Students are also informed that they can borrow readers from a small selection in the reception area. Wifi is available throughout the school. R11 Students are also taken on an educational visit to Manchester Central Library, which is located close to the school. They are provided with information on how best to use this resource. R12 The schemes of work contain reference to supplementary resources and activities, as well as providing a pathway through the chosen course book. Teachers are invited to comment on all resources on an ongoing basis and space is provided in the printed programme of work for them to make suggestions. Resources are also procured on an ad hoc basis depending on what is required. Teachers reported that the academic management was very sympathetic to requests to purchase new resources.

8 Resources and environment summary The provision meets the section standard and sometimes exceeds it. The school s general environment supports and enhances the studies of students and the work of staff. The classrooms are of a good size and are very comfortably furnished. The students recreational, eating and private study area is well furnished. Students and teachers have access to appropriate technology and receive training and support. The teaching and learning is satisfactorily resourced overall. There is a professional environment for staff and for students which is enhanced by attractive displays and well-maintained premises. Premises and facilities is an area of strength. 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) None. 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 assigned to courses in a systematic and appropriate way. The more experienced teachers are allocated to examination preparation courses. T7 There are procedures for the successful timetabling of all classes. Students reported that systems worked efficiently and the size of the school means that complications are unlikely to arise. T8 The TEFLQ principal is able to cover absent teachers if necessary and teachers who work part-time may be free to teach at other times in an emergency. T9 There are notes for students in their handbook to ensure that they understand that the school s courses allow continuous enrolment. There are also tips in the teachers handbook on how to integrate new students into the class, through new groupings and techniques that encourage students to get to know each other. T10 There are formalised arrangements to ensure appropriate guidance and support for teachers. Teachers are paid to attend fortnightly in-service training sessions that are sometimes linked to observations carried out by the principal. The completion of pre-training tasks prior to professional development sessions promotes teacher involvement and interest. T11 The teaching observation policy states that all new teachers will be monitored with short observations during their first two weeks of teaching. All teachers are observed every six months. This is accompanied by student feedback on the observed lesson and suggestions for appropriate action planning. Teachers also are required to complete a self-assessment questionnaire after being observed; peer observation is encouraged. Inspection of written lesson observations and discussion with teachers indicated that these processes were all in place and working well.

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 course design uses published course books as it main resource. However, the course book s content and aims have been adapted to fit the teaching timetable, with the course design specifying what should be taught within the timetabled lessons. The scheme of work for each course provides teachers with considerable information on the selection and timing of content, core and supplementary resources, teaching and learning strategies and guidelines on students independent learning. In addition, teachers are provided with ongoing suggestions for extra activities to assist in the delivery of the course. T13 Teachers carry out a formal evaluation of the course and its resources by completing an evaluation section next to the unit they have been following. Students reported that they were regularly asked for feedback on how the course was meeting their needs. T14 In addition to the course books, which they are required to obtain and work through in a linear fashion, students are provided with a brief written course overview and a check list of linguistic items and topics to be covered. Students are then encouraged to tick these on completion. T15 As well as including study and learning strategies in the syllabus, teachers assist students with individual learning plans during their bi-monthly tutorial (see T20). Teachers also make suggestions on how to develop successful exam techniques and individual learning strategies. In their handbook students are provided with a long list of useful websites to assist them in continuing their learning after the course has finished. The teachers handbook has a section entitled Autonomy and Learner Training with a range of practical tips and suggestions. T16 Teachers are encouraged to take students on educational trips into Manchester, which are prepared for in class. There was evidence that these had been taking place. In addition, students are provided with advice on practising their English out of class by the display of posters throughout the school. As the majority of students are in employment locally, there is an obvious link between the content of their classes and the outside world. This combination of work and language study enhances students linguistic benefit from their time in the UK. 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 A short written placement test is supplemented by a structured face-to-face interview to assess students starting level. T18 As well as regular progress tests with scores recorded in the class handbook, students receive a tutorial every six to eight weeks. These sessions are used to evaluate students progress in spoken interaction, collect feedback and discuss students individual learning plans and strategies to help them achieve their objectives. Notes are recorded on the individual student tutorial records. T21 Teachers issue students with reports on request. Levels are indicated using the CEFR scale of attainment. T22 A section in the student handbook provides guidelines on how to apply to university with a series of tips and useful websites. As the school provides courses in IELTS preparation it is also able to offer specialist advice on English language requirements for university entry.

10 Classroom observation record Number of teachers seen 4 Number of observations 8 Parts of programme(s) observed All One-to-one general English programmes were arranged at short notice but not observed. 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 demonstrated a sound knowledge of the linguistic systems of English and presented good models for the different class levels being taught. T24 Teachers usually adapted their language to the level of the students and provided differentiated lesson content and activities to meet the needs of students with different learning needs and styles. However, on occasion the vocabulary used was not always appropriate for the level. T25 Lesson objectives were expressed very clearly. There was usually a direct relationship between the lesson plans and the related programme of work. Teacher notes on anticipated problems showed that they had taken the profile of individual students into account. T26 Lessons progressed logically and moved smoothly between the different phases. There were references to previous lessons which underlined the coherence of the course. Teachers signposting of teaching phases in the best segments observed assisted learners in following the progress of the lesson. Teachers prepared students for a freer use of language with initial, more controlled preparation. However, more attention could be given to seeing whether students actually achieve the desired learning outcomes in class time. T27 A variety of resources were used to facilitate learning. One or two teachers used small card prompts and pictures to manage student activities in a dynamic way. The published course books were supplemented with a range of appropriate resources. T28 A range of appropriate teaching and learning techniques was used effectively to achieve the course objectives. Teachers promoted student involvement through appropriate elicitation techniques and concept checking. Sometimes however, the meaning of new words was only explored through imprecise definitions and insufficiently through personalised use in context. All students would have benefited from more spoken practice of the new language in particular focusing on pronunciation. Effective corrective feedback techniques were used, including prompted self and peer correction. Teachers always praised their students enthusiastically. Overall, students could have been corrected more to improve learning and understanding. T29 Teachers had an engaging and authoritative classroom presence. Instructions were usually clear and time limits were often appropriately given for classroom activities. Teachers set up tasks with clear examples for the whole group to understand before putting students in smaller groups. Teachers were also skilful in grouping and re-grouping students for greater variety in student interaction. The most successful teachers operated with good pace and energy to engage students. T30 Class profiles revealed that teachers were aware of the individual needs of the students in their classes and demonstrated their awareness of students cultural differences and individual characteristics. There was a positive atmosphere in all segments observed, which were also characterised by good humour. Students in the focus group were very enthusiastic about their teachers and clearly were enjoying their lessons. They reported they were making progress and learning well.

11 Classroom observation summary The teaching observed met the requirements of the Scheme. All the teaching was satisfactory, with some segments being good or very good. Teachers showed a sound knowledge of English and presented good models for students to follow. Lessons were planned well and classroom activities were coherent and purposeful. Techniques were varied and appropriate, with a number of suitable resources being used to enhance learning. A variety of correction techniques were used appropriately to promote learning and provide useful feedback. However, all students would benefit from more correction, especially in the area of pronunciation. Teachers had a very good presence in the classroom and managed their classes well. There was a good learning atmosphere in the segments observed and students spoke positively about their teachers. Teaching and learning summary The provision meets the section standard and sometimes exceeds it. Teachers are appropriately qualified and courses are well designed to meet the needs of students. Students progress is monitored systematically and programmes of learning are well managed for the benefit of students. The teaching observed met the requirements of the Scheme. 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 All reasonable steps have been taken to ensure the safety and security of students. Entrance to the building is by a staffed entrance lobby or a buzzer to the school premises on the fifth floor. Risk assessments have been carried out for this floor and for the building as a whole. The risk assessment for the building identified a number of items for action and the principal is pursuing these with the landlord. Induction for students includes health and safety issues. W4 The policy on abusive behaviour is stated in the student handbook and there are also small graphics dealing with the same topic in some classrooms. However, the policy is not expressed in language that would be easily accessible to students with limited proficiency and there is no reference to procedures or sanctions. Both policy and procedures relate to student behaviour only. W6 Information on travel is provided on the website and, on an individual basis, by phone or . Transfers are arranged on request either through a taxi company or by the homestay host, who is paid separately for this. W7 Information and advice on a range of topics is provided on the website and repeated in the student handbook, and a quiz has been devised to draw students attention to key items of information. A police presentation on protecting oneself from petty crime is also arranged every six months. The information on compliance with the law could be extended. W8 Useful information is provided, but students rights to free treatment need to be clarified. Accommodation profile on the accommodation seen by the inspectors Accommodation is offered in student residences or in homestay, but the vast majority of students live locally in accommodation they have found themselves or with friends or family. At the time of the inspection, one student was staying in residential accommodation and one other in a homestay. Both were inspected. In both cases, there was easy access to public transport and travelling time to the provider was reasonable.

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 W13 Students wishing to stay in residential accommodation have access to a reasonable amount of information on the website. The information provided in the confirmation letter for students going into homestay is very limited. It does not include details of the approximate time and cost of travel between the accommodation and the teaching premises. Information on the host and home is also desirable. W14 The welfare officer s duties include checking that students are satisfied with their accommodation after their first two days. A questionnaire is also used to elicit written feedback, and evidence was seen that this had been followed up when appropriate. W15 Accommodation in the residence inspected was on a self-catering basis, but the residence was within easy walking distance of numerous food outlets and places to eat. In the homestay, the student was newly arrived and the host was doing her best to accommodate to his tastes. Some guidance for hosts is desirable as to what would constitute acceptable variety and balance for breakfast and dinner, ideally with some suggestions as to the likely preferences of students from very different food cultures. 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 W17 Terms and conditions do not explicitly refer to the number of students to be hosted or the fact that students with the same first language should not normally be housed together. However, in the letter confirming a booking the host is told to contact the school if they are already hosting or wish to host a student with the same first language, and the host visited was aware of the school s rules and Scheme criteria. 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 The students room contains posters and a variety of leaflets, and students are alerted to specific events via the notice board and social media. W27 Descriptions of the activities programme are a little inconsistent as to the frequency of events (which include visits to places of local interest, pub evenings and games evenings), but these seem to have taken place approximately once every three weeks. Pub evenings are not organised if any student is under 18. Student feedback was very positive about what had been organised, but expressed the wish for more activities. During the summer, the frequency will be increased to one activity per week. Welfare and student services summary The provision meets the section standard. The needs of students for security, pastoral care, information and leisure activities is met; the accommodation provided is suitable; and the management of the accommodation systems works to the benefit of students. 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 vast majority of the school s students are adults. Until very recently, the minimum age for enrolment was 16, and year-olds have been enrolled as adults on adult courses. Under a new policy, 15 year-olds will now be accepted. C1 The school has a satisfactory safeguarding policy, and suitable procedures are in place. These include informing teachers of the age of under 18s and differentiated systems for checking on lateness/absence. The senior designated person has had some training, but further training is desirable.

14 C2 Basic training has been provided and new staff are introduced to the policy as part of their induction. C3 The website contains information on the level of care and support given to students under 18. Students aged 16 or 17 are enrolled as adults and parents sign a consent form agreeing to this; this will now be extended to 15 yearolds. C6 Notes on level of care on the website and in the parental consent letter indicate the extent and limits of supervision. Leisure activities are included in the course fee for 15 year-olds. Risk assessments need to make specific provision for under 18s. C7 Students under the age of 18 must be accommodated with a family member or guardian, and parents are required to give written details of these arrangements. Care of under 18s summary The provision meets the section standard. There is appropriate provision for the safeguarding of students under the age of 18 within the organisation. Risk assessments for leisure activities need to be extended to include specific provision for under 18s.

15 Report expires 31 March 2019