Inspection report. Inspection date April 2013

Transcription

1 Inspection report Organisation name Inspection date April 2013 Leeds English Language School, Leeds 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. Recommendation We recommend continued accreditation. Publishable statement The British Council inspected and accredited Leeds English Language School in April The Accreditation Scheme assesses the standards of management, resources and premises, teaching and welfare and accredits organisations which meet the overall standard in each area inspected (see for details). This private language school offers general English for adults (16+). Strengths were noted in the areas of staff management, student administration, quality assurance, academic management, course design and care of students. The inspection report stated that the organisation met the standards of the Scheme. Report expires 31 March 2018

2 Organisation profile Inspection history Dates/details First inspection March 2005 Last full inspection April 2009 Subsequent spot check (if applicable) Subsequent supplementary check (if applicable) Subsequent interim visit (if applicable) Current accreditation status Other related schools/affiliates Other related non-accredited activities (in brief) Private Sector Date of foundation 2001 Ownership Other accreditation/inspection Premises profile Accredited Leeds English Language School Ltd ISI None TOEFL and TOEIC Testing Centre. The school runs between three and five Trinity Certificate in TESOL courses each year. Address of main site Other site(s) inspected Other site(s) used but not inspected Victoria Lodge 115 Victoria Road Leeds LS6 1DR Evans Business Centre Burley Hill Burley Road Leeds LS4 2PU (including details of any additional sites used but not inspected) The Leeds English Language School is on two sites, Victoria Lodge (VL) and Burley Road (BR), where there is also an annex. The VL site is known as the main school although it is much smaller than the BR part of the school. VL is in the student residential area in Headingley, Leeds. It is owned by the school and has been converted from a home to a school with gardens and patios where students can relax. The building contains an office that accommodates the centre manager, student services manager and student services officer. The office and three classrooms are on the first floor. The staff room is in an attic room. On the ground floor there are two more classrooms and a student kitchen/ common room. In the basement there are toilets and a prayer room. The sixth classroom is a converted garage in the garden. There is also a small conservatory where students can sit. The BR centre is on a light industrial estate ten minutes away by car and 20 minutes away on foot. The school has a rolling lease on a unit that has been converted into a school, the specification and layout planned by the directors. There is a central office and reception shared by the centre manager, student services officer and student welfare officer. The director of studies (DOS) has a very small internal office off the spacious student common room. There are six classrooms, a resources room, separate kitchens for staff and students, toilets and a prayer room. In an adjacent but separate office building, used by a mixture of businesses, three rooms have been furnished as classrooms. Access to all rooms is via a shared entrance and corridors. Both centres are on bus routes and, although neither is amongst cafes or shops, there are food outlets within walking distance. Student profile At inspection At peak (organisation s estimate) Of all international students, approximate percentage on ELT/ESOL courses 100% 100% EFL/ESOL Students (eligible courses) At inspection At peak (organisation s estimate) Total EFL/ESOL student numbers (FT/PT) Number on PBS Tier 4 General student visas 9 15 Number on PBS Tier 4 child visas 0 0 Number on student visitor visas Number on child visitor visas 3 5 Full-time ELT (15+ hours per week) 18 years and over

3 Part-time ELT 18 years and over 0 0 Under 16 years 0 0 Aged years 4 10 Minimum age Typical age range Typical length of stay 6 months 6 months Predominant nationalities Saudi Arabian, Libyan Saudi Arabian, Libyan Staff profile At inspection At peak (organisation s estimate) Total number of teachers on eligible ELT courses Number teaching ELT under 10 hours/week 0 Number teaching ELT hours/week 3 Number teaching ELT 20 hours and over/week 12 Total number of additional support/ancillary staff 5 Course profile Eligible activities Year round Vacation Other: General ELT for adults General ELT for juniors English for academic purposes English for specific purposes (includes English for Executives) Teacher development ESOL for citizenship Other Run n Run n Run n All classes are for general English and IELTS. During the inspection there were five classes at VL and nine at BR (three in the annex). Although there is continuous enrolment, courses are run in five termly blocks per year. Classes are from with a 15 minute break at After a 45-minute lunch break there is a further class from The optional supervised study lesson runs from All students are tested at the BR centre and then allocated to whichever site the school decides. The system is explained in the publicity. Classes and levels are set at the beginning of each term and students and teachers are based at the designated site for the full period. Two teachers share each class, with one teacher teaching all of a class s lessons for alternate weeks. When an odd number of classes prevents sharing, classes are taught by part-time teachers or the centre managers, who have teaching duties specified in their contracts. Introduction Leeds English Language School (LELS) has continued to grow steadily since it was first established. Most students live locally and are planning to go on to further and higher education in the UK. A handful are aged 16-18, but the vast majority are older. A sizeable proportion of the older students are aiming for masters and doctoral level courses or have positions of senior responsibility in their own countries. The school is owned by two directors, one of whom was involved in mainstream educational management in Leeds. The other, who has a CELTA and extensive TEFL experience, visits two or three days per week and is more involved with the on-going management and development of the school. The two directors meet regularly away from the school. In September 2011, the school management structure was altered, with two centre manager posts, one per site, replacing the previous position of one principal. These posts are supported by a DOS and two senior teachers all of whom are based at BR. The current VL centre manager was promoted from senior teacher when the previous centre manager left at the end of 2012 and his role still includes academic management duties. The directors have been actively looking for a single site to accommodate the growing school population but they

4 have not yet been able to secure a suitable building in the right location. In the meantime, the management of the two current sites functions very smoothly given the operational demands. The majority of students come from the Middle East and North Africa. The school experiences some pressure from individuals and agents to take more students from these areas but they resist in the interests of maintaining some places for students from other parts of the world to ensure an international student mix. The inspection took place over two full days. Interviews were held with all key staff. Focus groups were held with students and teachers at both sites. 14 of the 15 teachers who were teaching during the inspection were observed. One inspector interviewed a representative of the accommodation agency used by the school and visited two homestays and a residence. 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 M5 Human resources policies M6 Recruitment (under 18s) M7 Declarations (under 18s) M8 Induction procedures M9 Monitoring staff performance M10 Professional development M2 The management structure is clear and the operational effectiveness of the school is underpinned by a shared strategic vision. The overlap between the roles of different senior staff ensures that continuity is maintained at all times but areas of responsibility are still clear. M4 There are regular meetings at all levels and records, appropriate to the different meetings, are maintained. There is an open and collaborative culture within the senior management and academic management teams and this culture permeates the school. Staff commented positively on the responsiveness and support available within the organisation. M8 An induction checklist is used consistently with all posts. Teachers new to the school receive a New Teacher Support Plan which enables them to settle into the school on a practical level and also provides tailored guidance for their personal professional goals. M9 A thorough and considered appraisal system is in place. The approach to performance management is transparent and helpful documentation is in place to support a cycle of continuous improvement. M10 The professional development programme for all staff is linked to the appraisal system. A range of activities, events and courses available within and outside the school meets the needs of the individual staff. Training activities are closely aligned with the needs of the organisation. Student administration M11 Administrative staff and resources

5 M12 Information on course choice M13 Enrolment procedures M14 Student records M15 Student attendance policy M16 Conditions and procedures M11 The administrative team is very well led and works effectively to ensure the smooth running of student administration and there are good cover procedures in place. There is a bespoke electronic database for student records and the systems operate efficiently. M13 Enrolment procedures are refined, thorough and work smoothly. M14 There is an effective system in place to collect student details which includes: a check on arrival, follow up, reminders in the electronic newsletter posted on the Leeds English Online (LEO) system and an update form distributed in class every ten weeks. In addition to contact details the update form reminds students of other important details such as registering with the local doctor. M15 There is a clear and established policy on student attendance known to both students and teachers. Student absences are followed up promptly by phone and then in writing if required. There was evidence that the system had been implemented consistently. Quality assurance M17 Action plan M18 Continuing improvement M19 Student feedback and action M20 Staff feedback and action M21 Complaints M18 There is a comprehensive quality assurance system with defined categories and a regular review cycle. A grading system is used to identify priority areas for development. A precise action plan with dates and measurable outcomes ensures that plans are easily tracked and objectives realised. M19 Student feedback is collected on a regular basis via start and leaver surveys and termly feedback forms. There were clear records and evidence of action being taken promptly where appropriate. M20 Survey Monkey is used to gather feedback several times a year. Actions are documented and recorded. Publicity M22 Accessible accurate language M23 Realistic expectations M24 Course description M25 Course information M26 Cost M27 Level of care M28 Accommodation M29 Leisure programme M30 Teacher descriptions M31 Accreditation

6 M22 The website is clear, comprehensive and easy to navigate. M25 All the information required by the Scheme is specified. M26 Accurate information is supplied and the cost of the IELTS examination fee was immediately added during the inspection as soon as its absence was highlighted by the inspectors. Management summary The provision meets the section standard and exceeds it in three areas. There are strengths in the areas of staff management, student administration and quality assurance. Publicity meets the requirements of the Scheme. Overall the management of the provision operates to the benefit of its students. 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 Both sites offer a comfortable environment for work and study although they each have a distinct and different identity. R2 Both sites were in a good state of repair. R3 Not all the classrooms at VL can accommodate the advertised class maximum of 14 students so this limits the allocation of classes and does not allow for much flexibility of layout in those two classrooms. Classroom furniture is of good quality and wall space was used for maps, school information and displays of student work at both sites. All but two of the classrooms at BR and the annex are spacious. The two internal rooms in BR s main building have more restricted space. R4 Provision for students at both sites is good. At VL students have a coffee bar area with seating for about 20 and a kitchen space with a microwave and kettle. At BR the large common room area doubles up as the computer room with laptops on two sides of the room and a central seating area. There are two vending machines and one corner is screened off to provide privacy for female Muslim students. The conservatory at VL serves the same purpose. There is a separate kitchen with a microwave, coffee maker and seating. A couple of cafes and small convenience stores are within a three-to-five minute walk of both sites. R6 The staff room at VL is quite small and access is via a steep, narrow staircase. At BR there is a resources room with work space for most of the teachers and a kitchen with a work table and some comfortable seating. Teachers are also able to work in their classrooms. Permanent teachers each have a storage box for personal items in an open-fronted shelving unit in the kitchen. Learning resources R7 Learning materials R8 Resources for teachers R9 Learning technology R10 Self-access facilities R11 Library/self-access guidance R12 Review and development Report expires 31 March 2018

7 R7 There is an adequate supply of hard copy learning materials which includes coursebooks, grammar books and vocabulary books. Dictionaries are available in the classrooms. LEO provides a rich source of study opportunities, assignments and information for students. R8 A photocopier is available at each site together with a good selection of photocopiable books. R9 One classroom at BR has an interactive whiteboard and, at both sites, a portable projector and laptop are available for use in class as required. Each classroom has speakers and teachers are issued with an mp3 player which is loaded with each term s coursebook listening materials. LEO has separate areas for students, admin and staff and can be accessed at school, at home or elsewhere. Both sites and the annex are Wi-Fi enabled and staff and students can access the internet using personal laptops/ tablets or school laptops. R10 Outside class time students can use the laptops in the common room for further study. Alternatively they can use the designated study period classroom which is supervised by a teacher for one hour four afternoons a week. This classroom has a cupboard containing graded readers, some novels and a selection of DVDs all of which can be borrowed. R11 Students are shown the resources and instructed on the systems during their induction. Each day (except Friday) after school a teacher is available for an hour in the study room to help and support students with their individual learning assignments or any other English studies. Resources and environment summary Overall the provision meets the section standard. The premises and facilities at both sites support the students studies and provide a professional environment for both students and staff. The hard copy learning resources are adequate and meet the needs of staff and students. LEO is a valuable learning resource for the students that make use of it. Teaching and learning Academic staff qualifications Profile at inspection Professional qualifications Total number of teachers Diploma-level ELT/TESOL qualification (TEFLQ) 6 Certificate-level ELT/TESOL qualification (TEFLI) 9 Diploma-level ELT/TESOL qualification (TEFLQ) + qualified teacher status (QTS) Certificate-level ELT/TESOL qualification (TEFLI) + qualified teacher status (QTS) Holding specialist qualifications only (specify) YL initiated Qualified teacher status only (QTS) Rationale(s) required for teachers without appropriate ELT/TESOL qualifications Total 15 These figures exclude the academic manager(s) None. Academic staff profile T1 General education (and rationales) T2 ELT/TESOL teacher qualifications T3 Rationales for teachers Report expires 31 March 2018

8 T4 Profile of academic manager(s) T5 Rationale for academic manager(s) T6 Qualifications verified

9 T2 Staffing is stable and the cohort of teachers includes a balance of more and less qualified staff, many of whom have extensive language teaching experience. T4 The three members of the academic team have benefitted from the professional development opportunities in the school and have been promoted from within. This background has given them valuable understanding of their student needs and the needs of the teaching staff. All three of them are well qualified. One centre manager has an MA TESOL and he has completed two of the three DELTA modules. The DOS is DELTA qualified. Academic management T7 Deployment of teachers T8 Timetabling T9 Cover for absent teachers T10 Continuous enrolment T11 Support for teachers T12 Observation and monitoring T7 There is a considered and principled approach to the deployment of teachers. The centre managers have a student-centred role while the DOS works more closely with teachers and this combined knowledge enables them to match teachers and classes appropriately. T8 Two teachers are allocated to a class. Each teacher teaches the class for a whole week rather than dividing each day between them. This system facilitates continuity throughout each day. The coursebook is only used in the mornings but is linked thematically to the afternoons when there is a greater emphasis on skills development and study skills. A useful checklist completed at the end of each week ensures a smooth handover to the second teacher. Course tests and the individual learning assignments have set dates and deadlines so the lead teacher of each class sets and corrects both tests and assignments. T10 The nature of the client group, many of whom are sponsored students, means there is an emphasis on results. A new system of two-weekly assignments was introduced in January 2013 after some trialling in the previous term. At each level there is a bank of assignments covering grammar, vocabulary, pronunciation and the four skills. Students are required to complete a minimum of four assignments per level, with teachers advising students on their choice. Assignment selection and submission dates are fixed. This comprehensive system offers significant potential for differentiation and enables students to have individual tailored programmes of study and support. T11 The arrangements for the support and guidance of teachers are very comprehensive. All teachers have their own teacher development plan. Teachers commented very positively on the support they received from all the academic team, especially the DOS. T12 Teachers are observed four times a year, twice by the DOS and twice by peers. Supporting documentation for the formal observations is very good with pre- and post-observation forms. Observation criteria are transparent with clear descriptors of what constitutes below standard, to standard and above standard performance. Course design and implementation T13 Course design T14 Review of course design T15 Course descriptions T16 Course structure T17 Study and learning strategies T18 Linguistic benefit from UK

10 T14 The course outlines are dynamic documents which are reviewed five times a year at the end of each term. Teachers are encouraged to annotate the plans as the weeks progress and the DOS refreshes and reprints the course outlines for each new term. The system provides teachers with a solid programme of learning for students but also gives teachers ownership. The success of the system was evidenced by well-used and annotated course outlines in each of the class registers and the positive feedback from staff in the teacher focus group. T15 The course outlines are available to students via LEO but not all students knew about them. T16 Course outlines are produced in-house. They are based on coursebooks but tailored to match student needs and the learning context. The course outlines specify the content to be covered, include course book page references and suggest alternative and additional materials. T17 Significant emphasis is placed on study and learning strategies and these are especially tailored to support the high number of students from the Middle East and North Africa. All students have access to LEO for three months after their course has finished so they can continue to develop their language skills. T18 Strategies are consistently incorporated and additional opportunities are frequently provided via the individual learning plans (ILPs) and assignment system. A number of the LEO tasks require students to engage with people outside school during their stay, for example, registering at university and dealing with the NHS. Learner management T19 Placement T20 Monitoring students progress T21 Examination guidance T22 Assessment criteria T23 Academic reports T24 Information on UK education T19 There are three elements to the placement test: an oral test, a written essay and a grammatical gap-fill. There is an alternative, simplified version for low level students. T20 There is a very comprehensive system for monitoring and recording student progress. Students have a formal tutorial after their initial two weeks. There are mini progress tests every two weeks, with a random spot test (often of spelling or dictation) in between and a formal end of course test every 10 weeks. Teachers keep clear records of test results and also award a weekly mark based on continuous assessment. T22 Students are made aware of the testing and grading system at the academic induction. In the two-weekly 1:1 meetings, teachers have an opportunity to guide students in their choice of next assignment and share the results of tests, and provide feedback on the previous assignment with students. Assignments are marked as below, at or exceeding target. Classroom observation record Number of teachers seen 14 Number of observations 14 Parts of programme(s) observed All 15 teachers were teaching at the time of the inspection but only 14 were observed due to timetable constraints. Classroom observation T25 Lesson planning T26 Coherence T27 Teaching techniques T28 Resource management T29 Linguistic systems of English

11 T30 Feedback and correction T31 Classroom management T32 Sensitivity and learning atmosphere T25 There was evidence of thorough planning and all lesson plans were detailed. Nearly all plans were appropriate to course objectives and student needs, offering an appropriate level of challenge and a focus on learner outcomes. T26 The best plans were logically staged with good flow from one activity to another and a variety of activity types and interaction patterns. Attention to study and learning strategies were included appropriately in a number of lessons. T27 Generally teachers made use of a range of appropriate and effective techniques. Oral and written student practice time was maximised through choral and individual drills, pair and group work as well as gap-fill and completion tasks. Good use was made of personalisation. T28 In the main, whiteboards and the interactive whiteboard were used to good effect for a variety of purposes. Work was well organised and clearly laid out with helpful use of colour coding. In weaker segments board work was messy and confusing. Coursebook material, card prompts and handouts were mostly well-handled and some segments made constructive use of classroom walls and previous displays of student work. T29 In most segments, language work was well-handled and in some cases there was very good exemplification and clarification of lexis. Attention to pronunciation was very good in a few segments, with effective use of the phonemic script and stress highlighted appropriately in board work. However, valuable opportunities to highlight pronunciation features were missed on a few occasions. In a couple of segments, language work was dealt with in a very student-centred way and precise teacher prompts and elicitation techniques resulted in meaningful language discovery and checking of understanding. T30 In nearly all lessons correction was well-handled and a variety of error correction techniques were employed. Correction of written work, as seen in assignments and homework, was thorough and mostly followed a standardised system of coding to support student self-correction. T31 Classroom management was nearly always very good with clear instructions, no time wasting and efficient transition from one activity to the next. Occasionally instructions were over-complicated or inappropriately checked. Students were nearly always engaged, good use was made of a variety of individual, pair, group and mingling activities. T32 In nearly all cases the learning atmosphere and rapport were very good indeed. Most teachers made use of an appropriate mix of authoritativeness and warmth. Genuine and informed listening skills were used skilfully by several very competent teachers. In a couple of weaker segments the teacher was too dominant and unresponsive or unaware of student needs. Classroom observation summary Teaching was of a good standard throughout with some excellent teaching. Students were clearly benefitting from the teaching and were actively engaged in the learning process. There was consistency in lesson preparation which clearly stemmed from the course outlines and good attention was made to study and learning strategies. Students were positive about their language classes. The teaching observed met the requirements of the Scheme. Teaching and learning summary The provision meets the section standard with strengths in academic management and course design. The teachers have appropriate qualifications. Academic management is noticeably strong in its comprehensive systems and in the quality of support offered by its managers. Course design is tailored to meet the needs of students and learner management is sound. The teaching observed met the requirements of the Scheme. Much of the teaching was very accomplished. Welfare and student services Care of students W1 Safety and security W2 Pastoral care W3 Personal problems W4 Dealing with abusive behaviour W5 Emergency contact number W6 Transport and transfers

12 W7 Advice W8 Medical and dental treatment W1 Many of the students are already settled in Leeds, with their own networks of friends or family, when they enrol at the school, so their needs for advice on safety and security are perhaps less urgent than students newly arrived in the country. However, the school makes very good provision for all students safety and security through a thorough induction, advice in the student handbook and online, and through all members of staff s care for their students. Care of under 18s is very good in the areas of transport, accommodation and leisure provision, as well as free time outside scheduled activities. Both school buildings can only be entered by security code. W2 Students singled out the school s helpfulness and care when asked to select what they most liked about the school. The open door policy is backed up by staff who are always willing to offer advice and guidance. All new students have a one-to-one conversation with the welfare officer at the end of their first week. A checklist of twenty questions is used as the basis of this conversation. Students have a tutorial with their lead teacher in their first two weeks and, as a part of this tutorial, teachers complete a welfare check list which is passed on to the welfare team when it is completed. Both buildings have small prayer rooms and appropriate washing facilities for the many Islamic students in the school. Recently, changes were made to the timetable, leaving Friday afternoons free so as to make mosque attendance easier. W3 There is a named welfare officer, supported by the other three members of the student services team. All new students meet these staff members early in their first week. A member of the welfare team is always available when the school is open and all students have two emergency numbers so that they can contact a member of staff outside school hours. W4 The procedure for dealing with abusive behaviour is clearly laid out in the student handbook, in accessible language. Staff can find the same procedure, in more formal language, in their contracts. W5 At induction, welfare staff ensure that students enter the emergency numbers on their mobile phones. The number is also in a prominent position in the student handbook. W6 This information is only supplied on request. W7 Students are given advice on all areas of this criterion in a number of ways: on the website, in a pre-arrival e- mail, on LEO, in the student handbook and at induction. Accommodation profile Number of students in each at the time of inspection (include all students) Types of accommodation Adults Under 18s Total seen by inspectors Arranged by provider/agency Homestay Private home Home tuition Residential (student houses, halls or hostels) 15 1 Hotel/guesthouse Independent self-catering Arranged by student/family/guardian Students own arrangements The majority of students arrange their own accommodation, either staying with family members or in flats or bed-sits they have found for themselves. The two under 18s not in homestays were staying with family members. Homestays are provided by an agency which the school has been working with for a number of years. The relationship is clearly a good one, with trust and friendship on both sides. Accommodation: all types W9 Services and facilities W10 Accommodation inspected first

13 W11 Accommodation re-inspected W12 Accommodation registers W13 Information W14 Student feedback W15 Meals in homestay/residences W9 One inspector visited two homestays and the only residence that LELS students use regularly. He was accompanied by the LELS student services manager, who is responsible for accommodation, and a key member of the homestay agency team. Both the homestays and the residence were clean, in a good state of repair, well lit and heated, with sufficiently spacious bedrooms with good storage and tables for private study, as well as access to appropriate washing facilities. Laundry is done for homestay students, while students in the residence use the residence s laundrette. W13 Met but there is no mention of the approximate time and cost of travel between accommodation and school premises. W14 Students are asked to complete starter surveys near the beginning of their course and these include a question about accommodation. The welfare officer s first week, one-to-one talk to students includes questions about accommodation. A member of the agency team usually meets all students in homestays in the first few weeks of their stay. All students know who to see if they have any problems and action taken on any problems is always recorded. Accommodation: homestay and private home W16 No more than four students W17 Declarations (under 18s) W18 Rules, terms and conditions W19 Shared bedrooms W20 Students first language W21 Language of communication W22 Adult to welcome None. Accommodation: residential W23 Cleaning W24 Health None. Accommodation: other W25 Information and support W26 Other accommodation W25 There is very useful advice on aspects of living in bed-sits or flats on the website and on Leeds Online, where

14 documents can be found on council tax and renting a flat. Students praised the school for its willingness to give advice on such areas as council tax and tenancy agreements. Leisure opportunities W27 Events and activities W28 Leisure programmes W29 Health and safety W30 Responsible person W27 The school now has a dedicated leisure programme organiser, who plans, promotes and accompanies activities. The school encourages students to go on longer trips organised by a commercial company. Students can also find information about what is on in and around Leeds in a weekly newsletter, on the school s Twitter feed and on LEO, as well as in brochures that are available on both sites. W29 Risk assessments are prepared for all activities and the leisure programme organiser has clear guidelines on how to respond to situations where students are at risk. These guidelines make appropriate provision for the care of under 18s. Care of under 18s W31 Accommodation and meals provided W32 Inclusive leisure programme W33 Activities supervision ratio W34 Student rules W35 Supervision information W36 Host awareness W37 Responsible adult W38 Age-segregated accommodation W39 Residential supervision ratio W40 Contact number for parent W41 Contact number for provider W42 Group leaders W31 Parents or guardians of all under 18s sign a Permission to Study form that states that all under 18 students will stay in homestays. If an under 18 student moves out of a homestay into other accommodation or if they start in their own accommodation, the parent or guardian informs the school of the address and absolves the school of all responsibility for these living arrangements. W32 When under 18 students attend a leisure programme activity, they have to stay with the member of staff accompanying the activity. The Permission to Study form includes a paragraph allowing the student to attend activities provided by the school or by the other agency that arranges longer trips. W40 Parents complete a form which is sent to the school with student and parental details, including an emergency contact number. Welfare and student services summary The provision meets and, in one area, exceeds the section standard. Care of students is an area of strength, with the provision for students safety and security and for the welfare of students, as well as the advice on different aspects of life in the UK, contributing significantly to the quality of the students experience while studying at the school. Accommodation provision is good, with strong links between the school and the homestay agency, and with

15 effective accommodation systems. The provision of leisure opportunities is good. Provision for the care of under 18s is appropriate.

16 Report expires 31 March 2018