This private language school offers courses in general English for adults (16+) and for closed groups of under 18s.

Inspection report Organisation name Inspection date 10 11 March 2015 Kaplan International English, Salisbury 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 Kaplan International English, Salisbury in March 2015. 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 www.britishcouncil.org/education/accreditation for details). This private language school offers courses in general English for adults (16+) and for closed groups of under 18s. Strengths were noted in the areas of staff management, student administration, quality assurance, premises and facilities, learning resources, course design, and teaching. The inspection report stated that the organisation met the standards of the Scheme. Report expires 31 March 2020

Organisation profile Inspection history First inspection 1987 Last full inspection 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 1979 Ownership Other accreditation/inspection Kaplan Inc ISI Dates/details Accredited Kaplan UK Schools in Bath, Bournemouth, Edinburgh, London Covent Garden and Leicester Square, Liverpool, Manchester, Oxford, and Torquay and Kaplan Young Learners multicentre (all accredited). Kaplan International Colleges in the UK, Ireland, Australia, New Zealand, Canada, USA, Malta, Singapore: foundation and degree courses. Kaplan Pathways in the UK and USA. Kaplan Test Prep: preparation for American university admission tests. Premises profile Address of main site Details of any additional sites in use at the time of the inspection Details of any additional sites not in use at the time of the inspection Profile of sites visited 36 Fowlers Rd, Salisbury SP1 2QU St. Martin s Annexe, St. Martin s Church Street, Salisbury SP1 2HY (used for Young Learner courses). The main school is located in a Victorian building in a quiet residential street approximately ten minutes walk from the city centre. There are ten classrooms, a prayer room, a structured study centre, teachers rooms, offices, a meeting room, a staff kitchen, a student lounge, a kitchen, a conservatory, and a large garden. The annexe, which is used year round for young learner courses, is a few minutes walk from the main building. It was formerly a primary school and is owned by the church and leased to the school. It consists of seven large classrooms, a combined staff room and office, and a large courtyard area and garden. The summer junior courses, which do not form part of this accreditation, also use this annexe as well as a nearby residential school. The main school building is on a ten-year lease with five years to run. The annexe is in the tenth year of a 20-year lease. Student profile At inspection In peak week July (organisation s estimate) Of all international students, approximate percentage on ELT/ESOL courses 100 100 ELT/ESOL Students (eligible courses) At inspection In peak week Full-time ELT (15+ hours per week) 18 years and over 61 140 Full-time ELT (15+ hours per week) aged 16-17 years 30 10 Full-time ELT (15+ hours per week) aged under 16 45 0 Part-time ELT aged 18 years and over 0 0 Part-time ELT aged 16-17 years 0 0

Part-time ELT aged under 16 years 0 0 Overall total ELT/ESOL students shown above 136 150 (not including separately accredited Young Learner Summer Centre) Minimum age (including closed group or vacation) 16 (12 in closed groups) 12 Typical age range 12-30 12-30 Typical length of stay 6 weeks 3 weeks Predominant nationalities Saudi, Italian, Spanish Saudi, Italian, Spanish Number on PBS Tier 4 General student visas 0 2 Number on PBS Tier 4 child visas 0 1 Number on student visitor visas 42 90 Number on child visitor visas 3 5 Staff profile At inspection Total number of teachers on eligible ELT courses 15 Number teaching ELT under 10 hours/week 3 Number teaching ELT 10-19 hours/week 10 Number teaching ELT 20 hours and over/week 2 Total number of administrative/ancillary staff 12 In peak week (organisation s estimate) 12 (excluding Young Learner Summer Centre) Academic staff qualifications to teach ELT/TESOL Profile in week of inspection Professional qualifications Total number of teachers Diploma-level ELT/TESOL qualification (TEFLQ) 4 Certificate-level ELT/TESOL qualification (TEFLI) 10 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 1 Total 15 These figures exclude the academic manager(s) The principal and DOS are both TEFLQ. They are not included in the above figures. The blended learning specialist and the structured study advisor are both TEFLI and are included in the above figures as they were teaching at the inspection. 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) Run n Run n Run n

Teacher development (excludes award-bearing courses) ESOL skills for life/for citizenship Other Kaplan International English (KIE) offers IELTS classes on a continuous enrolment basis. General ELT for adults courses are called General English, Intensive English or Vacation English, and IELTS exam preparation is offered at two levels. Students aged 16+ may be integrated into these adult programmes. There is also an academic year (or semester) programme, with students being integrated into general English classes, and a classic 40+ course for older students, which ran three times in 2014. The vacation English course is made up of one main class, which has four lessons each day of the week (20 lessons). General English is made up of the main class plus seven lessons of supplementary structured study. Intensive English is made up of the main class plus a block of two elective lessons four times a week, plus seven lessons of supplementary structured study (20 lessons + 8 + 7). Simultaneously, KIE runs an academic year course, start dates in September, January, April and June. Academic year students follow a nine-month, general/intensive English programme which also includes supplementary structured study. There is also a five-month academic semester course, with start dates in September, October, January, March, April, June. One-to-one courses are offered and four were running at the inspection. Introduction below for an explanation of how the junior courses operate. 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 57 75 Private home 0 0 Home tuition 0 0 Residential 0 0 Hotel/guesthouse 0 0 Independent self-catering e.g. flats, bedsits, student houses 0 0 Arranged by student/family/guardian Staying with own family 0 0 Staying in privately rented rooms/flats 4 0 Overall totals adults / under 18s 61 75 Overall total adults + under 18s 136 Introduction Kaplan International English has more than 40 schools in various English-speaking countries, of which twelve yearround schools are in the UK. The schools are part of a large American company, Kaplan Inc., which is owned by Graham Holdings Company who bought it in November 2013 from The Washington Post. At the time of the last inspection in 2011 the schools were known as Kaplan International Colleges; a continuing project has been to rebrand the schools offering English courses as Kaplan International English, (KIE), in order to distinguish them from the UK and USA Kaplan Pathway Colleges which prepare students for university entrance. The schools in the UK operate according to common policies and procedures, established and managed by the senior management team at Kaplan head office in west London. Two inspectors visited the head office in London in March 2014 to discuss with senior managers various aspects of the organisation s development and operations. This included information about centrally developed policies such as quality assurance measures and safeguarding, as well as academic initiatives such as the introduction of in-house course materials, and staff training programmes. KIE bought the Salisbury school in December 2008 and began the process of integration with the KIE brand and

operational systems in late 2009 leading to full integration in 2010. Many of the academic staff, and the principal, (who was the director of studies at the last inspection), have been with the school for many years and welcomed the changes, which they regarded as giving the school a sense of future direction and investment. The centralised functions of finance, sales and compliance are dealt with in the London head office. KIE Salisbury handles the direct bookings of a small number of walk-in students. Student numbers tend to fluctuate throughout the year, partly as a result of the group courses (see below), which can arrive at various times of the year. The following types of programme are run at KIE Salisbury: year-round general English for adults (16/18+); yearround closed groups for under-18s; young learner summer centre course. Approximately 70% of the courses are for adults and 30% for juniors aged 12-17. The young learner summer centre course at Salisbury (residential and homestay) is accredited as part of the Kaplan summer junior multi-centre operation, and therefore does not form part of this inspection. The year-round junior groups were part of this accreditation. These courses operate throughout the year and are designed for students aged 12 to 17. They are separate from the other year-round courses, and may be run as closed groups or as integrated groups (i.e. students from one group may be placed in classes with students from other groups depending on level and age). They usually take place at the annexe, and always do so if the group is under 16. The inspection took place over two days. Meetings were held with the principal, the director of studies (DoS), the student services team, the welfare and accommodation officer, the social programme manager, the structured study advisor, the examinations officer and the blended learning specialist. Separate student focus groups were held with adults and young learners and there was a teacher focus group. One inspector met two group leaders and the other inspector visited four homestays and an independent self-catering house. 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 As noted in the introduction, strategic management and a number of support functions are provided by the London head office team. At school level, day-to-day operations are handled by the principal, the DOS, and the student services manager who work closely together on a team basis. There was clear evidence of continuity planning. M3 Comprehensive job descriptions are in place for all postholders. The job descriptions make clear the duties and responsibilities of the position and indicate who the line manager is. The structured study advisor is incorrectly described as study centre manager. M4 There are good channels of communication between the head office and the KIE schools, with regional meetings involving the local managers from all schools held three times a year. These serve to bring the managers from individual schools together with their counterparts from other schools to share information and best practice.

Communication within the school is equally strong, based on weekly minuted meetings, shared e-calendars and daily informal contact which is facilitated by the location of the offices of the school principal, the student services team and the academic rooms. Communication with homestay hosts is maintained through a quarterly newsletter. The principal meets any group leaders accompanying young learner groups every day. M7 There are thorough induction procedures in place. These are comprehensively documented and there was evidence that they were implemented effectively. M8 Staff performance is monitored informally and formally. There is annual appraisal for long-term academic and administrative staff using KIE s online HR system. A new teacher appraisal form has been drawn up as the previous generic form was not relevant to teaching performance. M9 There is a clear commitment to continuing professional development. All members of staff are encouraged to develop professionally by attending external and internal development meetings, courses, and inter-group training. Cross-training and mutual support from peers at other KIE schools is available. Teachers are paid to attend in-house, monthly teacher development meetings. The principal, DOS, structured study advisor and five teachers were sponsored to attend external conferences and customer service workshops in 2014. Administrative staff have benefited from observing lessons as part of their training. 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 Administrative staff and resources are sufficient. An additional administrative staff member is employed during the summer. M12 Enrolment procedures are very efficient and the first day information form for new students has been translated into eleven languages to help students at lower levels. M13 The school maintains both print and electronic records of local and next of kin emergency contact details. Students are required to update their contact details every five weeks and records are meticulously kept by the administrative staff. M14 The DoS checks student attendance daily and reports the absence of any students under age 18 immediately to the welfare and accommodation officer. A new lateness policy has been drawn up for sponsored students which requires them to sign a lateness form which is sent to their sponsor. It was reported that this has been generally very effective in addressing this issue. Quality assurance M16 Action plan M17 Continuing improvement M18 Student feedback and action M19 Staff feedback and action M20 Complaints M17 There is a culture of constant review and development in the organisation. This is supported by a comprehensive quality assurance cycle involving internal audits and meetings at both school and organisation level. M18 The principal invites all the adult students to tea on their second afternoon and group leaders attend an initial informal meeting with the DoS and principal. Feedback from students is obtained and analysed from five-weekly satisfaction surveys and from end-of-course evaluation forms. Evidence was seen of responses by the principal to a few examples of negative feedback. M19 Staff feedback is elicited at staff meetings and online surveys. A useful exit questionnaire has been devised for

departing staff. 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 M21 Publicity is produced centrally and consists of a website and a downloadable and printed brochure giving information about Kaplan schools world wide and written in clear, accurate and accessible English. Social media sites are also used. M25 This criterion is met. However, the approximate cost of examination fees is not easily found. Management summary The provision meets the section standard and exceeds it in three areas. The management of the school operates to the benefit of its students and in accordance with its publicity. Staff management, student administration and quality assurance 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) R2 The premises at both sites are in very good condition and spotlessly clean throughout. The main building in particular manages to combine character and comfort with functional usage and is tastefully furnished and well decorated. R3 The classrooms at the main building are spacious in relation to the maximum group size allocated to them. The classrooms at the annexe are very spacious. R4 At the main site the student lounge area has comfortable seating, a vending machine for snacks, a large TV and access to the internet through Wi-Fi. The inspectors were able to observe the way in which the lounge area at the main site, with a conservatory and garden, and with table tennis and seating areas, serves as an excellent relaxation hub for students. The facilities at the annexe are satisfactory. A local café delivers fresh sandwiches to order every day at lunchtime. R5 Signage is clear throughout both buildings. Display is excellent including well-organised and attractive noticeboards and staff photo boards. R6 At the main school teachers have a spacious staff room with computing and printing facilities and workplaces for

all, close to the teaching resources. There is a separate study and resources area and a large adjoining staff kitchen with facilities for making drinks. Storage is available for personal possessions. The DoS has an office next to the staff room which he shares with the structured study advisor and exams officer. The staff room at the annexe is just adequate in size for the staff currently employed but would be too small for any future increase in staff numbers. 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 The organisation has produced its own series of course books, K+Notes, at six levels for use on general English courses. The practice activities in the books integrate closely with the online practice in K+Tools. For the younger learner closed groups teachers select materials relevant to the age and level profile of their classes. R8 The school has a good stock of resources and subscribes to a number of teaching journals and magazines. The stock of materials at the annexe is adequate and teachers may access the main school resources. There are good computing and printing facilities available at both sites. R9 Six classrooms at both sites are equipped with an interactive whiteboard (IWB). Teachers receive appropriate continuing training from the blended learning specialist, who is an expert user. She also provides in-house IT support which is much appreciated by the teachers. Both buildings are enabled for Wi-Fi. R10 The structured study centre, (SSC), is open all day. It is well organised and contains reading material (e.g. reference books, magazines and readers) and 15 computers, which provide structured digital material relating to the different courses and are integrated with the blended learning material. R11 The SSC is supervised by the structured study advisor for an hour at lunch time and she is able to provide useful advice and learning support. Students are shown the SSC on their first day and receive training in how to use it early on in their course. R12 Teaching and learning resources are reviewed informally and at teachers meetings and there is a fixed budget for the purchase of new materials. The second editions of K+ Notes were produced incorporating changes proposed by teachers. Syllabuses for electives are reviewed on the basis of student and teacher feedback. Resources and environment summary The provision meets the section standard and exceeds it in one area. The main building is decorated and furnished to a very good standard. The main school and annexe offer a comfortable and professional working environment to students and to staff. Students and teachers are provided with a wide range of material to support and enhance their studies and their work. Premises and facilities and Learning resources are areas 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) T1 Two teachers did not have a level 6 qualification but rationales for their employment were accepted in the context of this inspection. T2 One teacher did not hold an ELT qualification.

T3 The rationale submitted for the teacher without an appropriate ELT/TESOL qualification was accepted in the context of this inspection. T4 The school benefits from a very experienced academic management team, overseen by the TEFLQ principal and ex-dos, who handed over to the current DoS in November 2014. The DoS is supported by two experienced TEFLQ senior teachers the blended learning specialist and the structured study advisor. The academic team members have all worked at the school for over 20 years. In the summer, the structured study advisor takes on the position of DoS for the junior summer school, (separate accreditation). The blended learning specialist takes over the latter s responsibilities and does not teach during the summer. 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 Students in the adult classes have the same teacher all week. The closed group classes are shared by two teachers. One group had requested lessons combining business and general English and an appropriately experienced teacher was teaching this group. T8 Cover is available through supply teachers, teachers not on full timetables and the DoS. T9 The K+ learning system and course materials, which can be used in a cyclical way, are particularly well suited to continuous enrolment. T10 The DoS is readily available for support and has an office adjacent to the teachers room. There are also monthly teacher development meetings, led by the DoS and senior teachers, for which teachers are paid. A teacher with a diploma-level qualification runs continuing professional development sessions for less experienced teachers in the summer. Teachers at the focus group praised the guidance and support they receive from the academic team. T11 Scheduled evaluative observations are carried out once a year by the DoS. Teachers reported appreciation of the observation process and the feedback they received. Course design and implementation T12 Principled course structure T13 Review of course design T14 Course outlines T15 Study and learning strategies T16 Linguistic benefit from UK T12 The curriculum framework in use across the organisation is based on the Common European Framework of Reference can do statements and descriptors, to which language and skills objectives at each level are linked. Learning objectives are specified for each week. The curriculum at each level is spiral, i.e. language components and skills are recycled in different contexts, supported by the ten-week cycle at each level covered by the K+ Notes. This ten-week cycle is currently being extended to 20 weeks at some levels to provide further materials for longer-stay students not ready to progress to the next level. A curriculum with specified learner outcomes for each course type has been drawn up. T13 Teachers are asked regularly for feedback on the course design documentation and materials. The DoS confirmed that the team responsible for the development of the materials was very responsive to their suggestions. T14 Written course outlines are available to students in the form of the K+ Notes they receive, and a weekly plan which teachers post in classrooms. T15 Structured study sessions form a part of most courses. Students receive guidance on independent learning from their teachers and from the structured learning coordinator. Regular progress reviews take place in class and students have easy access to various language learning software including K+ Tools in the structured study centre and K+ move, a vocabulary and pronunciation app, available on mobile devices, and optional K+clubs offering

teacher-led sessions. T16 Coursebook units have a section which includes language useful for talking to people outside the classroom and suggestions for out-of-class activities. Some classwork is linked to social programme events. The structured learning co-ordinator encourages teachers to link class materials to the K+ Notes related topics for the week. Learner management T17 Placement and level T18 Monitoring students progress T19 Examination guidance T20 Assessment criteria T21 Academic reports T22 Information on UK education T17 Placement procedures are thorough. New students take a Kaplan online adaptive test and also have an oral interview. Closed group students take an online test before arrival. T18 Students progress is assessed through classwork and completed homework and, more formally, through a level test every five weeks followed by a tutorial. The tutorial follows a Tutorial Student Questionnaire, which the student has started to complete before the tutorial, and includes an action plan and teachers. Students receive a copy of an Individual Student Record every five weeks which records their attendance, class participation, supplementary study, (including homework, K+clubs, K+tools and structured study use), and test scores. Teachers also make and suggestions for improvement. Copies of the students records are sent to any sponsors. T19 Students seeking advice are guided to examinations suited to their needs by the examinations officer who keeps meticulous records of all examination enrolments and results. Classroom observation record Number of teachers seen 15 Number of observations 15 Parts of programme(s) observed All except one-to-one The one-to-one classes were not observed as they were not running on the days of the inspection. 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 provided good models of the spoken language and there were examples of very good linguistic awareness in two lesson segments. There was no evidence of routine use of stress marks, parts of speech or the phonetic script in written models. T24 Teachers had a clear understanding of students different learning needs and how to meet them and matched their language well to the level of the class. A student-centred approach was evident in all the young learner closed group classes.

T25 Detailed lesson plans and student profiles were provided for all classes. Teachers maintained a good balance between K+notes and well-chosen supplementary materials. There were some very good examples of tailor-made courses for the young learner closed groups, which the group leaders appreciated. T26 Lessons consisted of a coherent sequence of purposeful activities and teachers made good transitions between the different stages. Learning outcomes were clearly identified. T27 There were many examples of very good management of classroom resources to promote learning. Excellent use of the IWB was seen in almost all rooms where it was available, and in some lessons students were involved in the IWB resources. The flexibility of the classroom layout in the annexe was particularly well used in all classes. T28 Some good questioning techniques and controlled oral practice were observed. More attention might be paid to peer correction, error correction and pronunciation. T29 Pair and group work and mingling activities were well used. In general activities were well paced. In a few young learner classes students use of the L1 was not challenged and in one class students were using small L1 pocket dictionaries which meant that they were sometimes not involved in a learning activity. T30 Several examples of personalisation of information were observed. A positive learning atmosphere was very evident in all the lessons observed and students in the focus group expressed their appreciation of their teachers. Classroom observation summary The teaching observed met and exceeded the requirements of the Scheme. Appropriate models were provided and content was well matched to students needs. Appropriate resources and materials were used to very good effect. Most teaching was interactive and teachers created a positive learning atmosphere. Good rapport with students was maintained throughout. Teaching and learning summary The provision meets the section standard and exceeds it in two areas. Teachers have appropriate qualifications and benefit from the experience and expertise of the academic management team. The courses are efficiently managed to the benefit of the students. Course design and implementation is an area of strength. The teaching observed met and exceeded the requirements of the Scheme. Teaching is an area of strength. Welfare and student services Care of students W1 Safety and security onsite W2 Pastoral care W3 Personal problems W4 Dealing with abusive behaviour W5 Emergency contact number W6 Transport and transfers W7 Advice W8 Medical and dental treatment W1 An appropriate provision is made for the safety and security of adults and under 18s. At the main school the entrance is monitored, new students are briefed on general and fire safety at induction, there are fire drills and three fire marshals, a Safety advice to students in Salisbury notice is on display and there is a Safety in town section in the student handbook. At the annexe the entrances have digital locks, all groups come with a group leader, the school s social activity leaders monitor students movements when not in class, and the student handbook includes a section, Look after yourself. W2 There is a good provision of pastoral care. The student services team and the accommodation and welfare manager are clearly identified at induction and on noticeboards, and students reported that they were very approachable and helpful. A multi-faith prayer room is available, there are special washing facilities for Muslim students, and a teacher designated Middle East Support provides academic and pastoral support to longer-stay students from the Middle East, and maintains regular contact with their sponsors. W4 An anti-bullying policy is on display in reception but is wordy and in very difficult language. There is no mention of abusive behaviour in the adult student handbook. However, the young learners handbook includes a short studentfriendly version and there is also a simple and effective Is someone being unkind to you? illustrated notice which conveys the message clearly.

W5 The emergency number is provided on a number of pre and post-arrival documents and on students identity cards. Under 18s in closed groups are also given it on a wrist band, which they are instructed to wear at all times. Accommodation profile on the accommodation seen by the inspectors The four homestays visited included one hosting an adult, one hosting a 17-year-old enrolled on the adult course and two hosting two juniors each, enrolled on closed-group young learner courses. All the hosts were providing comfortable, clean, welcoming homes. The three providing accommodation to under 18s were aware of curfew rules and had been DBS checked. The inspector also visited a house opposite the school which offers independent selfcatering accommodation to over 18s in small furnished en-suite flats. Students have only chosen this option once in the last nine months, but the accommodation is convenient and meets all Scheme requirements. 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 Although a weekly change of bed linen is specified in the school s Hosting agreement and in Kaplan s Homestay Handbook, two of the four hosts visited said they changed bed linen once every two weeks. W10 Accommodation is inspected and re-inspected by the accommodation manager or his assistant. The inspection checklist requires evidence of a range of safety measures. In September 2014 hosts were sent a clear explanation of the need to conduct a fire risk assessment, a form to be returned and an example. W12 Accommodation registers include comprehensive information about the hosts and the home. They showed some fire risk assessments have been completed. Others are still pending, but a reminder about them was sent out to hosts at Christmas 2014. W13 Confirmation of accommodation booked includes information about the type of accommodation, a pen-portrait of hosts where relevant and the address. However, it does not always include the approximate time and cost of travel between the accommodation and the school. 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 The rules, terms and conditions with respect to homestay accommodation are clearly explained in the school s Hosting agreement, Additional information for potential host families and in Kaplan s Homestay Handbook. To facilitate communications, the accommodation manager also sends out a quarterly newsletter to hosts and invites them to a Christmas party. Accommodation: residential

W22 Cleaning W23 Health None. Accommodation: other W24 Information and support W25 Other accommodation W24 A useful sheet, Renting a flat or a house, is available to students seeking to live independently. This mentions nearly all the implications students should consider except the potential loss of contact with speakers of English out of classroom hours. Leisure opportunities W26 Events and activities W27 Leisure programmes W28 Health and safety W29 Responsible person W26 An appropriate range of social, cultural and sporting activities is arranged by the school. Some trips are organised and run by an independent student tour operator. There are social activities noticeboards on both sites giving information, and the social programme manager and assistants visit classrooms to promote events. The manager is available to provide individual students with help and advice on arranging trips and visits. In the case of closed groups, the programme is usually arranged in response to the groups requests. W28 There are written risk assessments for on and off-site activities. These are signed as read by the activity leaders at their induction, but are not signed off for each event to provide evidence that the contents have been reviewed. Welfare and student services summary The provision meets the section standard. The needs of students for security and pastoral care are well met. Appropriate social and leisure activities are arranged to meet their interests and needs, and they are given information and help to make good use of their time in the UK. The accommodation system is well managed to the benefit of the 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 C1 There is a comprehensive safeguarding policy available on the website, which sets out relevant procedures. In the young learner staff handbook there are guidelines and a code of conduct for working with under 18s, and a simplified version for students and their parents is in a pre-arrival guide. Who to go to notices are posted around the school. C2 The accommodation and welfare manager is the nominated safeguarding officer and has completed Level 2 safeguarding training. Staff and homestay hosts have received information and guidance, although no formal training is given to staff. C5 All staff, and homestay hosts accepting under 18s, are DBS checked. Group organisers sign a declaration that all their group leaders are suitable and have a police certificate of good conduct. C6 There are appropriate levels of supervision. Under 18s sign a contract which specifies the rules they must follow. C7 The rules and terms for hosting under 18s are made clear in the Hosting agreement and other information, although the Additional information for potential hosts specifies a slightly different curfew time for 16 year-olds from the other documents made available to hosts and students. Care of under 18s summary The provision meets the section standard. The policies and processes for the safeguarding of students under the age of 18 within the school and in the leisure activities and accommodation provided are well developed and effective.