Inspection report

Organisation name

Taunton School International

Inspection date

19-20 November 2014

Section standard

Met

Not met

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

N/a

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 with a spot check in summer 2015 to assess the senior and junior summer
schools which could not be seen at time of inspection.

Summary statement
The British Council inspected and accredited Taunton School International in November 2014. 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 boarding school offers residential courses in English and vacation courses for under 18s.
Strengths were noted in the areas of staff management, student administration, premises and facilities, academic
management, course design, learner management, care of students, accommodation, leisure opportunities and
care of under 18s.
The inspection report stated that the organisation met the standards of the Scheme.

Report expires 31 March 2019

Organisation profile
Inspection history

Dates/details

First inspection

July 2002

Last full inspection

November 2010

Subsequent spot check (if applicable)

N/a

Subsequent supplementary check (if applicable)

N/a

Subsequent interim visit (if applicable)

N/a

Current accreditation status

Accredited

Other related schools / centres /affiliates

None
Taunton School International (TSI) and Taunton School
International Middle School (TSIMS) are two parts of
Taunton School (TS), which is comprised of the Senior
School, Prep School and Pre-Prep School

Other related non-accredited activities (in brief) at this

centre

Private Sector
Date of foundation

1996

Ownership

Taunton School

Other accreditation/inspection

ISI

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
For inspectors use:
profile of sites visited

210 Greenway Road, Taunton, Somerset TA2 6LH

Taunton School International Middle School, Kingston St Mary, Taunton,
Somerset TA2 8HP
N/a
TSI: The premises are situated a short distance from the centre of Taunton and
opposite the main Taunton School (TS) campus. The various buildings and
grounds are entirely enclosed behind a gated entrance. One building houses the
offices, nine classrooms, an ICT suite, staff room and a large recreation room. In
another building there is a large multi-purpose hall and an ICT suite. The boys'
and girls' boarding houses are located in a further two on-site buildings. The site
also has two tennis courts and playing fields. TS is across the road and TSI
students eat all their meals there as well as use other facilities including sports,
art and library facilities and the health centre.
TSIMS: The premises are located in a quiet village a few miles from TSI and TS.
It is an enclosed site and comprises the main building, the boarding houses, staff
flats and large grounds. In the main building there are offices, six classrooms,
staff room, large recreation/assembly room and a dining area with servery. The
boys' and girls' dormitories are located in further on-site buildings. The grounds
consist of a large well-maintained garden with some outdoor play and sports
areas and also a large woodland area, which is used for recreational and
educational activities.
At inspection

In peak week
(organisations estimate) November

100%

100%

At inspection

In peak week

Total ELT/ESOL student numbers (FT + PT)

127

129

Full-time ELT (15+ hours per week) 18 years and over

Full-time ELT (15+ hours per week) aged 16-17 years

35 (TSI); 0 (TSIMS)

36 (TSI)

Full-time ELT (15+ hours per week) aged under 16

44 (TSI); 48 (TSIMS)

45 (TSI); 48 (TSIMS)

Part-time ELT aged 18 years and over

Part-time ELT aged 16-17 years

Part-time ELT aged under 16 years

Minimum age (including closed group or vacation)

Student profile
Of all international students, approximate percentage
on ELT/ESOL courses
ELT/ESOL Students (eligible courses)

Typical age range

8 - 16

8 - 17

Typical length of stay

1 academic year

Number on PBS Tier 4 General student visas

1 academic year
Russian, Chinese,
German
0

Number on PBS Tier 4 child visas

73

100

Number on student visitor visas

Number on child visitor visas

N/a

Staff profile

At inspection

Total number of teachers on eligible ELT courses

Number teaching ELT under 10 hours/week

1 (TSI); 1 (TSIMS)

Number teaching ELT 10-19 hours/week

3 (TSI); 2 (TSIMS)

Number teaching ELT 20 hours and over/week

1 (TSI); 0 (TSIMS)

Total number of administrative/ancillary staff

Predominant nationalities

Russian, Chinese, German

0

In peak week
(organisations estimate)
8

Academic staff qualifications to teach ELT/TESOL

Profile at inspection
Professional qualifications

Total number of teachers

Diploma-level ELT/TESOL qualification (TEFLQ)

Certificate-level ELT/TESOL qualification (TEFLI)

Holding specialist qualifications only (specify)

YL initiated
Qualified teacher status only (QTS)

Rationale(s) required for teachers without appropriate ELT/TESOL qualifications

Total

These figures include the academic manager(s)

Comments
The teacher with QTS only has a PGCE primary. The academic manager is included as she is scheduled to teach
each day.
Course profile
Eligible activities

Year round
Run

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

Seen

Vacation
Run

Seen

Other - N/a
Run

Seen

Comments
At TSI, in addition to other academic subjects, all students study either IGCSE English as a First Language or IGCSE
ESOL and each student receives five hours per week tuition in these subjects. For linguistically weaker students,
there is also an additional four hours per week course of English as an additional subject (EAL). Students are aged
between 14 17 years old.
At TSIMS, in addition to other academic subjects, all students receive six and a half hours of English as well as one
and a quarter hours of Speech and Drama tuition each week. Students are aged between 8 14 years old.
During the summer schools, run over six weeks, the students at both TSI and TSIMS follow a full day curriculum of
academic subjects and English, followed by activities in the evenings and excursions on Saturdays and Sundays.
Accommodation profile
Number of students in each at the time of inspection (all ELT/ESOL students)
Types of accommodation

Adults

Under 18s

Arranged by provider/agency
Homestay
Private home
Home tuition
Residential

124

Hotel/guesthouse
Independent self-catering e.g. flats, bedsits, student houses
Arranged by student/family/guardian
Staying with own family

Staying in privately rented rooms/flats

Introduction
Taunton School International (TSI) and Taunton School International Middle School (TSIMS) form part of Taunton
School (TS), a traditional co-educational boarding school, which also has pre-preparatory and preparatory schools
on the same campus. TSI was set up in 1996 to prepare students, aged 15 17, for A level or International
Baccalaureate (IB) entry in a UK school. Students study a range of subjects following the British National
Curriculum leading to the GCSE qualification. All students are prepared for IGCSE in English as a First or Second
Language and IELTS. In 2012 TSIMS was set up to prepare younger students, aged eight to 14, for entry into a
traditional UK boarding school. They study English and a range of academic subjects. Summer schools are run for
six weeks, two three-week courses, at both centres, TSI for seniors, aged 13 17, and TSIMS for juniors aged 7
12. The summer schools are staffed by the year round staff, headed by a summer schools' director, which is a year
round post. They are also designed to prepare students for UK boarding schools, and include an introduction and
some preparation for A levels and the IB diploma. Both TSI and TSIMS, year round and summer courses, are
generally fully residential, although at the time of the inspection TSIMS had three day pupils.
Both TSI and TSIMS have close links with TS prep and senior schools, sharing some facilities, such as recreation,
games, library and dining facilities.
The principal has overall responsibility for both TSI and TSIMS. The deputy principal has overall responsibility for
the academic management and the assistant principal has overall responsibility for pastoral care at both schools.
TSIMS has a separate head of school and director of studies (DoS). These, with the addition of the international
registrar, comprise the senior management team. The principal, previously the deputy principal, has been in role
since September 2014. The outgoing principal has taken on the role of international recruitment director. The new
deputy principal, also in post since September 2014, has taken on overall academic management at TSI and
TSIMS, assisted by the DoS at TSIMS.
The inspection took place over two days. The first day and final afternoon were spent at TSI and one morning was
spent at TSIMS. Focus group meetings were held with teachers and students at both centres. Meetings were held
with the principal, the deputy principal, the assistant principal, the head of TSIMS, the international registrar, the TSI
school secretary, the admissions officer, the exams officer, the health and safety coordinator and the head of
games. Meetings were held with the activities coordinators, house mistresses and house masters at both TSI and
TSIMS, and residential assistants (TSIMS). Both girls and boys boarding houses were seen at both centres.

Management
Legal and statutory regulations
Criteria

See
comments

M1 Declaration of compliance
Comments
M1 The items sampled were satisfactory.
Staff management
Criteria

Not met

Met

Strength

See
comments

N/a

M2 Management structure
M3 Duties specified

N/a

M4 Communication channels
M5 Human resources policies
M6 Qualifications verified

N/a

M7 Induction procedures
M8 Monitoring staff performance
M9 Professional development
Comments
M2 Despite the recent changes in structure, post holders and the establishment of the new school (TSIMS),
continuity has been maintained. The senior management team has responsibility for both schools, and remains on
call for the summer school. A new summer school director has just been appointed and will be able to liaise closely
with other managers in preparation for the two summer courses which run at both centres. There are also strong
links to TS and the international registrar manages the marketing, recruitment and admissions of all international
students at TSI, TSIMS and TS. The human resources department at TS also handles all the human resources
affairs at both schools.
M4 Regular formal meetings are held at all levels within and between the two schools and staff are given
opportunities to meet and exchange ideas at whole staff meetings and through observation exchanges between the
schools. There is also regular contact with TS. Parents have access to an online portal which allows them to remain
updated with their child's well being and progress. At TSIMS, there is very good communication and integration with
the local village community and primary school.
M5 The large human resources department at TS oversees all the policies and procedures at TSI and TSIMS. They
are comprehensive and clearly presented to all staff in inductions and in handbooks. Support and guidance is
readily available for the implementation of policies.
M6 All qualifications are checked and the HR department follows a rigorous procedure for following up references.
References are taken up from employers for up to the previous ten years and written references are followed up
with phone calls.
M8 There are standardised appraisal procedures across all the schools and all staff receive a full appraisal (over a
four week period) and an interim appraisal (over a two week period) on alternate years. Appraisers have received
training and specific targets are set. There are clear procedures in place for handling unsatisfactory performance.
M9 Professional development is linked to appraisals and the individual targets and also to the needs of the
organisation as identified by the school policies' committee. All staff participate in the pre-term training sessions,
which take place over several days and teachers have one and a half hours each week of professional development
time (see T10). The school supports staff who want to further their qualifications.
Student administration
Criteria
M10 Administrative staff and resources
M11 Information on course choice
M12 Enrolment procedures

Not met

Met

Strength

See
comments

N/a

M13 Student records

M14 Student attendance policy
M15 Conditions and procedures
Comments
M10 There are clear systems and procedures in place, managed by a small team within each school, while some
procedures are handled centrally from TS. Students, who are all known individually by staff, are always treated with
sensitivity and courtesy.
M11 Considerable care is taken when advising parents and children about which courses will be appropriate for
them. This requires close communication with parents and schools regarding past and future education plans. If
there is any doubt about whether a 14 year old student is more suited to TSI or TSIMS, interviews using Skype are
conducted.
M13 Complete records of next of kin and guardian details are kept up to date, both on the data base and also on
hard copies. These are accessible at all times. Contacts are listed in order, so that it is clear who should be
contacted first in an emergency.
M14 The policies are clear and accepted by staff and students. Registers and precise records are kept, including
the minutes that a child is late. Sanctions for lateness are also clear.
Quality assurance
Criteria

Not met

Met

M16 Action plan

Strength

See
comments

N/a

N/a

M17 Continuing improvement

M18 Student feedback and action
M19 Staff feedback and action
M20 Complaints
Comments
M17 Review and development meetings are held annually at the end of each academic year. Action plans are
drawn up and actions taken are recorded.
M18 Every student is asked for verbal feedback during their initial tutorial session and then again at the end of
terms one and three. Careful logs are kept of any actions needed and taken on an ongoing basis and at the end of
the year, feedback is collated and action plans drawn up to address any issues arising.
M19 Staff have the opportunity to give feedback informally and in staff meetings and appraisals. Recommendations
are considered at the annual review and development meeting.
Publicity
Criteria

Not met

Met

Strength

See
comments

N/a

M21 Accessible accurate language

M22 Realistic expectations
M23 Course description
M24 Course information

N/a

M25 Cost
M26 Accommodation
M27 Leisure programme
M28 Staff qualifications

N/a

M29 Accreditation

N/a

Comments
The publicity materials comprise a brochure and website.
M21 All the information in brochures and on the website is very clearly presented in accurate and accessible language.
M22 The detailed information accurately describes the schools and the services and facilities shared with the main

school (TS).
M23 Accurate and full descriptions and information are given about the courses, the entry levels and the objectives.
M27 The activities at TSI are described in some detail, but because of the considerable flexibility and variation in the
activities offered at TSIMS, there is less description of the options available.
M29 The Accreditation marque is used for the year round courses at TSI and TSIMS and for the senior summer
vacation course. The version of the marque including "for the teaching of English" needs to be used. This has now
been corrected on the website.
Management summary
The provision meets the section standard and exceeds it in some areas. The management of the provision operates
to the benefit of its students, in accordance with its publicity. Despite recent changes, continuity has been ensured
and communication both within and between the schools is very effective. There is a commitment to professional
development and systems in place to promote this. Administrative procedures are well established and formal
systems of review and development ensure ongoing improvements. The publicity is clear and promotes realistic
expectations for both parents and students. Staff management and Student administration are areas of strength.

Resources and environment

Premises and facilities
Criteria

Not met

Met

Strength

See
comments

N/a

R1 Adequate space
R2 Condition of premises
R3 Classrooms and learning areas
R4 Student relaxation facilities
R5 Signage and display
R6 Staff room(s)
Comments
R1 Both schools' premises have spacious inside areas and the buildings are surrounded by pleasant grounds. The
environment for staff and students is very appropriate and comfortable. Both schools also enjoy sports and other
facilities at the main school.
R2 The TSIMS premises have been completely renovated and purpose designed. The TSI premises consist of
three interlinked and purpose designed buildings. Both premises are extremely well maintained and in a very good
state of repair and decoration.
R3 In both schools the classrooms meet most of the required items. However, at TSI, one of the two smaller
classrooms is laid out in such a way as to restrict the view of the boards for some students.
R4 At TSI there are two recreation rooms, two ICT suites that students can use out of lesson times and large
grounds, which provide sports fields and games facilities. At TSIMS the students can relax in a large recreation
room and enjoy the games facilities in the garden. The boarding houses also have small communal areas.
Students at TSI eat in the dining hall at the TS and the main school kitchens provide the meals at
TSIMS. There is a large choice of nourishing and tasty dishes each day which students apportion themselves.
R5 Notice boards are very well presented and throughout both schools students' art work is displayed on the walls.
R6 The staff room at TSIMS offers adequate space for preparation of lessons and relaxation. The staff room at TSI
offers an adequate work space, but it is a multi-functional area, with a kitchen area for preparing snacks and drinks,
a central computer island area and work surfaces placed around the walls. There is no specific area for relaxation
and teachers reported it was often too noisy for them to work in the staff room.
Learning resources
Criteria
R7 Learning materials
R8 Resources for teachers
R9 Educational technology
R10 Self-access facilities

Not met

Met

Strength

See
comments

N/a

R11 Library/self-access guidance

R12 Review and development
Comments
R7 There are class sets of tablet computers uploaded with useful language applications, and course books. All
students are given exercise books, which teachers also use to paste in worksheets and homework exercises.
Students have access to the virtual learning platform, which can be used for self-study or within virtual learning
groups.
R8 The teaching resources, most of which are available online, are organised by topic and linked to the syllabus
and schemes of work. Access to specific materials and resources is clearly signposted.
R9 There are interactive white boards in every classroom and teachers feel confident in their use, having received
appropriate training and ongoing support. The ITC suites are well maintained and are scheduled into the timetable.
The use of class sets of tablets in lessons is well established.
R11 Students at TSI can use the large library in the main school and they receive adequate instructions for using
this during their induction and librarians provide ongoing support. At TSIMS, the students can borrow books from a
small library of appropriate graded readers and general interest books.
Resources and environment summary
The provision meets the section standard and exceeds it in some areas. The learning resources and environment
support and enhance the studies of students and offer an appropriate professional environment for staff. Both
schools have well presented premises and provide a very comfortable environment with suitable and ample areas
and facilities for students to study, play and relax in. The learning resources are appropriate for the students and
well organised for teachers. The technology is well maintained and used with confidence. Premises and facilities is
an area of strength.

Teaching and learning

Academic staff profile
Criteria

Not met

Met

T1 General education (and rationales)

Strength

See
comments

N/a

N/a

T2 ELT/TESOL teacher qualifications

T3 Rationales for teachers

N/a

T4 Profile of academic manager(s)

T5 Rationale for academic manager(s)

N/a

Comments
T2 Six of the eight teachers are TEFLQ. One of the remaining two has a TEFL certificate and the other has a PGCE
primary and is therefore suitably qualified for teaching young teenagers.
T4 The deputy principal, who is TEFLQ and experienced as an academic manager, oversees the provision of
English courses at both TSI and TSIMS.
Academic management
Criteria

Not met

Met

Strength

See
comments

T6 Deployment of teachers
T7 Timetabling
T8 Cover for absent teachers
T9 Continuous enrolment
T10 Support for teachers
T11 Observation and monitoring
Comments
T7 One teacher stays with the same class, grouped according to level and age, for the academic year.

N/a

T8 A cover rota is scheduled as part of the regular timetable and systems are in place to ensure any cover teachers
are very well prepared.
T9 Generally students at TSI stay for a whole academic year, but they are occasionally enrolled throughout the
year. It is more common that students join mid-academic year at TSIMS. Pre-arrival, students are sent log in details
and explanations for using the virtual learning platform. On arrival they are given a full induction and are then
closely monitored by their class teacher, who will also support them as necessary through the tutorial system.
T10 Teachers are allocated one and a half hours of development time each week. At both schools there is an
appropriate balance between whole group "workshops" and times for individual development, which offer the
opportunity for research and reading. At the beginning of the academic year and each term there are whole staff
training sessions, some of which focus on general areas and some sessions are for teachers only. Peer
observations, with specific procedures, are arranged both within and between the two schools.
T11 There are clear procedures in place for teachers to be observed as part of the appraisal system.
Course design and implementation
Criteria

Not met

Met

Strength

See
comments

N/a

T12 Principled course structure

T13 Review of course design
T14 Course outlines
T15 Study and learning strategies
T16 Linguistic benefit from UK
Comments
T12 At TSI students are prepared for IGCSE ESOL and IELTS and the schemes of work are linked to the
requirements of the syllabus. If necessary, students can have an additional course of English of four hours a week.
The latter, as well as courses at TSIMS, have course outlines with a syllabus, clear objectives and schemes of
work. The schemes of work are linked to a course book.
T14 Targets and objectives are made clear to students, presented on the board and reviewed at the end of the
lesson.
T15 As all the programmes at TSI are linked to exams, study skills are an integral part of all the courses that
students take. Within the tutorial system students are advised on their individual study plans and given self study
advice. Homework is a regular feature of all the courses.
T16 Students have extensive opportunities for using their English outside the classroom and these experiences are
integrated into their lessons. As part of the course, students are prepared for interviews and entry into
mainstream UK education.
Learner management
Criteria

Not met

Met

Strength

See
comments

N/a

T17 Placement and level

T18 Monitoring students progress
T19 Examination guidance
T20 Assessment criteria
T21 Academic reports
T22 Information on UK education
Comments
T17 Very thorough testing procedures ensure that students are placed in the right class and that, if necessary, they
receive additional English support lessons.
T18 There are formal tracking systems to monitor students' progress. Students have predicted grades and will be
offered catch up lessons if test and homework marks start to fall below the required level. Students are also
awarded effort grades every three weeks. Grades are discussed with the students during their tutorials.
T21 The termly reports give a full account of progress as well as containing a record of marks and grades and the
parent portal enables parents to keep a very close eye on their child's progress. Parents can also request a written
progress report from the teacher at any point in the term.
T22 All students and their parents are offered individual meetings with the principal to discuss their future plans for
entering mainstream UK education and references are prepared and written as required.

Classroom observation record

Number of teachers seen

8 (5 at TSI, 3 at TSIMS)

Number of observations

Parts of programme(s) observed

TSI - IGCSE/IELTS and additional English. TSIMS - General English.

Comments
None.
Classroom observation
Criteria

Not met

Met

Strength

See
comments

N/a

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
Comments
T23 Teachers demonstrated a sound knowledge and awareness of the linguistic systems of English. They gave
clear models and showed confidence in their use of and reference to the phonemic chart.
T24 The grading of language by teachers was effective and stretched the students appropriately.
T25 The planning was very thorough. There were clear links with other parts of the curriculum and to the exam
syllabus. Learning styles and abilities were identified and taken account of in the setting of objectives. Problems
were anticipated and strategies in place to deal with them.
T26 The sequencing of activities was coherent and timings were realistic.
T27 A variety of materials and resources was used to suit the different learning styles of the individuals and the
group. The interactive whiteboards were used competently and furniture was rearranged as appropriate.
T28 A variety of appropriate techniques was observed. These included mind mapping, effective use of nomination,
giving clear instructions, checking and reviewing. The aims, which were written on the board, were referred to
throughout the lesson. Students were given time to produce full sentences and in some segments observed there
was very effective error correction, particularly in pronunciation. However, in some segments seen, new vocabulary
was written up on the board with no context or helpful information. Occasionally students were not adequately
prepared for activities, which then lacked a focus.
T29 On the whole students were very engaged, there were different interaction patterns and the pace was good.
Activities were generally well planned and set out. Occasionally lessons were rather teacher centred and students
were given insufficient opportunity to participate and they became less engaged.
T30 Overall there was very good rapport and a positive learning atmosphere. Teachers demonstrated sensitivity
when dealing with different needs and showed experience and patience when having to deal with occasional
challenging behaviour issues.
Classroom observation summary
The teaching observed met the requirements of the Scheme. The planning and delivery of the lessons
demonstrated the teachers' level of knowledge of the linguistic systems of English, their students' needs and the
requirements of the syllabus. The classroom environment and activities were managed well and a variety of
appropriate teaching techniques ensured that students were generally engaged and motivated. A positive learning
atmosphere was evident throughout.
Teaching and learning summary
The provision meets the section standard and exceeds it in some areas. The majority of teachers are well qualified
and there are effective systems in place to ensure they can develop their skills and build on their experience. The
courses are designed to meet the specific needs of the students, who are closely monitored and supported in order
to ensure that they successfully meet their objectives. The teaching observed met the requirements of the Scheme.
Academic management, Course design and Learner management are areas of strength.

Welfare and student services

Care of students
Criteria

Not met

Met

Strength

See
comments

N/a

W1 Safety and security onsite

W2 Pastoral care
W3 Personal problems
W4 Dealing with abusive behaviour
W5 Emergency contact number

N/a

W6 Transport and transfers

W7 Advice
W8 Medical and dental treatment

N/a

Comments
W1 Ensuring the safety and security of students is taken very seriously by all members of staff. Risk assessments
of both the TSI and TSIMS sites have been carried out, and there are regular fire drills, including each time a new
student arrives in school. TSI students are given strict instructions on how to cross the busy road between TSI and
the main school site safely. Entry to buildings is by key card. Regular callovers are held throughout the day and at
weekends; students are supervised during breaks and meal times, and live-in staff supervise them in the boarding
houses. There is a rigorous system of signing in and out for TSI students on days when they are allowed to go into
Taunton.
W2 Very good pastoral care is provided by a number of different staff 24 hours per day. Teachers acting as
personal tutors meet their students in one-to-one tutorials several times each term; students can also turn to the
house parents and the graduate residential assistants in the boarding houses. All staff know the students well and
are sensitive to the needs of young people living away from home. Students attend chapel every week and are
encouraged to see this as time to reflect.
W3 All staff, including the management teams, are introduced to students during the induction week and are clearly
identified in the student handbook and on noticeboards in the school. There is an independent listener available for
any students who prefer to talk to someone outside the context of the school.
W4 The policy is comprehensive and very clearly expressed and the information is reinforced in the student
handbook. Both TSI and TSIMS have a set of golden rules which promote the importance of respect and good
behaviour.
W7 Students are provided with an excellent range of relevant information in the student handbook, during their
induction week and throughout their time in the school.
W8 All students are registered as NHS patients with the school medical officer in the Taunton School medical centre
and have full access to its facilities 24 hours a day.
Accommodation profile
Comments on the accommodation seen by the inspectors
In TSI there is boarding house accommodation for 84 students in two houses, one for boys and one for girls, and in
TSIMS for 60 students in two houses, one for boys and one for girls. All boarding accommodation is a mix of single,
twin, triple and four-bedded rooms. There are shared bathrooms and some en-suite rooms in TSI, and one
bathroom for every two rooms in TSIMS. Staff live in appropriately separated accommodation in the boarding
houses.
At the time of the inspection there were 47 boys and 29 girls accommodated in TSI and 31 boys and 14 girls in
TSIMS. All four houses were visited by the inspector.
Three day students were living with their parents in the local area.
Accommodation: all types
Criteria
W9 Services and facilities
W10 Accommodation inspected first
W11 Accommodation re-inspected

Not met

Met

Strength

See
comments

N/a

W12 Accommodation registers

W13 Information
W14 Student feedback
W15 Meals in homestay/residences
Comments
W9 The rooms in the boarding houses are comfortable and furnished appropriately, and all the required facilities are
in place. There is an ongoing programme of renovation and redecoration to support the good state of repair in the
boarding houses. Every student has a locker in which to keep any valuable items. There is a laundry service in each
boarding house with washing collected three times per week and returned within 24 hours.
W10 The assistant principal checks the boarding houses every week and the houseparents and graduate residential
assistants make daily checks. This also applies to W11.
W14 In both TSI and TSIMS the staff living in the boarding houses are introduced at the student induction week and
are readily available; there are weekly house meetings with students in TSI and daily house meetings in TSIMS.
Any issues are dealt with very promptly and action taken is recorded. A first week questionnaire is also in place.
W15 Students are provided with three meals a day, which they take in pleasant dining rooms. There is a good
choice of nutritious food, including vegetarian options and salads; students help themselves and staff were seen
monitoring their choices to ensure they were eating healthily. Fruit is available in the evenings. TSI students in the
focus group were not all wholly enthusiastic about the food, but confirmed there was ample quantity; students from
TSIMS were extremely happy with their food.
Accommodation: homestay
Criteria

Not met

Met

W16 No more than four students

Strength

See
comments

N/a

See
comments

N/a

N/a

W17 Rules, terms and conditions

W18 Shared bedrooms

N/a

W19 Students first language

N/a

W20 Language of communication

N/a

W21 Adult to welcome

N/a

Comments
None.
Accommodation: residential
Criteria

Not met

Met

Strength

W22 Cleaning
W23 Health
Comments
W22 Cleaning of the boarding houses is done on a daily basis and they are all extremely clean throughout.
W23 Students have access to Taunton School medical centre and its medical officer and team of nurses. There is a
live-in matron at TSIMS and a small sick bay, although TSIMS students also have access to the medical centre if
needed. All staff are first aid trained and live-in staff are well-informed about students with specific medical needs.
Accommodation: other
Criteria

Not met

Met

Strength

W24 Information and support

W25 Other accommodation
Comments
None.

N/a

See
comments

N/a

Leisure opportunities
Criteria

Not met

Met

Strength

See
comments

N/a

W26 Events and activities

W27 Leisure programmes
W28 Health and safety
W29 Responsible person
Comments
W26 There are opportunities for TSI students to integrate with students at Taunton School by participating in, for
example, chess and photography clubs, musical activities and sports; in 2014 for the first time the TSI sports
timetable has been integrated with that of students at Taunton School, offering enhanced opportunities for talented
TSI students to play competitive games in the school teams on Saturdays. At TSIMS an initiative to take part in
activities with a local primary school has given students links into the local community.
W27 Students at both TSI and TSIMS have access to an outstanding range of activities and sports and a full and
varied programme. At TSI compulsory activities on Mondays include crafts, board games and languages and on
Tuesdays/Thursdays sports include hockey, badminton, netball, football and rugby. TSIMS activities take place
throughout the week and include compulsory games, which change half-termly, and a wide range of clubs including
photography, debating and chess. At weekends visits to places of interest such as Exeter and Bath are organised.
Participation in optional activities is monitored to ensure students are involved.
W28 There are very thorough risk assessments in place for all activities, supported by school policies on risk
assessment and critical incident management. A copy of each risk assessment is given to staff accompanying
activities, together with a list of participants and details of any medical issues that might be relevant.
W29 The staff at TSI and TSIMS who organise and supervise the sports programmes are very well qualified and
experienced and able to ensure that full use is made of the schools excellent sports facilities. Specialist staff are
used for off-site activities such as the adventure/team-building weekend at the start of the year which all students
and many staff take part in.
Welfare and student services summary
The provision meets the section standard and exceeds it in some areas. The safety and security of students is well
taken care of. Students benefit from a very good level of pastoral care and receive excellent information at induction
and in student handbooks. Accommodation is of a good standard and the management of the accommodation
systems works to the benefit of students. The leisure programme is varied and well organised. Care of students,
Accommodation and Leisure opportunities are areas of strength.

Care of under 18s

Criteria

Not met

Met

Strength

C1 Safeguarding policy
C2 Guidance and training
C3 Publicity
C4 Recruitment materials

N/a

C5 Suitability checks

N/a

C6 Safety and supervision

C7 Accommodation
C8 Contact arrangements

[Type text]

See
comments

N/a

Comments
All the students at TSI and TSIMS are under 18. At the time of the inspection there were 79 students aged 14-17
enrolled at TSI and 48 students aged 8-13 at TSIMS.
C1 The schools safeguarding policy is comprehensive, detailed and clearly expressed. There are two designated
child protection officers in TSI and one in TSIMS.
C2 All staff have initial safeguarding training at the start of the year, and regular refresher training; the designated
child protection officers have additional training as their roles require. The safeguarding policy is included in staff
handbooks and is available on the website.
C4 Procedures for recruiting staff are extremely rigorous.
C6 The leisure programme is tailored well to the ages and interests of the students; in TSIMS students are
designated juniors and seniors according to age and parts of the leisure programme are adjusted accordingly.
There is excellent supervision of students on all on-site and off-site activities and rules for what students may do
outside lesson or activity times are clear, and reinforced at regular school meetings during the week. When going
into Taunton in their free time TSI students sign out/sign back in with the duty member of staff in the staff room;
parental consent and full contact details are required if they wish to go to London or Bristol at weekends. There was
evidence of close monitoring of student activity in free time.
Care of under 18s summary
The provision meets the section standard and exceeds it in some areas. The safeguarding of students under the
age of 18 is taken seriously; there are appropriate procedures in place within the school, in accommodation and
during leisure activities to ensure students are safe. Care of under 18s is an area of strength.

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