The New School Rome COBIS Inspection Report

1B STANDARD All staff within the school, including volunteers and supply staff, meet high standards of child protection and the safeguarding of students.. In conversation, regarding the

Confidential to the Headteacher and Board of Governors

Peter Simpson

The findings and next steps of this report reflect the

work of the Lead Improvement Partner

The Compliance visit took place between 20 and 22 November 2017.

Compliance is valid for 5 years.

The next Compliance check is due

in November 2022

Director of Accreditation

COBIS

Sharon Gallagher Accreditation Officer

COBIS

1.0 Recruitment

2.0 Student Welfare

3.0 Facilities

4.0 Governance

5.0 Ethos and Values

4

6

9

11

13 15 Overall Observations

protection and the safe-guarding of students

The school has as a priority the recruitment of appropriately

qualified and experienced staff.

STANDARD

1A

The school recruitment process is fair and transparent and ensures that appropriate staff and volunteers are appointed This applies to all staff, teaching and non teaching

FEEDBACK

The documentation is an effective and robust guide to the process of recruitment The Equal Opportunities Policy is clear, universal and treats people with dignity The interview protocols ensure a consistent approach to candidate selection and appointment The Central School Register is comprehensive and detailed A random sample of entries was checked and all the documentation supported and validated the register The Central School register is dated and checked

NEXT STEPS

Consider updating or at least reviewing the policies with currently a review date of 2007

(protocols for interviewing)

A possibility would also be to have a standalone Equal Opportunities document available to those applying for posts in the school

The New School Rome is fully compliant with the standards 1 to 5 of the COBIS

Compliance system.

1B

STANDARD

All staff within the school, including volunteers and supply staff, meet high standards of child protection and the safeguarding of students

FEEDBACK

The Child Protection policies are comprehensive and a good deal of thought has been given to both their construction and the internal mechanisms for reporting A commitment has been made regarding staff training and this needs to be sustained for both new staff and existing staff

whether teaching or non-teaching Bus drivers have Italian Police checks and DBS or Italian Police checks as appropriate have been carried out for teaching staff It is good to see the serious work that has been undertaken and the school's commitment to improve for the future In conversation, regarding the Duke of Edinburgh Award, it was good to hear that opportunities were screened for child protection and unless they met the school requirements these were not pursued Progress has been made in relation to the provision of external sport (child protection) but further developments are needed to ensure school policies are consistently applied

All staff within the school including volunteers, and supply staff meets high standards of child protection and the safe-guarding of students

NEXT STEPS

The DSL has a monitoring role and is on the Executive Council but a formal system of overview reporting to the Executive Council is strongly advised

Consider some internal cascade training in Italian for non-teaching staff who might be subject to

a student disclosure

Ensure that DBS and Police Checks for teachers, non-teaching staff and governors becomes formalised in the system

The school provides a safe and supportive environment for all

young people.

STANDARD

The school provides a pastoral structure that meets the needs of all students and promotes their personal development

FEEDBACK

2A

NEXT STEPS

2B

Health and Safety issues are addressed by the school itself and through annual external

auditing Evidence of maintenance projects and proactive interventions were to be seen such as security fencing, drainage and gardening tenders for contractors The mechanism for reporting H&S issues appears to be effective but not always recorded However, a new computerised system is available once this is bedded in

A good deal of the schools’ documentation regarding this standard relates to First Aid and the importance of regular and appropriate training In this respect, the school has robust and well- aligned policies and is to be commended for this In the case of accident/incident reporting the school is thorough The Chair of the Executive Council has a legal obligation in relation to H&S

The school has provision for the health and safe supervision of all students to allow them to flourish in the school environment

STANDARD

FEEDBACK

A thorough approach to pastoral arrangements shows considerable thought behind young people’s development It is also in keeping with the school’s small friendly ethos which promotes

a happy and aspirational student environment Opportunities are taken to celebrate success such as speaking English, house competitions, the use of collaborative forums such as Talking Partners or year groups constructing their own rules of behaviour Students demonstrating evidence of a cause for concern are carefully monitored and tracked The pastoral structure ensures students are regularly discussed

Further development of the SENCO and/or EAL role in respect of senior school students would

be of benefit Consider whether liaison between Y6 and Y7 needs to be more proactive and less reactive including assessment data and learning styles in the light of ambitions towards

establishing a baseline

Consider ways to log and record environmental/safety issues requiring attention as part of a seamless recording system

NEXT STEPS

2C

STANDARD

The school ensures that through positive behaviour management students are supported in their learning and safety

FEEDBACK

Students are happy and expressed the view that they were well cared for and listened to The attendance and rewards policies celebrate areas of student achievement such as the granting of merits that we were told all age groups appreciate Clear guidance is given in areas such as cyberbullying and dress code which is both supportive and establishes expectations We also witnessed a Year 6 lesson on e-safety There are also clear rules and sanctions In respect of the fair use of internet policy, a number of the more common issues are addressed

NEXT STEPS

Consider whether BYOD (Bring Your Own Device) considerations need to be addressed and if the mobile phone policy is sufficiently proactive and age appropriate In the case of serious sanctions, a transparent and robust complaints/appeal procedure utilising an external opinion would be recommended to protect the school

2D

STANDARD

The school ensures that off-site activities are appropriate and safe

FEEDBACK

The sample risk assessment is very effective and an excellent document that reveals an

awareness of risk management Templates are in place to ensure a consistent and superior approach to risk management A flow chart exists with permissions at various stages to provide rigour to the process including the provision of cover

Off-site visits integrate with the educational and personal development mission of the school such as the Duke of Edinburgh Award, a recent development This is a great innovation for the school and is clearly well supported by the parents It is also positive to hear the value of liaison with other international schools in Rome and plans for the future

NEXT STEPS

Ensure all risk assessments are consistently at the high standard evident

Consider the challenge of making the Duke of Edinburgh Award available to all students irrespective of their needs and inclinations particularly in the examination years

The school provides all students with access to an environment

conducive to learning and that keeps them safe.

STANDARD

Accommodation supports the learning needs of students

FEEDBACK

3A

We saw a diverse range of learning spaces that made excellent use of the environment The outside spaces and gardens were carefully managed to provide opportunities for all students The school is committed to developing further learning spaces to enhance the needs of students and we saw evidence of this, for example, the new science laboratories and primary classrooms

in the annexe and the resurfacing of the football pitch There is a clear desire to add new

facilities to meet the expectations of students of all ages within the planning and financial

constraints of the school A highly creative approach, for example, is the use of sheds for

storage This has allowed the school to maximise teaching space

NEXT STEPS

Consider the development of a larger classroom space for Year 2 and the potential use of the

‘valley’ Consider the teaching space of the IT room which is currently limited

STANDARD

3B

The site(s) provides a secure environment for students to enjoy

FEEDBACK

The evidence addresses a number of risks to the students of the school and effectively plans for

a variety of situations – such as earthquakes There is a robust approach to security with a guard monitoring those entering the site and checking both ID and contacting the school office We also saw the school fence, part-funded by the US state department, and heard about the

school’s lockdown protocols Supervision of the outdoor spaces was of acceptable standard The use of the play space after the end of school by Primary parents and students posed some practical difficulties The fabric of the school, particularly the outdoor paths and steps, could be challenging for those with mobility issues whether students or staff We were informed that this has not caused problems to date

NEXT STEPS

Consider risk assessment for outdoor spaces on the site to manage potential risks and generic classroom risk assessments

STANDARD

The fabric of the school provides an effective working environment

STANDARD

The fabric of the school provides an effective working environment

FEEDBACK

We saw age-appropriate furniture and washroom facilities A programme of introducing

Promethean interactive whiteboards gives all age groups access to these Catering provision is supplied by an outside contractor under the supervision of the school and meets the needs of the parents as well accommodating the culture of the students

NEXT STEPS

Consider the evolution of classroom teaching technologies that support learning such as SMART TVs instead of interactive whiteboards as part of a long-term plan

An overall strategy for e-learning needs to be considered

3D

STANDARD

Overall facilities meet the needs of all students including those with learning needs or physical disability

FEEDBACK

The site is problematic for those with physical disabilities but accommodation is clearly made for those with temporary restrictions A new SEN full-time coordinator has been appointed this year and this provides for students throughout the school Exam arrangements are effectively in place to support those with SEN needs

NEXT STEPS

At present arrangements appear to be reactive to student need Whilst this is commendable an overall plan needs to considered to ensure consistent decision making as students progress through the school For example, access to GCSEs C s and evels

The school’s governors/proprietor(s) work to support students and

the work of the school.

STANDARD

All governors or proprietor(s) meet all the requirements for staff with access to young people reinforcing the importance of safeguarding within the school

FEEDBACK

4A

Members of the Executive Council have undertaken appropriate police checks and engaged with child protection training and protocols

NEXT STEPS

We suggest this high standard is maintained

4B

STANDARD

Measures are in place for governors/proprietor(s) to either register interests and/or manage conflicts of interest

FEEDBACK

A full COI (Conflicts of Interest) policy is in place and all members of the Executive Council have completed the declaration Although this has not been a problem for the Executive Council it is important that this approach is sustained in the way the Executive Council operates

NEXT STEPS

None noted

FEEDBACK

4C

A constitution outlining the responsibilities and functioning of the Executive Council lays out the working practices of the Council

NEXT STEPS

There are written procedures/protocols for the remit of the work of governors/proprietor(s)

STANDARD

Consider utilising a co-opted external education based governor to both help the Executive Council hold the Head to account and support the Head in advising on educational matters

None noted.

4D

FEEDBACK

There is appropriate induction for new governors

NEXT STEPS

Some evidence regarding the reading of policies and observing lessons is in place but this is informal in approach

STANDARD

A number of members of the Executive Council have engaged with training, for example,

governance and Child Protection as well as the Head (Vice Chair of Executive Council and Chair

of Academic Council) attending COBIS annual conferences

Continue the good work in promoting training and ensure information from such training

opportunities is disseminated and training is recorded

4E

STANDARD

Consider a more structured approach to inducting new governors and incorporating elements such as Child Protection

FEEDBACK

Governors or proprietor(s) have a commitment to training or development

NEXT STEPS

STANDARD

FEEDBACK

4F

Minutes of Executive Council meetings provide evidence of their procedures and the recording of matters that have been discussed There are also policies in place to ensure these are

disseminated to both staff and parents excepting issues that must remain confidential

The governors or proprietor(s) provide records of meetings and decisions as appropriate

Contact details for the governors/proprietor(s) are made available to parents

NEXT STEPS

None noted

The school has an evident British ethos and promotes

internationalism.

STANDARD

A British ethos is apparent and important to the school This may involve reference to British values, freedoms and culture as far as it is permissible within the host country context

FEEDBACK

5A

Many examples were both seen during the visit and in documentation regarding British

celebrations such as Easter Eggstravaganza and Burns Night Theatrical productions, in

addition, support the holistic nature of the provision made for students This also translates to curriculum and English speaking policy as well as assessment methodologies Drama is pursued

to a high standard and valued by the school The school has expanded the number of extra- curricular opportunities available which the students were particularly appreciative of

NEXT STEPS

5B

Opportunities are taken to celebrate a variety of global issues and contexts such as EcoDudes, Carnevale, Wartime Family Histories and Water Week Parents spoke eloquently concerning the WWII project which embraced the diversity of the student community As well as this, the PSHE curriculum promotes international understanding in keeping with the diverse nature of students and families The school evidently celebrates differences and values individual experiences For example, in Year 1, parents tell the Goldilocks story in 11 languages

The school promotes education for international understanding

NEXT STEPS

STANDARD

FEEDBACK

Consider conducting a survey of students to get a picture of their commitments both in and out

of school regarding extra-curricular activities

Continue to expand extra-curricular activities as finance and logistics allow

None noted