12 September 2007
1. Background
2. Key strengths
3. What are the views of parents, pupils, staff and placing authorities?
4. How well are pupils supported?
5. How good are learning, teaching and achievement?
6. How good is the environment for learning?
7. Improving the school
Appendix 1 Framework for Inspection
Appendix 2 Indicators of quality
Appendix 3 Summary of questionnaire responses
How can you contact us?
Camphill Rudolph Steiner School was inspected in February 2007 as part of a national sample for pupils with additional support needs. The inspection was part of a programme of integrated inspections of residential schools by the Care Commission and HM Inspectorate of Education. It was one of the twice-yearly inspections which are undertaken by the Care Commission.
The inspection covered key aspects of the school’s work at all stages. It evaluated approaches to ensuring pupils’ care and protection and the environment for care and learning. It also evaluated pupils’ achievements, the effectiveness of the school, the school’s processes for self-evaluation and its capacity for improvement. There was a particular focus on attainment in English language, mathematics and personal and social development.
Care Commission officers and HM Inspectors gave attention to selected national care standards and quality indicators. HM Inspectors observed learning and teaching and examined pupils’ work. Along with Care Commission officers, they analysed responses to questionnaires issued to parents1, pupils and staff. They interviewed groups of staff and pupils, including the pupil council. Members of the inspection team also met a representative of the governing body. They provided oral feedback to the school’s senior management and the chairperson of the governing body on the standards and quality of the work of the school.
Camphill Rudolf Steiner School is situated in Aberdeen. It is independently managed and provides care and education for 51 boys and 25 girls aged from three to 19 years who have been placed in the school by 16 local authorities. Pupils have significant additional support needs arising from social, emotional and behavioural difficulties and autistic spectrum disorders. Care is provided on a 40-week basis. 62 pupils had a Record of Needs. No pupils had a coordinated support plan yet. Pupils’ attendance was above the national average.
The nursery class was inspected at the same time and is the subject of a separate report.
HM Inspectors and Care Commission officers identified the following key strengths.
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All parents who responded to the questionnaire felt that their children enjoyed being at the school and were respected by staff. They felt welcome in the school and thought that it was well led. Almost all parents thought that staff encouraged their children to work to the best of their ability. A few parents wanted more opportunities to meet each other and to discuss support for their children with therapists. Almost all pupils were positive in their views. Almost all thought that staff helped them when they experienced difficulties and encouraged them to behave well. A few pupils would have liked more homework and access to computers. All staff liked working at the school, and thought that it was well led and that they set high standards for pupils’ achievement. The fourteen local authorities who responded to the request to provide information about Camphill Rudolf Steiner School were very positive about the school’s effectiveness. They valued the school’s nurturing and caring learning environment and the strong emphasis on practical and interactive activities which encourage independence. A few would find it helpful to receive written reports covering both care and education in advance of review meetings.
Care and protection
Care and education staff provided a warm caring environment for children and young people. Key workers placed a strong focus on individual needs. Children and young people felt safe, secure and confident. Personal care privacy and dignity was very well managed across care and education and information shared effectively. Night care was provided when required. In house child protection and reporting procedures were well understood. Home and school staff had recently been updated on the North East of Scotland Child Protection Committee Guidelines. However, the school needed to continue to monitor the implementation of policy and practice. Staff respected the confidentiality of children and young people. They were well aware of procedures in the event of a child going missing. Anti-bullying procedures were actively promoted by staff. Incidents of bullying were few and had been appropriately dealt with. Staff employed sensitive interventions to combat discrimination and promote discussion and awareness of differences with children. They were trained in managing children’s behaviour and restraint intervention techniques and used these effectively. These were underpinned by clear guidance. Individual risk assessments had been further developed and some contained detailed, specific advice on the effective safe holding strategies. Good examples were observed of appropriate approaches to restraint and effective management of behaviour throughout the school and care environment. Behaviour support coordinators were reviewing national guidance in promoting safe holding to ensure consistency of practice and recording across the school.
Arriving for the first time
Very good arrangements were in place to support children arriving at the school. A comprehensive website and well presented brochure provided useful information about the school for children. Staff met with children and their families to exchange information and to plan a settling in programme to suit individual needs. Parents and placing authorities were positive about the admissions procedure.
Support arrangements
Well developed care plans demonstrated the very good insight house coordinators and co-workers had in respect of individual children and young people. Staff effectively planned highly personalised and focused support. Care plans informed staff and contributed towards the promotion of children and young people’s independence. Pupils’ files contained care and education plans to promote a consistency of approach. Staff effectively established very good working relationships between parents and families. Families were warmly welcomed at the school and closely involved with their children’s care and education where possible. The co-workers provided a crucial link in ensuring communication and cohesion between care and education. This was further augmented by the use of home/school diaries. Students undertaking the BA in Curative Education (BACE) contributed new ideas and had a positive impact on children’s care. Staff worked closely with a range of appropriate external agencies to plan children’s care. Contacts with placing authorities were effectively maintained or pursued.
Supporting communication
Pupils’ communication skills were effectively supported by a very wide range of alternative forms of communication based on helpful advice from speech and language therapists. Pupils signed, used pictures, symbols and familiar objects appropriate to individual needs in the school and the residences. Care staff used the good information in pupils’ care and education plans to ensure they always interacted with them effectively.
Meeting pupils’ learning needs
The overall quality of meeting pupils’ learning needs was very good. All teachers and support staff were highly sensitive to pupils’ individual needs. They responded flexibly and framed instruction positively to get the best from pupils. Teachers used assessment information well to support them in setting suitable learning targets for pupils. The school had developed a systematic approach to supporting the learning needs of looked after young people. Almost all pupils were making good progress towards targets set within their individualised educational programmes (IEPs) assisted by co-workers and classroom assistants. The education coordinator ensured that pupils received effective support through regular monitoring of their progress. Well planned procedures were in place for pupils transferring from the kindergarten to the primary class.
Leaving school
Staff were proactive in planning well ahead for young peoples’ future transition from school. Staff discussed choices with young people at reviews and engaged parents in the process.
Activities about curriculum choices through activities were geared to meet the needs of the young person and were effective in developing their interests and motivating them to think about their future vocations. A range of work related experiences progressively developed independence. Staff ensured that a strong focus on individual living skills formed part of the programme of learning where appropriate. This was supported across care and education. Transition was effectively supported through exchange visits to new placements. The overall quality of curriculum and vocational guidance was very good. The school was very active in pursuing vocational opportunities and senior pupils undertook placements locally or within their own communities as appropriate.
Personal and social development
The school very effectively promoted the personal and social development (PSD) of all young people through carefully planned approaches. Almost all pupils showed respect for each other and were polite and welcoming to visitors. Most young people were developing considerable confidence and self esteem through successful experiences in a range of new activities such as trampolining, crafts, folk dancing and ring games. Pupils contributed very effectively to ambitious school productions such as 'Fiddler on the Roof'. Young people with a high degree of anxiety were effectively supported through very good therapeutic strategies and experiences such as colour light therapy, rhythmic movement activities and rhythmic massage. At the upper stages, some young people were gaining in confidence through undertaking very practical and meaningful tasks on the school farm and in the gardens. Young people were encouraged to take responsibility. This included travelling to nearby villages, independently when appropriate, and undertaking independent research in order to deliver a presentation. Pupils in the transition group were given strong encouragement to work and undertake life skills as independently as appropriate.
Supporting your education
Care, health and education staff worked well together to support children and young people’s social, emotional and learning needs. Key staff ensured continuity in activities between education and care and supported their communication. Co-workers and classroom assistants provide appropriate levels of support in the classroom. Young people were encouraged to develop independence where appropriate. Co-workers supported children and young people to do homework and to access libraries and further resources in order to develop their interest in reading. Children and young people were provided with suitable furniture to study in their rooms and each house provided a variety of books and resources. However, the range and quality of books in a few residences needed to be updated. Staff made very effective use of the extensive outdoor environment to support children’s learning and to encourage after school outdoor activities. They offered a very good range of social activities, after school games clubs and activities.
Structure of the curriculum
The school provided a very coherent educational experience based on a curative/holistic education philosophy. After school activities had a clear learning focus. Pupils followed an age appropriate, personalised curriculum which offered good opportunities for choosing from a wide range of activities. Staff gave appropriate attention to pupils’ health and well-being. However, they had insufficient opportunities to use information and communication technology (ICT) to support their learning. A strong focus on expressive arts encouraged pupils’ creativity, confidence, communication and aesthetic skills. In addition to the 5-14 national curriculum, the school offered pupils a very broad range of craft activities which included weavery, pottery, candle making and wider, vocational and therapeutic activities such as gardening, animal husbandry, and film-making. Themed approaches to learning reinforced learning key skills and learning targets. Pupils were given opportunities for active citizenship and participating in enterprise type activities through, for example the ‘tools for self-reliance’ project where they refurbished tools and sent them to Africa.
The teaching process
The overall quality of teaching was very good. In almost all classes teachers gave very clear instructions and used a range of signifiers, pictures and symbols to support instructions. The management and planning of learning in a few classes was outstanding.
Teachers made appropriate use of praise and provided a range of tasks and approaches to sustain pupils’ interest. Teachers used questioning well to check pupils’ understanding. They used an appropriate range of approaches to reflect pupils’ needs including autism specific approaches. Pupils had good opportunities to reflect on what they had learned in most classes. In a few senior classes, learning was too teacher directed and in these lessons, pupils were more passive learners and sometimes became disengaged.
Pupils’ learning experiences
The quality of pupils’ learning experiences was very good. They had opportunities to work collaboratively, as individuals and in groups. Contexts for learning took into account pupils’ interests and provided good opportunities for choice in learning activities. In most classes, pupils took responsibility for their own learning. In the gardening project, pupils set their own personal and social development (PSD) targets. In almost all classes, pupils were enthusiastic learners who helped and supported each other to improve. Most senior pupils were confident and willing to speak about their learning experiences to peers and staff. Some teachers made very effective use of the facilities and areas within and outwith classrooms to support pupils’ understanding.
Broader achievements of pupils
At all stages, pupils were achieving well. They developed confidence and performance skills through class drama productions performed at a carnival for each campus. An outdoor education programme provided pupils with further opportunities to experience a range of outdoor activities. Activities designed to improve pupils’ fitness, team building and problem solving skills included therapeutic horse and donkey riding, mountain biking, camping, canoeing and archery. Pupils communicated their views, ideas and feelings through house meetings, assemblies and the Student Council. At all stages, boys and girls achieved equally and participated well in a range of sports activities. They made choices and took responsibility for organising activities. These activities involved organising a café, a Valentine’s Day party, a raffle for charity at spring and advent fayres, and organising and participating in football tournaments. Other features of pupils’ achievement included the successful work experience placements of pupils of all abilities.
English language
Learning and teaching
At all stages, teachers provided pupils with a rich language experience. The learning environment was stimulating and in almost all classes the pace of learning enabled pupils to make good progress with their tasks. Teachers used a wide variety of genre in English lessons and promoted the development of language and communication across all areas of the curriculum. In all classes, teachers paid very good attention to listening, talking and interaction. The speech and language therapist provided very good support to all teachers to devise relevant communication strategies for pupils. Pupils were well supported by visual timetables and alternative communication methods such as signing and a voicebox. Two pupils worked together very effectively in a woodwork workshop using sign language. In the early stages most children listened well and teachers took care to involve all pupils in the activities. Pupils’ reading skills were developed in a range of ways including through using systematic approaches with pupils who could access texts and other media. Emergent writing and formal writing skills were developed at all stages and there were some very good examples of imaginative text. The school had not yet developed an appropriately individualised approach to development of language through ICT.
Achievement
Across all stages pupils were working at a wide range of levels and almost all were progressing towards attaining their targets. No pupil was attaining national accreditation.
Other notable features of achievement included:
Mathematics and URE
Learning and teaching
Teachers created a very positive and appropriate learning environment in classrooms which ensured pupils engaged well with learning. Tasks were appropriately short and varied for some pupils. At the start of lessons teachers used pictures, familiar objects and symbols to reinforce pupil’s understanding of time and place. At all stages, they used movement to reinforce number concepts and ensured pupils had a clear idea of the learning to be undertaken through signifiers and symbols. In the middle and senior classes, pupils could interpret information from simple graphs and displays of information. However, they did not have sufficient opportunities to display information using computers. Across all classes, teachers provided a high level of individualised support. Co-workers provided very well-targeted additional support for individual pupils.
Achievement
Pupils at all stages were progressing well at their own level and pace within the Waldorf, 5-14 and elaborated curriculum. Almost all senior pupils showed a good grasp of basic number, time and measurement. Almost all pupils were making good progress towards their mathematics and URE targets set within IEPs. At some stages a few pupils were achieving at an appropriate level within 5-14 mathematics. The school recognised the need to provide further recognition of pupils achievements in mathematics and understanding the curriculum through formal accreditation such as Access level courses and other certification.
Other notable features of achievement included:
Creative and aesthetic subjects
Learning and teaching
In creative and aesthetic activities, pupils experienced a broad range of stimulating learning activities including art and music therapy, drama and rhythmic movement. Teachers used music, light, colour, familiar objects, pictures and symbols effectively to engage pupils’ interests and motivate them. At almost all stages, pupils were working well with each other and with their co-workers. They participated confidently in folk dancing, rhythmic movements sessions, singing and painting. Teachers effectively developed pupils’ confidence and self esteem in a highly supportive learning environment.
Achievement
Although pupils’ achievements in creative and aesthetic activities were not formally accredited, they filmed and photographed their work. Almost all pupils commented constructively on the quality of their work, often using this as a vehicle for improving their understanding of themselves and their own personal and social skills. Teachers effectively used music therapy to minimise stress and encourage good listening and watching.
Other notable features of achievements included:
Personal and social education
Learning and teaching
Care, health and education staff worked together very effectively to promote pupils’ personal, social and emotional development. Teachers ensured that the gentle rhythms and routines of the school promoted an ethos of calm in which pupils became sufficiently relaxed to develop social competence. Co-workers provided continuity of support and promoted high levels of positive relationships. Pupils benefited from play and art therapy. House staff set clear targets in care plans to improve life skills such as tidying, washing clothes, personal hygiene and personal relationships. All staff contributed to using mealtimes as a positive social experience when pupils interacted very well with each other and staff. Pupils cooperated with others and were developing self confidence through learning new skills during craft work and the wide range of afternoon activities. Pupils’ physical fitness was being well developed through outdoor play and physical activities such as swimming, basketball, running and cycling. However, the school had yet to match the range of PSE experiences to ensure they were in line with national guidance.
Achievement
All pupils were progressing at their own pace in their PSD targets. However, senior pupils were not presented for accreditation in national qualifications.
Other notable features of achievement included:
Aspect |
Comment |
Comfort, safety and security Quality of accommodation and facilities |
The spacious open countryside location of the school and the extensive campus provided a safe and stimulating outdoor learning environment. This contributed to children’s welfare and developing independence. The residential accommodation provided a warm and homely environment. Houses were well designed and spacious. Most children and young people had an individual room if they chose to and the school was working towards providing this for all. Sharing of rooms was carefully considered and matched to children’s needs. Children and young people were supported to personalise their rooms as they wished. Family group mealtimes and the high quality organic meals provided were an important aspect of the holistic care for children and young people. The learning environment was comfortable, bright and inviting. Staff made very good use of both large and small spaces to ensure children were relaxed and comfortable to learn. Overall the accommodation was well maintained and due consideration paid to safety in the workshops. Staff supported children very well in challenging activities. Staff were trained in basic first aid and on-site arrangements ensured access to medical support. School vehicles were well maintained. They were provided with appropriate seat restraints and support staff demonstrated an awareness of recently introduced legislation. |
Climate and relationships, expectations and promoting achievement and equality |
Staff, parents and pupils were very proud of the school and relationships between staff and pupils were very positive. Staff had high expectations of pupils’ work and behaviour. The school retained staff for long periods of time ensuring that relationships between staff, children and young people were sustained. Older pupils provided support for younger pupils and invited each other to social events. Staff created a family environment with unconditional positive regard for pupils and promoted these through assemblies and lunchtimes. Rhythm, routine, predictability and structure supported the school’s positive, relaxed ethos. Reception staff were friendly and welcoming. Through systematic mentoring at all levels, teamwork and collaboration amongst staff was embedded in the ethos of school. All staff effectively encouraged pupils to work well and behave appropriately. Pupils’ achievements were celebrated at assemblies and the school was piloting recognition of individual achievement in horticulture through an award from the Royal Caledonian Horticultural Society. There were insufficient opportunities for pupils’ achievements to be recognised through formal accreditation. Effective arrangements were in place for consulting with pupils. The school had an appropriate race equality policy. A strong awareness of cultural diversity was embedded at all levels across the school community. This was promoted through the involvement of co-workers from all over the world, exchange visits to and from staff and students from other countries and charity work in support of an orphanage in Africa. |
Partnership with parents and the community |
The school had developed a working policy on links with parents and carers. Staff consulted parents about IEP targets and care plans at regular review meetings. Families were welcomed to clinical meetings to discuss issues with professionals. Daily handover meetings with day pupils and weekly diary systems for residential pupils ensured good communication between care and education. Parents appreciated the home-school diaries for day pupils. When required, parents were provided with overnight accommodation and past pupils were invited back to participate in the wide range of school events and open days. Pupils from local secondary schools visited the school to undertake Duke of Edinburgh work and local businesses including Drum Castle and Newton Dee store supported pupils vocational education. The school showed strong commitment to multi-disciplinary approaches with other medical professionals locally. Parents were appropriately consulted on sensitive health issues. |
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
Effectiveness
Camphill Rudolph Steiner School provided pupils with a stimulating, imaginative and caring environment effectively supported by highly committed staff. Very good links across care and education staff ensured pupils’ interests and strengths were developed during the day and in the evenings. The quality of learning and teaching and the highly individualised curriculum were very effectively supporting pupils to develop confidence and independence and providing them with better chances for the future. However, the school needed to recognise pupils’ achievements by further developing opportunities for accreditation.
Management and staffing
A comprehensive range of recently updated policies provided effective guidance for staff. These were communicated very well to new staff through effective induction procedures. Policies were well made and had been recently updated. Experienced staff gave good support to new staff across the care and education environment. An effective management structure ensured the smooth running of the school. Coordinators and co-workers were confident and knowledgeable in their roles. Working groups and designated individuals had clearly defined roles and responsibilities and demonstrated commitment to their tasks. Regular team meetings ensured good communication. An effective peer supervision and appraisal system was working well and provided helpful support to staff. Staffing levels were high and provided very good support to children and young people. All staff had opportunities to gain recognised qualifications or further their knowledge and skills through study. Staff were well supported by the organisation and colleagues to enable this. An audit of the schools recruitment procedures was carried out in October 2006 and found to be satisfactory and to take account of safe recruitment practice. The commitment and teamwork of the staff was highly commendable. Further guidance needed to be developed to guide staff in first aid practice and decision making.
Self-evaluation
The quality of self-evaluation was very good. The school was committed to reflecting on its practice and had successfully established a culture of self-evaluation through mentoring amongst staff at all levels. The large number of BACE students were mentored and evaluated systematically. The education coordinator had systematically observed lessons across education and provided helpful feedback to teachers on their planning for individuals and groups and classroom management skills. The school regularly sought out independent evaluation of its practices through independent consultants and Autism accreditation. The school improvement plan was reviewed regularly by coordinators who undertook and published an annual review for parents. Staff had undertaken training to encourage reflective practices within the Waldorf philosophy. Staff had insufficient opportunities for observing and shadowing good practice.
Leadership (including staff with additional responsibilities)
The overall quality of leadership was very good. The school’s clear vision of education underpinned all aspects of the school’s life and business. Although a recently appointed administrator and three coordinators shared responsibility for leading the school, staff at all levels were empowered through active participation in decision-making and through the open-door policy of the coordinators. Regular meetings of coordinators and key staff ensured good communication across the campus and enabled most issues to be addressed timeously. The administrator and coordinators showed a high degree of professional competence and strong commitment to the school encouraging collaborative and reflective approaches amongst staff and commitment to pupils’ welfare. The school was well placed to take greater account of national issues and network with similar establishments in order to share its good practices.
Main points for action The school and the governing body should continue to provide high quality and improving education. In doing so, they should take account of the need to:
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What happens next?
As a result of the high performance, the strong record of improvement and the very effective leadership of this school, HM Inspectors and the Care Commission will make no further reports in connection with this inspection. The school and the governing body are asked to prepare an action plan indicating how they will address the main findings of the report, and to share that plan with parents when the report is published. Within two years of the publication of this report the governing body working with the school, will provide a progress report to parents and placing authorities. The Care Commission will continue to undertake their twice-yearly inspections.
Kate Hannah |
Maureen Mathieson |
HM Inspector |
Care Commission Officer |
12 September 2007
RESIDENTIAL SPECIAL SCHOOL and SECURE ACCOMMODATION SERVICES
INTEGRATED INSPECTIONS BY CARE COMMISSION AND HMIE
The inspection team gives particular attention to the National Standards for School Care Accommodation Services and Quality Indicators from How good is our school? (2002 edition, incorporating the six-point scale) under the following report headings.
How well are pupils supported? |
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Standard 3 |
Care and protection |
How good are learning, teaching, attainment and achievement? |
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Standard 14 |
Supporting your education |
How good is the environment for care and learning? |
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Standard 5 |
Comfort, safety and security |
Improving the school |
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Standard 7 |
Management and staffing |
The sections in the table below follow the order in this report. You can find the main comments made about each of the quality indicators in those sections. However, aspects of some quality indicators are relevant to other sections of the report and may also be mentioned in those other sections.
How well are pupils supported? |
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Meeting pupils’ needs |
very good |
Curricular and vocational guidance (delete as appropriate) |
very good |
How good are learning, teaching and achievement? |
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Structure of the curriculum |
very good |
The teaching process |
very good |
Pupils’ learning experiences |
very good |
Pupils’ attainment in English language |
very good |
Pupils’ attainment in mathematics |
very good |
Pupils’ attainment in Personal and social development |
excellent |
How good is the environment for learning? |
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Accommodation and facilities |
very good |
Climate and relationships |
excellent |
Expectations and promoting achievement |
good |
Equality and fairness |
excellent |
Partnership with parents/Governing body and the community |
very good |
Improving the school |
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Leadership: Head of Centre |
very good |
Leadership: Corporate |
very good |
Self-evaluation |
very good |
This report uses the following word scale to make clear judgements made by inspectors:
| excellent | outstanding, sector leading |
| very good | major strengths |
| good | important strengths with some areas for improvement |
| adequate | strengths just outweigh weaknesses |
| weak | important weaknesses |
| unsatisfactory | major weaknesses |
Important features of responses from the various groups which received questionnaires are listed below.
What parents thought the school did well |
What parents think the school could do better |
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What pupils thought the school did well |
What pupils think the school could do better |
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What staff thought the school did well |
What staff think the school could do better |
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If you would like an additional copy of this report
Copies of this report have been sent to the headteacher, Chair of governing body, school staff, placing authorities, local councillors and appropriate Members of the Scottish Parliament. Subject to availability, further copies may be obtained free of charge from HM Inspectorate of Education, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA or by telephoning 01506 600 389. Copies are also available on our website www.hmie.gov.uk and the website of the Care Commission at www.carecommission.com .
If you wish to comment about residential special school inspections
Should you wish to comment on any aspect of residential special school inspections you should write in the first instance to Kenneth Muir, HMCI at HM Inspectorate of Education, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA.
Our complaints procedure
If you have a concern about this report, you should write in the first instance to Hazel Dewart, Business Management Unit, HM Inspectorate of Education, Second Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA. A copy of our complaints procedure is available from this office or by telephoning 01506 600258 or from our website at www.hmie.gov.uk.
If you are not satisfied with the action we have taken at the end of our complaints procedure, you can raise your complaint with the Scottish Public Services Ombudsman. The Scottish Public Services Ombudsman is fully independent and has powers to investigate complaints about Government departments and agencies. You should write to The Scottish Public Services Ombudsman, 4-6 Melville Street, Edinburgh EH3 7NS. You can also telephone 0870 011 5378 or e-mail enquiries@scottishombudsman.org.uk. More information about the Ombudsman’s office can be obtained from the website: www.scottishombudsman.org.uk .
Crown Copyright 2007
HM Inspectorate of Education
This report may be reproduced in whole or in part, except for commercial purposes or in connection with a prospectus or advertisement, provided that the source and date thereof are stated.
1. Throughout this report, the term ‘parents’ should be taken to include foster carers and carers who are relatives or friends