Forres Sandle Manor School

Forres Sandle Manor School is an independent co-educational day and boarding school located in Fordingbridge, Hampshire. Established in 1993 through the merger of Forres School and Sandle Manor School, it operates as a limited company owned by a proprietor based in China. The school is overseen by a board of governance comprising five directors and two advisors. The school caters to pupils aged three to thirteen, with a current enrollment of 145 students, including 41 boarders. The school is divided into three sections: pre-prep for Nursery to Year 2, middle school for Years 3 to 5, and upper school for Years 6 to 8. Boarding options are available on a flexi, weekly, or full-time basis, with accommodations segregated by gender.

The school aims to create a nurturing environment encapsulated in its ethos of Happy Children Succeed. It strives to provide a warm family atmosphere where pupils feel safe and valued as individuals. The school emphasizes the importance of meeting the unique needs of each child to foster confidence and encourage success. Additionally, it seeks to instill a sense of responsibility in pupils through strong Christian values.

Pupils at Forres Sandle Manor come from diverse backgrounds, including business, military, and professional families. Most students reside within a 15-mile radius, while boarders come from further afield, including overseas. The school reports that the ability of pupils upon entry is broadly average, with 22 students identified as having special educational needs and/or disabilities, receiving appropriate support. The school also caters to pupils with English as an additional language and has provisions for more able students, adjusting the curriculum to meet their needs.

The regulatory compliance inspection conducted in May 2022 revealed that the school does not meet all required standards as outlined in the Education (Independent School Standards) Regulations 2014 and the National Minimum Standards for Boarding Schools. The inspection focused on various aspects, including the quality of education, spiritual, moral, social, and cultural development, welfare, health and safety, suitability of staff, premises, provision of information, handling of complaints, and quality of leadership and management.

The inspection found that the school’s framework for assessment confirms that teaching enables pupils to make good progress. The curriculum is well-documented and supported by appropriate plans and schemes of work. Pupils receive relationships education and sex education in accordance with statutory guidance, and the standards related to the quality of education were met.

In terms of spiritual, moral, social, and cultural development, the school actively promotes principles and values that facilitate the personal development of pupils as responsible citizens. Boarders’ views are encouraged, and their opinions are considered by staff. The standards in this area were also met.

The inspection highlighted that good behavior is promoted, and bullying is addressed effectively. Health and safety requirements are met, including fire safety and first aid provisions. However, while arrangements to safeguard and promote the welfare of pupils were generally effective, the school did not fully comply with the requirements for checking adults who come into contact with children. Specifically, prohibition from teaching checks had not been conducted on all relevant staff prior to the inspection, although these checks were completed during the inspection. Additionally, the school had not ensured that all relevant staff were checked for disqualification from childcare under the Disqualification under the Childcare Act 2006.

The inspection also noted that while most required checks on staff were carried out and recorded on the single central register, checks on staff who had worked overseas were not completed where relevant. The standards relating to the suitability of staff were partially met, with specific action points identified for improvement.

The premises and accommodation at the school were found to be suitable, with adequate facilities for pupils’ medical and therapy needs, as well as appropriate outdoor space for physical education and play. The standards related to the premises were met.

In terms of the provision of information, the school publishes a range of information for parents and inspectors, including details about the proprietor, the school’s ethos, curriculum, and arrangements for admission and behavior. The standards in this area were met.

The handling of complaints was found to be effective, with a clear three-stage process in place. Records of complaints and actions taken are maintained appropriately, meeting the relevant standards.

However, the inspection revealed significant concerns regarding the quality of leadership and management. The proprietor was found not to ensure that leadership demonstrates the necessary skills and knowledge to fulfill responsibilities effectively. This lack of oversight has resulted in failures to consistently meet the required standards, particularly in relation to safeguarding and recruitment procedures.

The inspection concluded with several action points for the school to address. These include ensuring that all prohibition from teaching checks are completed prior to staff appointments, conducting comprehensive reviews of safeguarding procedures, ensuring that all relevant overseas checks are carried out and recorded, and improving the overall effectiveness of leadership and management.

In summary, while Forres Sandle Manor School demonstrates strengths in areas such as the quality of education and the welfare of pupils, significant deficiencies in compliance with regulatory standards necessitate immediate action to ensure the safety and well-being of all students. The school must prioritize addressing these issues to fulfill its commitment to providing a safe and nurturing environment for all pupils.