The school is committed to providing tailored individual support to allow each pupil to flourish both academically and socially. Our boarders experience this commitment far beyond the school day, benefiting from the sense of community and excitement that drives the residential provision.
We believe that happiness is a vital prerequisite of boys’ successful development and our boarders thrive on the close relationships they build with members of our full-time boarding staff. Giving our students the encouragement to make the most of their education is complemented by the progress our boarders make in developing their social communication and interaction skills, independence and self-confidence. The boarding experience is both stimulating and rewarding, and there is a continuous focus on preparing our pupils for independent living after full-time education.
Each boarder is supported by their specific housemaster or housemistress who works closely with the parents and the academic staff to monitor boys’ academic and personal development. We believe strongly in creating a stable and caring family-style atmosphere and recognise the importance of our boarders maintaining close contact with home during the week. Parents are welcome to visit their sons in school at any time and frequent communication between parents and the house staff is encouraged. At More House there is always someone who cares, and we take the term ‘in loco parentis' extremely seriously.
Statement of Purpose
There can be no substitute for a loving, caring family home, and our school does not seek to be such a substitute. However, the sense of community and the facilities available to boarders enables the school to foster boarders' social confidence and to develop their skills and interests. We believe that we can make life for our boarders stimulating and happy, by providing an environment in which they are cared for and supported by a partnership between each pupil's parents and the school. We seek to enable each boarder to make use of the school's specialist provision and facilities when the distance between home and school would otherwise preclude it.
The following aims and guidelines shape our approach to fostering each boarder's wellbeing, safeguarding and development:
1. to provide an environment where boys staying away from home are cared for physically, emotionally and spiritually;
2. to help evey child and young person to grow to his full maturity as a member of a thriving, caring and happy shared community;
3. to provide as great a wealth as possible of meaningful and enriching experiences, from which each boarder may choose to allow his individual tastes and predilections to grow into a balanced, fulfilled and distinctive personality.
Each boarder is supported by a named residential housemaster or housemistress, directly responsible for between eight and fifteen boarders within a larger residential staff team, led by the Deputy Head (Head of Boarding). There are two boarding houses, both in the centre of the school site, to which no pupil has access during school hours, and boarders only have access during boarding time. Boarders are supported to develop their interests in a wide variety of activities and opportunities, and to develop their social skills and their independence. Boarders are encouraged and supported to be personally involved in planning with their housemaster or housemistress how they can best be cared for as a boarder at More House School.
There are one hundred and seventeen boarders at the school between the ages of ten and 18 years. A team of eleven full-time housemasters and housemistresses, resident on site, provide the pastoral care and supervision, and are led by the Deputy Head (Boarding) who is the Head of Boarding. Approximately one fifth of our boarders are full-boarders, returning home for school holidays and exeat weekends. The rest board on a weekly basis, arriving on a Sunday evening or Monday morning and leaving on a Friday afternoon. Many of our weekly boarders take advantage of the minibus service provided between the school and Farnham railway station, and railway tickets can be arranged by the school on pupils’ behalf.
There are two boarding houses; Main House accommodates the younger pupils, with pupils in years Six and Seven sharing dormitory-style eight-bed rooms, and pupils in years eight and nine in smaller bedrooms of two or three boys each. Whether in larger or smaller room, every boy has his own bed, wardrobe, drawers and cupboard, and is supported by a housemistress or housemaster who lives in separate staff accommodation within the same boarding house. Boys are always able to obtain adult help throughout the night if they feel unwell or anxious. There are five members of staff resident in Main House.
Older students are accommodated in St Anthony’s House in study bedrooms shared between two or three boys. There are also some single study bedrooms available. Like in Main House, each boy has his own bed-space with private drawers, wardrobes and cupboards, but with the addition of a desk. Six members of staff live in St Anthony’s House.
The house staff, who all complete the Boarding Schools Association Professional Certificate in association with Roehampton University, or another equivalent pastoral qualification, supervise and lead a broad range of physical and social activities, fostering a sense of participation and community amongst the pupils in their care. All are trained in Safeguarding, Child Protection and first-aid, as well as supporting students with those special educational needs profiles experienced by the school.
More House School Ofsted residential inspection report, March 2017
We are pleased to announce that the inspection report, following the annual Ofsted inspection of the residential provision in March 2017, has now been published. To view the full report, please follow this link: MARCH 2017 OFSTED RESIDENTIAL REPORT.
We are pleased that the inspectors recognised the school's provision for boarders as being 'Good' overall, and in each of the three sub-sections of the inspection report. Their judgements were therefore:
* The overall experiences and progress of children and young people Good
* The quality of care and support Good
* How well children and young people are protected Good
* The impact and effectiveness of leaders and managers Good.
Please note that these judgements apply only to the boarding provision at More House School. The school provision, for day pupils and boarders, continues to be rated 'Outstanding' overall, and in each of the five sub-sections of the inspection report, following the recent inspection in March 2016. To view the school Ofsted inspection report, please follow this link: MARCH 2016 OFSTED INSPECTION.
In this annual boarding-only inspection, carried out in March 2017, the inspectors' report, in particular, recognises:
That boarders at More House School "feel safe at the residential provision" and "make good progress in their education and social and emotional skills" as boarders. The boarding provision helps "young people develop respect for each other's differences" and "understand a healthy lifestyle and what this means for them". "All young people engage in healthy activities".
Boarders "are cared for by an enthusiastic team of staff who are eager to continually improve practice". "Staff have an excellent understanding of the purpose and ethos of the residential provision, and work towards providing a homely and caring environment". "Staff are strong role models and demonstrate respect for each young person". "Staff have a strong understanding of each young person's needs" and boarders "are treated with dignity and respect" so that they "learn tolerance and respect for each other from role modelling by staff".
"Young people's views are central to the residential provision and school development plans". "The leadership and management of the residential provision are strong".
"Many young people commented that this was the first school to which they felt they belonged".
The inspectors were impressed with the new Management Information System (MIS) introduced in September 2016, and especially the bespoke development of facilities for record-keeping, both in school hours and during boarding time. They have asked that we continue our ongoing development of the MIS so that there is clearer evidence of the staff evaluation of incidences of unkind or disruptive behaviour amongst pupils, and the link from such evaluation to the implementation of new approaches for individual pupils or the wider pupil body.
Similarly, they have asked that we consider how we can better evidence boarders achieving the personal targets they agree and review with their housemaster or housemistress for residential time.
They would like us to explore whether, in addition to the daily support and guidance for staff, there might be benefit in increasing the termly, formally recorded, staff development meetings for each individual residential staff-member to six times a year.
Finally, the inspectors gave advice that we could improve the written evidence of our communications with those supporting pupils outside More House School.
These recommendations will become a valuable contributor to our ongoing self-assessment and development planning process.