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.
Following the November 2015 inspection of the residential provision and the March 2016 school Ofsted inspection, a monitoring visit to the residential provision took place in May 2016, with the brief report published by Ofsted in mid-June. The report of the monitoring visit, accessible by selecting the link immediately above, confirms that the school is judged to meet the minimum standards identified in the November 2015 visit report.
In March 2016 the school was inspected by Ofsted and judged to be Outstanding - the highest possible grading - for its overall effectiveness. Furthermore, the inspectors judged the school to be Outstanding in every sub-section of the report:
Effectiveness of leadership and management – Outstanding
Quality of teaching, learning and assessment – Outstanding
Personal development, behaviour and welfare – Outstanding
Outcomes for pupils – Outstanding
Sixth form provision – Outstanding
Overall effectiveness at previous inspection – Outstanding
In early November 2015 the school’s residential provision was inspected by Ofsted, resulting in a report released on the Ofsted website on 18th December. This inspection report can be accessed here. The governors and the staff are delighted that this report recognises the achievements and developments made since the March 2015 inspection, and raises the overall inspection grading of the residential provision to the next judgement level; level 3 (which used to be termed ‘Adequate’ and was recently relabelled ‘Requires Improvement’). The school Ofsted inspection conducted in March 2016 confirms that the Ofsted grading for the school's overall effectiveness, and in each sub-section of the school inspection report is Outstanding; the highest possible grading.
This November 2015 report of the residential provision identifies that the quality of care and support for boarders is judged to be ‘Good’. The report praises an ‘integrated school community’ based on support, tolerance and understanding of others. It identifies a ‘culture of mutual respect’ which ‘promotes equality and diversity’ and means ‘young people are extremely well prepared for moving on from the school’. The report recognises ‘there is a strong group of suitably qualified and competent staff’ supporting residential pupils.
The recommendations in the report focus on increasing the documentary audit trail of how decisions about the individual support of boarders are made, put into practice and reviewed. There is also a recommendation about increasing the documentary evidence of the monitoring of pupils’ exact locations on site during evening activities’ time, although the report recognises there are no concerns of pupils leaving the site without permission during boarding hours.
In recent years there has been a continual drive in the school to evaluate and develop all that we do so that the support provided to all pupils is made ever more powerful. Following the release of this latest inspection report, the next steps in developing the school’s residential provision will include making sure that paperwork reflects the excellent environment of the school and experience of pupils, as described in much of this November 2015 boarding inspection report and recognised in the previous successive ‘Outstanding’ Ofsted judgements over the past decade.