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More House School

Boarding

Welcome to Boarding at More House School.

"All the staff share the common aim of providing an excellent boarding
experience for the pupils to enhance their learning outcomes and make significant
personal and social development to advance their future life chances." 

Ofsted, 2020

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.  They also have tremendous fun!

We hope that most of the information you need about starting boarding here is contained within these pages, but please let us know if there is anything missing that we can add.

January 2020 Ofsted Inspection

More House School Boarding

Ofsted conducts an annual inspection of the school’s boarding, welfare and safeguarding provisions.  Our most recent inspection was in January 2020, and resulted again in the highest possible grades being awarded across the board.  The findings were:

Overall experiences and progress of children and young people, taking into account

Outstanding

How well children and young people are helped and protected

Outstanding

The effectiveness of leaders and managers

Outstanding

We are delighted that this inspection reconfirmed the findings of last year’s inspection, that More House School is an exceptional environment graded Outstanding in all areas by the Department for Education’s inspectorate.

Please do follow the link in the section menu to read the full report, or search for it on Ofsted’s own website.  However, we have picked out a few highlights from the text of the report to share on this page:

“Boarders live in a highly supportive community which enriches their experiences and positively influences their development”

“Boarders make excellent progress”

“Pupils receive targeted support to cope with their learning difficulties”

“The positive experiences of boarders are directly influenced by the trusting relationships that they form with the staff, who are dedicated to improving boarders’ well-being and helping them to build a happy and successful life in the future”

“Developing boarders’ independence skills is fundamental to the ethos of boarding.  The staff have a continuous focus on preparing boarders for their futures, but not just helping them develop practical skills.  The staff know the importance of developing their emotional, social communication and interaction skills and self-confidence so they can cope in the adult world and maximise their life chances”

“Safeguarding pupils is embedded in all aspects of school life.  An extremely strong safeguarding ethos is inherent in all the staff’s practice, ensuring that the boarders’ safety and well-being are paramount”

“Led by a skilled and experienced designated safeguarding lead, the team of safeguarding officers is proactive and responds effectively to all concerns raised”

“Behaviour is excellent”

“The head of boarding and the boarding staff team have in-depth knowledge and understanding of the boarders’ specific needs.  Working closely with the school’s well-being specialists, therapists and safeguarding officers, the boarding staff implement focused and well-thought-out, tailored strategies to support boarders’ emotional health”

“Senior leaders and managers are highly competent, experienced and confident in maintaining a positive culture.  Their passion, dedication and aspiration are mirrored by the boarding staff who provide the boarders with experiences and individual support which helps them flourish”

“All staff share the common aim of providing an excellent boarding experience for the pupils to enhance their learning outcomes and make significant personal and social development to advance their life chances”

Ofsted, January 2020 (published 4th March 2020)

Statement of Purpose
 

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 of our boarders' 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 every 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.

 

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More House School

Moons Hill, Frensham,
Farnham, Surrey,
GU10 3AP.

T: 01252 792303
E: schooloffice@morehouseschool.co.uk