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Confidential to the Headteacher and Board of Governors
Peter Simpson
The findings and next steps of this report reflect the
work of the Lead Improvement Partner.
The Compliance visit took place
between 20 and 22 November 2017.
Compliance is valid for 5 years.The next Compliance check is due
in November 2022.
Director of Accreditation
COBIS
Sharon Gallagher
Accreditation Officer
COBIS
1.0 Recruitment
2.0 Student Welfare
3.0 Facilities
4.0 Governance
5.0 Ethos and Values
4
6
9
11
13
15Overall Observations
protection and the safe-guarding of students
The school has as a priority the recruitment of appropriately
qualified and experienced staff.
STANDARD
1A
The school recruitment process is fair and transparent and ensures that appropriate staff and
volunteers are appointed. This applies to all staff, teaching and non teaching.
FEEDBACKThe documentation is an effective and robust guide to the process of recruitment. The Equal
Opportunities Policy is clear, universal and treats people with dignity. The interview protocols
ensure a consistent approach to candidate selection and appointment. The Central School
Register is comprehensive and detailed. A random sample of entries was checked and all the
documentation supported and validated the register. The Central School register is dated and
checked.
NEXT STEPSConsider updating or at least reviewing the policies with currently a review date of 2007
(protocols for interviewing).
A possibility would also be to have a standalone Equal Opportunities document available to
those applying for posts in the school
The New School Rome is fully compliant with the standards 1 to 5 of the COBIS
Compliance system.
1B
STANDARDAll staff within the school, including volunteers and supply staff, meet high standards of child
protection and the safeguarding of students.
FEEDBACKThe Child Protection policies are comprehensive and a good deal of thought has been given to
both their construction and the internal mechanisms for reporting. A commitment has been made
regarding staff training and this needs to be sustained for both new staff and existing staff
whether teaching or non-teaching. Bus drivers have Italian Police checks and DBS or Italian
Police checks as appropriate have been carried out for teaching staff. It is good to see the
serious work that has been undertaken and the school's commitment to improve for the future. In
conversation, regarding the Duke of Edinburgh Award, it was good to hear that opportunities
were screened for child protection and unless they met the school requirements these were not
pursued. Progress has been made in relation to the provision of external sport (child protection)
but further developments are needed to ensure school policies are consistently applied.
All staff within the school including volunteers, and supply staff meets high standards of child
protection and the safe-guarding of students
NEXT STEPSThe DSL has a monitoring role and is on the Executive Council but a formal system of overview
reporting to the Executive Council is strongly advised.
Consider some internal cascade training in Italian for non-teaching staff who might be subject to
a student disclosure.
Ensure that DBS and Police Checks for teachers, non-teaching staff and governors becomes
formalised in the system.
The school provides a safe and supportive environment for all
young people.
STANDARDThe school provides a pastoral structure that meets the needs of all students and promotes their
personal development.
FEEDBACK
2A
NEXT STEPS
2B
Health and Safety issues are addressed by the school itself and through annual external
auditing. Evidence of maintenance projects and proactive interventions were to be seen such as
security fencing, drainage and gardening tenders for contractors. The mechanism for reporting
H&S issues appears to be effective but not always recorded. However, a new computerised
system is available once this is bedded in.
A good deal of the schools’ documentation regarding this standard relates to First Aid and the
importance of regular and appropriate training. In this respect, the school has robust and well-
aligned policies and is to be commended for this. In the case of accident/incident reporting the
school is thorough. The Chair of the Executive Council has a legal obligation in relation to H&S.
The school has provision for the health and safe supervision of all students to allow them to
flourish in the school environment.
STANDARD
FEEDBACK
A thorough approach to pastoral arrangements shows considerable thought behind young
people’s development. It is also in keeping with the school’s small friendly ethos which promotes
a happy and aspirational student environment. Opportunities are taken to celebrate success
such as speaking English, house competitions, the use of collaborative forums such as Talking
Partners or year groups constructing their own rules of behaviour. Students demonstrating
evidence of a cause for concern are carefully monitored and tracked. The pastoral structure
ensures students are regularly discussed.
Further development of the SENCO and/or EAL role in respect of senior school students would
be of benefit. Consider whether liaison between Y6 and Y7 needs to be more proactive and less
reactive including assessment data and learning styles in the light of ambitions towards
establishing a baseline.
Consider ways to log and record environmental/safety issues requiring attention as part of a
seamless recording system.
NEXT STEPS
2C
STANDARDThe school ensures that through positive behaviour management students are supported in their
learning and safety.
FEEDBACKStudents are happy and expressed the view that they were well cared for and listened to. The
attendance and rewards policies celebrate areas of student achievement such as the granting of
merits that we were told all age groups appreciate. Clear guidance is given in areas such as
cyberbullying and dress code which is both supportive and establishes expectations. We also
witnessed a Year 6 lesson on e-safety. There are also clear rules and sanctions. In respect of
the fair use of internet policy, a number of the more common issues are addressed.
NEXT STEPSConsider whether BYOD (Bring Your Own Device) considerations need to be addressed and if
the mobile phone policy is sufficiently proactive and age appropriate. In the case of serious
sanctions, a transparent and robust complaints/appeal procedure utilising an external opinion
would be recommended to protect the school.
2D
STANDARDThe school ensures that off-site activities are appropriate and safe
FEEDBACKThe sample risk assessment is very effective and an excellent document that reveals an
awareness of risk management. Templates are in place to ensure a consistent and superior
approach to risk management. A flow chart exists with permissions at various stages to provide
rigour to the process including the provision of cover.
Off-site visits integrate with the educational and personal development mission of the school
such as the Duke of Edinburgh Award, a recent development. This is a great innovation for the
school and is clearly well supported by the parents. It is also positive to hear the value of liaison
with other international schools in Rome and plans for the future.
NEXT STEPSEnsure all risk assessments are consistently at the high standard evident.
Consider the challenge of making the Duke of Edinburgh Award available to all students
irrespective of their needs and inclinations particularly in the examination years.
The school provides all students with access to an environment
conducive to learning and that keeps them safe.
STANDARDAccommodation supports the learning needs of students
FEEDBACK
3A
We saw a diverse range of learning spaces that made excellent use of the environment. The
outside spaces and gardens were carefully managed to provide opportunities for all students.
The school is committed to developing further learning spaces to enhance the needs of students
and we saw evidence of this, for example, the new science laboratories and primary classrooms
in the annexe and the resurfacing of the football pitch. There is a clear desire to add new
facilities to meet the expectations of students of all ages within the planning and financial
constraints of the school. A highly creative approach, for example, is the use of sheds for
storage. This has allowed the school to maximise teaching space.
NEXT STEPSConsider the development of a larger classroom space for Year 2 and the potential use of the
‘valley’. Consider the teaching space of the IT room which is currently limited.
STANDARD3B
The site(s) provides a secure environment for students to enjoy.
FEEDBACKThe evidence addresses a number of risks to the students of the school and effectively plans for
a variety of situations – such as earthquakes. There is a robust approach to security with a guard
monitoring those entering the site and checking both ID and contacting the school office. We
also saw the school fence, part-funded by the US state department, and heard about the
school’s lockdown protocols. Supervision of the outdoor spaces was of acceptable standard. The
use of the play space after the end of school by Primary parents and students posed some
practical difficulties. The fabric of the school, particularly the outdoor paths and steps, could be
challenging for those with mobility issues whether students or staff. We were informed that this
has not caused problems to date.
NEXT STEPSConsider risk assessment for outdoor spaces on the site to manage potential risks and generic
classroom risk assessments.
3C
STANDARDThe fabric of the school provides an effective working environment.
STANDARDThe fabric of the school provides an effective working environment.
FEEDBACKWe saw age-appropriate furniture and washroom facilities. A programme of introducing
Promethean interactive whiteboards gives all age groups access to these. Catering provision is
supplied by an outside contractor under the supervision of the school and meets the needs of the
parents as well accommodating the culture of the students.
NEXT STEPSConsider the evolution of classroom teaching technologies that support learning such as SMART
TVs instead of interactive whiteboards as part of a long-term plan.
An overall strategy for e-learning needs to be considered.
3DSTANDARDOverall facilities meet the needs of all students including those with learning needs or physical
disability.
FEEDBACKThe site is problematic for those with physical disabilities but accommodation is clearly made
for those with temporary restrictions. A new SEN full-time coordinator has been appointed this
year and this provides for students throughout the school. Exam arrangements are effectively in
place to support those with SEN needs.
NEXT STEPSAt present arrangements appear to be reactive to student need. Whilst this is commendable an
overall plan needs to considered to ensure consistent decision making as students progress
through the school. For example, access to GCSEs C s and evels.
The school’s governors/proprietor(s) work to support students and
the work of the school.
STANDARDAll governors or proprietor(s) meet all the requirements for staff with access to young people
reinforcing the importance of safeguarding within the school.
FEEDBACK
4A
Members of the Executive Council have undertaken appropriate police checks and engaged with
child protection training and protocols.
NEXT STEPSWe suggest this high standard is maintained.
4B
STANDARDMeasures are in place for governors/proprietor(s) to either register interests and/or manage
conflicts of interest.
FEEDBACKA full COI (Conflicts of Interest) policy is in place and all members of the Executive Council have
completed the declaration. Although this has not been a problem for the Executive Council it is
important that this approach is sustained in the way the Executive Council operates.
NEXT STEPSNone noted.
FEEDBACK
4C
A constitution outlining the responsibilities and functioning of the Executive Council lays out the
working practices of the Council.
NEXT STEPS
There are written procedures/protocols for the remit of the work of governors/proprietor(s).
STANDARD
Consider utilising a co-opted external education based governor to both help the Executive
Council hold the Head to account and support the Head in advising on educational matters.
None noted.
4D
FEEDBACK
There is appropriate induction for new governors.
NEXT STEPS
Some evidence regarding the reading of policies and observing lessons is in place but this is
informal in approach.
STANDARD
A number of members of the Executive Council have engaged with training, for example,
governance and Child Protection as well as the Head (Vice Chair of Executive Council and Chair
of Academic Council) attending COBIS annual conferences.
Continue the good work in promoting training and ensure information from such training
opportunities is disseminated and training is recorded.
4E
STANDARD
Consider a more structured approach to inducting new governors and incorporating elements
such as Child Protection.
FEEDBACK
Governors or proprietor(s) have a commitment to training or development.
NEXT STEPS
STANDARD
FEEDBACK
4F
Minutes of Executive Council meetings provide evidence of their procedures and the recording of
matters that have been discussed. There are also policies in place to ensure these are
disseminated to both staff and parents excepting issues that must remain confidential.
The governors or proprietor(s) provide records of meetings and decisions as appropriate.
Contact details for the governors/proprietor(s) are made available to parents.
NEXT STEPSNone noted.
The school has an evident British ethos and promotes
internationalism.
STANDARDA British ethos is apparent and important to the school. This may involve reference to British
values, freedoms and culture as far as it is permissible within the host country context.
FEEDBACK
5A
Many examples were both seen during the visit and in documentation regarding British
celebrations such as Easter Eggstravaganza and Burns Night. Theatrical productions, in
addition, support the holistic nature of the provision made for students. This also translates to
curriculum and English speaking policy as well as assessment methodologies. Drama is pursued
to a high standard and valued by the school. The school has expanded the number of extra-
curricular opportunities available which the students were particularly appreciative of.
NEXT STEPS
5B
Opportunities are taken to celebrate a variety of global issues and contexts such as EcoDudes,
Carnevale, Wartime Family Histories and Water Week. Parents spoke eloquently concerning the
WWII project which embraced the diversity of the student community. As well as this, the PSHE
curriculum promotes international understanding in keeping with the diverse nature of students
and families. The school evidently celebrates differences and values individual experiences. For
example, in Year 1, parents tell the Goldilocks story in 11 languages.
The school promotes education for international understanding.
NEXT STEPS
STANDARD
FEEDBACK
Consider conducting a survey of students to get a picture of their commitments both in and out
of school regarding extra-curricular activities.
Continue to expand extra-curricular activities as finance and logistics allow.
None noted.
STANDARDThe school teaches the majority of subjects through the medium of English.
FEEDBACK
5C
The curriculum and assessment policies provide a strong foundation for an academic British and
COBIS ethos. The school adheres to the English national curriculum and subjects are offered in
English with the obvious exception of Modern Foreign Languages.
NEXT STEPSNone noted.
The New School seeks to stimulate creativity, intellectual curiosity and a sense of social
responsibility. Students are happy, respectful and proud of their school. The atmosphere that the
staff create allows students to flourish in line with the school’s mission.
The school is clearly on a journey and has made some impressive progress. This is to be
celebrated and should renew the commitment to develop further.
The staff are hardworking and provide both support and drive for aspirational students. A good
working atmosphere was seen in almost all lessons.
Curriculum linkage between KS2 and KS3 was centred on personalities for the transfer of
information. Whilst this met the needs of the school divergence at KS4, the impact on curriculum
content at KS3 and below was largely addressed on a subject by subject basis.
The school is particularly dependent on two teachers, Lionel (facilities) and Lucy (finance). Whilst
both of these do an extremely effective and conscientious job and indeed they are highly valued
by the school it is important to consider issues of succession planning and contingencies if they
were unable to temporarily discharge their duties.
The school, within the constraints of space and planning regulations, is ambitious for delivering
the highest level of care. The community and family feel of the school is prized by all students,
staff and parents and owes a debt to the leadership of the Headteacher, Jonny Massey.
The New School Rome is fully compliant with the COBIS Compliance Standards 1 to 5 and
should be granted the relevant membership status.
RECOMMENDATION TO THE COBIS MEMBERSHIP COMMITTEE
