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A Critical Review of a Language Initiation Accreditation Reports

Assignment 1

Submitted by: Noor Ali Al Farsi- 2112754

Submitted to: Dr Theo Maniski

Course: Assessment and Accreditation (LNG026-6)

MA Applied Linguistics (TEFL)

7th April 2022

Introduction

English language institutions in the UK and worldwide undergo a series of inspections

to assess and assure they are in-line with the British Council Accreditation UK scheme

standards. The process of accreditation is rigorous and periodic allowing institutions to adjust

and maintain high quality through the established standards. The standards are management,

premises and resources, teaching and learning, welfare and student services and

safeguarding of under 18s (Council, 2018). This essay will provide a critical review of St

George’s International School in London accreditation reports for the years 2018, 2019 and

2021 dissected by the issues in the five scheme standards.

St George’s International School

The school provides English courses for senior (aged 18+) and junior (aged under 18)

learners. Few months before the first accreditation bodies’ visit, the school has opened its

door for junior learners. Prior to the bodies visit, the school has submitted a portfolio for the

bodies to review to ensure information match the implemented actions. This is examined

through interviewing focused groups of staff, faculty and students alongside in-site inquiries

and premises inspections while visiting the school. A report is then sent to the school with

issues that should be addressed in the following visit.

Management

Under this standard four spectrums are evaluated. Two of the four have been met by

the school in the three years of inspection, staff management and development and student

administration. Nonetheless, the school was not successful in meeting strategic and quality

management, and publicity during the 2018 and 2019 visits. The school has failed in

managing to provide timetabled strategic plans. The school has then worked on amending

them in the following year, yet they have not reached the quality standards. The core purpose

of designing time-bound plans is to ensure they will be implemented at the right time and

followed with feedback for appropriate enhancement (Taylor & Miroiu, 2002). The goal of

designing such plans is not to have flawless outcomes rather it is for providing gradual

efficient organisations that have been developed in accordance with data yielded from former

stages.

Four criteria of publicity have not been met in the 2018 inspection. Unfortunately,

only one criterion has been well-managed in the next inspections, yet the final report

indicates publicity issues have been resolved. The addressed issues stated that in the 2018

report the school did not provide clear information regarding junior students which was

interpreted due to the novelty of the junior programme in the school. Even though this issue

had been managed, various issues akin to transparency in publicity had been pointed out

which were eventually resolved in the final report. The absence of several pivotal facts and

details would embark ethical drawbacks and vague outlooks for the school (Stuart-Cassel et

al., 2011). Marketing for schools should illustrate an indispensable guide covering all the

aspects of the school for students, teachers and staff which will be fruitful in gaining the

second party’s trust as well as contributing to maintaining high valued reputation.

Premises And Resources

A high profile has been achieved in this standard in the 2018 and 2019 reports.

However, in the 2021 inspection, the school failed in providing access to sanitation facilities

besides supplying free water. It is very unhygienic to have two toilet cubicles on the whole

premise prompting a high probability of germ spread, especially during health crises as in the

COVID-19 pandemic. The hindered accessibility to washing can affect its users mentally as

long queues provoke anxiety, especially, among frequent users (Burton, 2013). It must have

put students and staff in a perilous situation since the COVID-19 crisis was ongoing during

the last inspection. Nonetheless, as a subsequence of the COVID-19 pandemic, the school has

terminated free water in the building. Free water reassures students and staff are always

hydrated preventing any health ailments associated with insufficiency of water intake as well

as improving their overall well-being impacting the energy and dynamic of learners’

performance (Kant & Graubard, 2010). Despite the school’s initial high-quality

accomplishment in this section, they have not met the standard in the third visit emphasising

accredited institutions are not flawless and regular inspections are required to maintain and

enhance quality.

Teaching and Learning

The school has exceeded and met almost all the criteria in this standard in the three

inspections apart from the teachers’ qualifications in the 2018 visit. Teachers’ academic

qualifications should be level 6; however, some teachers had lower levels. To ensure high

quality in learning, highly certificated faculty should be recruited to guarantee effectiveness

in teaching (Darling-Hammond et al., 2005). Earning a high degree in teaching certify

teachers to better deal with different levels and challenges as they have been exposed to

various teaching cases and solutions.

Welfare and Student Services

An educational institute’s responsibility is not only restricted to teaching rather it

comprises duties beyond that to cover the staff welfare and students’ welfare on and off

campus. The school had two issues in the first visit and later they have been addressed and

resolved. Both remarks revolve around safety from hazards. Even though the school has

provided instructions on acting in emergencies on campus, the instructions require further

reviews and development. Students’ accommodation also lacked the fire risk assessment. The

absence of clarity and validity in all security aspects would result in making both students

and their guardians apprehensive (Tanner et al., 2016). A forthcoming and well-rounded

safety system help in centring its students’ attention on learning and skills development

knowing they are in a safe environment.

Safeguarding Under 18s

Major flaws were committed under this standard in the 2018 visit making it the focal

point in the following inspection meeting the quality standard, eventually. First, since the

school is providing two programmes divided by students’ age, separate laws and regulations

for each should be stated and adhered which the school failed to address. Age is one of the

key factors affecting the learning approach. Supplementary support and management are

required for younger learners for they are often less independent and confident (Brooks,

2015). Thus, legislating dichotomous laws for each age group is critical to ensure students'

needs are met. Second, teachers should have the ability and willingness of teaching young

learners; however, it was not evident in the requirements. Older-aged groups are capable of

self-learning, and they often do not require highly engaging lessons as they are more self-

motivated compared to younger learners (Brooks, 2015). Therefore, the readiness and the

capability of teaching under-18 pupils should have been addressed to the faculty from the

outset.

Utmost security and adequate support and services are vital in an environment where

there are under-18 students on campus and in their accommodation. In the 2018 report, the

school was housing junior students with senior students. Mixing the two groups is capable of

breaching minors’ safety hence rigid regulation should be applied alongside segregating the

two age groups in separate buildings. Furthermore, disjoined classes and divided roaming

times around the premises for junior and senior students were not maintained or enforced.

The absence of such code would develop an intimidating and insecure environment for

learners (Brody, 1983). Minors might be dominated and mistreated by seniors which would

tremendously affect their confidence and further isolate junior learners. The optimal solution

is either separating a junior and a senior building or implementing a shift system for each age

group which the school has opted for in the following year, 2019.

Conclusion

The process of evaluating an educational institute can be perceived as intimidating

and time-consuming. However, such measures are curtailed in bettering the institution’s

reputation and quality, whereby doors will be open for larger groups of pupils and faculty to

join that institution. Therefore, the five schemes of Accreditation UK include the various

facets to aid meeting high-quality standards guaranteeing learners, faculties, and staff rights

are granted.

References

Brody, Gene H., William G. Graziano, and Lynn M. Musser. "Familiarity and children's

behavior in same-age and mixed-age peer groups." Developmental Psychology 19, no.

4 (1983): 568.

Brooks, R., 2005. The construction of ‘age difference’and the impact of age‐mixing within

UK further education colleges. British Journal of Sociology of Education, 26(1),

pp.55-70.

Burton, S., 2013. Toilets unblocked: A literature review of school toilets.

Council, B., 2018. Accreditation UK Handbook 2016 and 2017.

Darling-Hammond, L., Holtzman, D.J., Gatlin, S.J. and Heilig, J.V., 2005. Does teacher

preparation matter? Evidence about teacher certification, Teach for America, and

teacher effectiveness. Education Policy Analysis Archives/Archivos Analíticos de

Políticas Educativas, 13, pp.1-48.

Kant, A.K. and Graubard, B.I., 2010. Contributors of water intake in US children and

adolescents: associations with dietary and meal characteristics—National Health and

Nutrition Examination Survey 2005–2006. The American journal of clinical

nutrition, 92(4), pp.887-896.

Pressman, J., L. & Wildavsky, A.(1973). Implementation: How great expectations in

Washington are Dashed in Oakland. Berkeley.

Remian, S.N., 2020. Virginia Standards of Accreditation: A Case Study of Sensemaking and

Policy Implementation in a School District (Doctoral dissertation, Old Dominion

University).

Tanner-Smith, Emily E., and Benjamin W. Fisher. "Visible school security measures and

student academic performance, attendance, and postsecondary aspirations." Journal of

youth and adolescence 45, no. 1 (2016): 195-210.

Stuart-Cassel, V., Bell, A. and Springer, J.F., 2011. Analysis of State Bullying Laws and

Policies. Office of Planning, Evaluation and Policy Development, US Department of

Education.

Taylor, J. and Miroiu, A., 2002. Policy-Making, Strategic Planning, and Management of

Higher Education. Papers on Higher Education. Carfax Publishing, Taylor & Francis

Ltd., Customer Services Department, 325 Chesnut Street, 8th Floor, Philadelphia, PA

19106.

Appendices

Appendix A: 2018 Inspection Report

Report expires 31 March 2023

Inspection report

Organisation name St George International, London Inspection date 14±17 August 2018

Section standards

Management The management of the provision operates to the benefit of the students, and in DFFRUGDQFH�ZLWK�WKH�SURYLGHU¶V�VWDWHd goals, values, and publicity.

Met

Premises and resources The premises provide students and staff with a comfortable and professional environment for work and relaxation. A range of learning resources is available, appropriate to the age and needs of the students. Guidance on the use of these resources is provided for staff and students where needed.

Met

Teaching and learning The academic staff team has a professional profile (qualifications, experience and continuing professional development) appropriate to the context. Teachers receive sufficient guidance to ensure that they support students effectively in their learning. Courses are structured and managed to provide the maximum possible benefit to students. The teaching observed meets the requirements of the Scheme.

Met

Welfare and student services The provision meets the needs of the students for security, pastoral care, information and leisure activities. Students benefit from well-managed student services, including, where offered, out-of-class activities and suitable accommodation.

Met

Safeguarding under 18s There is appropriate provision for the safeguarding of students under the age of 18 within the organisation and in any leisure activities or accommodation provided.

Not met

Recommendation We recommend that accreditation be placed under review because the section standard for Safeguarding under 18s was not met and there were weaknesses in publicity, accommodation and legal compliance. The period of

review to be ended by a spot check within 6±12 months focusing on these areas.

Summary statement The summary statement has been withdrawn and should not be used.

Report expires 31 March 2023

Introduction St George International (SGI) is a school located in the centre of London providing courses for adults and juniors. For many years it has had a teacher training department running externally validated pre-service and post- experience teacher training courses. Successful teacher trainees are often recruited to work in the main school or on its vacation course for under 18s. Many trainers also teach on the English language programmes.

The decision to open a junior vacation centre had been taken just a few months before the inspection took place.

7KH�LQVSHFWLRQ�ODVWHG�WKUHH�DQG�D�KDOI�GD\V�DQG�LQFOXGHG�D�GD\¶V�YLsit to the junior centre. At the main school inspectors had meetings with the principal, the director of studies (DoS), the registrar/accommodation officer, the student support officer/leisure programme organiser and the business development manager. There were focus group meetings with the teachers and the students.

At the junior vacation centre there were meetings with the centre director/head of young learners, the local site manager and a short discussion with the intern-receptionist. There were focus group meetings with the teachers, activity leaders (ALs), and separate sessions with the primary and secondary students.

All teachers were observed at both centres and one inspector visited two homestay providers and a student

residence.

Address of main site/head office Kenilworth House, 79±80 Margaret Street, London W1W 8TA Description of sites visited St George International (SGI) occupies the ground floor and the adjacent lower ground floor of an older-style property in a street in central London. The open plan reception area on the ground floor is also the office for the PDQDJHPHQW�DQG�DGPLQLVWUDWLRQ�VWDII��7KH�WHDFKHUV¶�URRP�LV�DW�WKH�HQG�RI�WKH�FRUULGRU�UXQQLQJ�GRZQ�IURP�WKH� reception. There are 16 classrooms of various sizes on both the ground and lower ground floors. Some are used for one-to-one teaching only. One room doubles up as a student study centre and others as additional spaces for teachers to use during breaks. There is a student recreational area on the lower ground floor.

University of Westminster (Wells Street, London W1T 3UW). In July and August several classrooms are used in these premises, which are just a short walk from the main school.

The British American Drama Academy (BADA), (14 Gloucester Gate, London NW1 4HG), is situated close to Regents Park in central London, and provides classroom and office accommodation for the junior vacation centre. There is a reception area on the ground floor and five classrooms on the ground and first floors. Access to some classrooms requires students to leave the front entrance and re-enter the building on the side. There is a student dining room in the basement area and the staffroom is situated on the first floor.

All sites were in use at the time of the inspection.

Course profile Year round Vacation only

Run Seen Run Seen

General ELT for adults

General ELT for juniors (under 18)

English for academic purposes (excludes IELTS preparation)

English for specific purposes (includes English for Executives)

Teacher development (excludes award-bearing courses)

ESOL skills for life/for citizenship

Other

Comments 7KH�µVWDQGDUG�(QJOLVK�FRXUVH¶�DW�WKH�PDLQ�VFKRRO�KDV�WKUHH�KRXUV�RI�FODVVURRP�VWXG\�HDFK�PRUning from Monday to )ULGD\��7KLV�SURJUDPPH�FDQ�EH�FRPELQHG�ZLWK�RWKHU�RSWLRQV�LQ�WKH�DIWHUQRRQ�VXFK�DV�µPLQL-JURXSV¶��ZKHUH�GLIIHUHQW� topics are covered, and when students are involved in activities more geared to independent language production.

Report expires 31 March 2023

Topics may include business English. Academic English and Exam Courses prepare students for the IELTS test or for university entrance, with English for specific purposes classes in the afternoon. In addition, there are courses which prepare students for external EFL examinations. Abbreviated versions of some courses are offered in the evening and aimed at students who are in full-time work. Tailor-made one-to-one courses are always available and may be offered in combination with the standard English course. Day courses are for adults aged 16+ and evening classes are open to adults aged 18+.

The junior vacation programme runs for ten weeks from the middle of June to the end of August. There are two separate programmes for six to nine and ten to 17 year-olds. These combine 15 hours per week of English with a

programme of excursions and activities, including Saturday excursions for the 10±17 year-olds.

Accommodation profile The school offers accommodation in eight student residences and homestay for children (11±17) on the junior course and for students (16+) in the main school. Homestays (full board, half board or bed and breakfast) are in zones 2±��EXW�ZLWKLQ��PLQXWHV¶�MRXUQH\�WLPH�RI�WKH�VFKRRO��$OO�EXW�RQH�RI�WKH�UHVLGHQFHV�DUH�LQ�]RQH��WKH�PRVW� frequenWO\�XVHG�UHVLGHQFH�EHLQJ�WHQ�PLQXWHV¶�ZDON�IURP�WKH�VFKRRO�

Students aged six to nine were for the most part staying either with their families or in a homestay with a parent. Children in accommodation arranged by an overseas agent rather than the school were staying in homestay under the supervision of a group leader.

When necessary, and particularly in July and August, homestays are sourced through accommodation agencies. One inspector visited two homestays and one of two residences in which several students were staying at the time RI�WKH�LQVSHFWLRQ��7KH�UHVLGHQFH��ZKLFK�LV�WHQ�PLQXWHV¶�ZDON�IURP�WKH�VFKRRO�DQG�KDV�D�UDQJH�RI�IDFLOLWLHV��RIIHUV

standard single rooms with shared facilities and ensuite single rooms; breakfast is provided.

Summary of inspection findings Management 7KH�SURYLVLRQ�PHHWV�WKH�VHFWLRQ�VWDQGDUG��'RFXPHQWDWLRQ�DQG�SURFHGXUHV�DUH�LQ�SODFH�WR�GLVVHPLQDWH�WKH�VFKRRO¶V� values although future planning is insufficiently detailed or specific. Communication is good, human resources procedures are generally well managed and staff feel supported. Student administration is carried out effectively. Publicity generally provides a clear picture of the centres although there are some inaccuracies. There is a need for improvement in Publicity.

Premises and resources The provision meets the section standard. The premises provide students and staff with an appropriate environment for work and relaxation. There is a range of teaching and learning resources available to benefit the students. Teachers and students receive advice on how to make use of the resources available to them. All resources are routinely reviewed to ensure their effective deployment.

Teaching and learning The provision meets the section standard and exceeds it in some respects. The academic management and teaching team has a good professional profile that meets the needs of the students. Teachers receive support and guidance to ensure that they assist the students effectively in their learning, although teachers working with junior students need more support. Courses are structured and managed to provide benefit to students. The teaching observed met the requirements of the Scheme. Academic management, Learner management and Teaching are areas of strength.

Welfare and student services 7KH�SURYLVLRQ�PHHWV�WKH�VHFWLRQ�VWDQGDUG��6WXGHQWV¶�QHHGV�IRU�VHFXULW\�RQ�WKH�VFKRRO�SUHPLVHV��SDVWRUDO�FDUH�� information, and leisure opportunities are met. However, there is as yet no comprehensive plan to respond to an off-site critical incideQW��WKH�VFKRRO¶V�V\VWHPV�ZLWK�UHJDUG�WR�LWV�RZQ�KRPHVWD\�DFFRPPRGDWLRQ�GR�QRW�IXOO\�PHHW� Scheme criteria, and attention is needed to risk assessments for adults on off-site activities. There is a need for improvement in Accommodation.

Safeguarding under 18s The provision does not meet the section standard. The safeguarding policy makes no provision for juniors under the age of 16, and is insufficiently explicit about safer recruitment policies. There are no special requirements for students under the age of 18 who are not staying in accommodation arranged by the school. There is a need for

improvement in Safeguarding under 18s.

Report expires 31 March 2023

Evidence

Management

Strategic and quality management Met M1 There is a clear statement describing the goals and values of the organisation, which is made known to all staff.

Met

M2 The management has clear objectives for the future of the organisation and has realistic plans to achieve them. Not met

M3 There is a documented and clearly understood structure for the ELT operation. There are sufficient staff to manage and deliver the provision, and to ensure continuity at all times.

Met

M4 There are effective channels of communication between all involved in the ELT operation, and between the ELT operation and any wider organisation of which it is a part. Strength

M5 The provider regularly obtains and records feedback from students on all the services offered. Feedback is circulated to relevant staff and appropriate action is taken and recorded.

Met

M6 The provider regularly seeks and records feedback from all staff on the services offered. Appropriate action is taken and recorded. Met

M7 The provider reviews systems, processes and practices with a view to continuing improvement. Appropriate action is taken and recorded in an annual self-evaluation. Not met

Comments M2 Although there is an organisation plan there is no systematic timetable for the steps that need to be taken for its successful implementation. M3 The criterion is met overall although the course director at the junior centre was required to fulfil a large number of different roles. M4 As the school is small with an open-plan office, informal communication is regular and effective. There is in addition a range of timetabled and documented meetings. Staff reported that communication works well. M6 Staff feedback is collected informally on an ongoing basis and systematically at the end of summer courses and when staff leave. Recommendations are acted upon and recorded in writing. M7 Although a self-evaluation was submitted prior to the inspection, it was not completed against Accreditation UK

criteria.

Staff management and development Met M8 The provider implements appropriate human resources policies, which are made known to staff. Strength

M9 The provider specifies the duties of all staff working with ELT students, and regularly reviews these. Met

M10 There are effective procedures for the recruitment and selection of all staff. Met M11 There are effective induction procedures for all staff. Met M12 There are effective procedures for monitoring and appraising all staff, and for handling unsatisfactory performance or conduct. These procedures are made known to all staff.

Met

M13 There are effective procedures to ensure the continuing professional development of all staff to meet the needs of the individual, the students and the organisation. Strength

Comments M8 Policies and the company handbook give comprehensive information on recruitment and the terms and conditions of employment. Staff feel valued and spoke very positively about the supportive approach of management. M11 The criterion is met although staff at the junior centre felt their induction was not as effective as it could have been as there was an insufficient focus on course design and teaching. M13 Because of its role as an established teacher training centre, the school has a strong policy of continuing professional development, which includes support for upgrading teaching qualifications and a policy of developing

staff careers within the organisation.

Student administration Met

Report expires 31 March 2023

M14 Staff are helpful and courteous to students and their representatives, and provide satisfactory levels of customer service. Strength

M15 Students or their representatives receive sufficient information and advice on their course choices before arrival and during their stay. Met

M16 Staff carry out enrolment, cancellation and refund procedures efficiently, fairly, and with appropriate sensitivity. Met

M17 There are effective systems in place to maintain accurate and up-to-date records of student enrolment, payment and course details. These records are accessible at all times to authorised staff.

Met

M18 There are effective systems to maintain up-to-date and accessible records of local contact details for students, and their designated emergency contacts. Met

M19 There is a clear and effective policy on student attendance and punctuality that is known to all staff and students and is applied consistently. Met

M20 All staff and students are made aware of conditions and procedures under which a student may be asked to leave the course. Met

M21 All students and, where appropriate, group leaders and parents/legal guardians, receive information in writing about how to make a complaint. Met

Comments M14 Students in focus group meetings commented very favourably on the helpfulness and friendliness of all staff,

who also reported they felt very well supported in their work.

Publicity Need for improvement M22 All publicity and information is accurate, and gives rise to realistic expectations about the premises, location, and the extent and availability of the services and resources. Not met

M23 All publicity and information about the provider and the services it offers is in clear, accurate and accessible English. Met

M24 Publicity gives clear, accurate and easy-to-find information on the courses. Met M25 Publicity includes clear, accurate and easy-to-find information on costs. Met M26 Publicity or other information made available before enrolment gives an accurate description of the level of care and support given to any students under 18. Not met

M27 Publicity gives an accurate description of any accommodation offered. Met M28 Descriptions of staff qualifications are accurate. Not met M29 Claims to accreditation are in line with Scheme requirements. Not met Comments The principal means of publicity is the website. There is also a brochure which can be downloaded from the website, although the printed version is no longer in use. Some promotional videos are available on the internet. M22 Although some changes were made during the inspection, there are still some claims which cannot be VXSSRUWHG�E\�REMHFWLYHO\�YHULILDEOH�HYLGHQFH��([DPSOHV�LQFOXGH�µRYHU��\HDUV�RI�WHDFKLQJ�H[FHOOHQFH¶�RQ�WKH�IURQW� page RI�WKH�EURFKXUH�DQG�D�YLGHR�VWDWLQJ�WKDW�6*,�LV�WKH�µEHVW�OLWWOH�VFKRRO¶�LQ�/RQGRQ� M23 The criterion is met overall, although some inaccuracies and repetitions are present in the brochure. M24 The criterion is met overall, although some information on course content is unclear or inconsistent. Examples include the description of the university foundation course in the brochure and the mixing of hours and lessons, when describing the intensity of a course. M26 The information provided focuses only on students aged 16 or 17 studying at the adult school. M27 The criterion is met overall although the brochure does not mention that the school sometimes uses homestay agencies. M28 Although some inaccuracies were corrected during the inspection there were still mistakes in the brochure. M29 A previous version of the Accreditation Scheme marque was still being used in the brochure although the majority of instances of this were corrected at the time of the inspection. In addition, it was not always clear that certain programmes are not covered by the Scheme. Examples include online/interactive video courses and

teacher training.

Premises and resources

Premises and facilities Met P1 Premises, including any external areas, are in a good state of repair, cleanliness and decoration, and provide a comfortable environment for students and staff. Met

Report expires 31 March 2023

P2 Classrooms and other learning areas provide a suitable study environment. Met P3 Students have adequate room and suitable facilities for relaxation and the consumption of food. Met

P4 Free drinking water is available. A choice of appropriate food at affordable prices is available to students on site, if not available locally. Met

P5 There is adequate signage to buildings, routes, rooms and exits, and there are facilities for the display of general information. Strength

P6 There is sufficient space for all staff, for meetings, relaxation and the storage of personal possessions, and for teachers to carry out their preparation and marking. Met

Comments P5 Signage is clear and consistent. There are good facilities for the provision of information and this is always

presented in a stylish and attractive way.

Learning resources Met P7 There are sufficient learning resources for the number of students enrolled, appropriate to their age and the level, length and type of courses offered. Met

P8 There are appropriate resources for teachers, which are adequate in number, accessible, and well maintained and organised. Met

P9 Any educational technology inside the classroom and elsewhere is well maintained with adequate technical support. Staff receive appropriate training in using the available technology to support learning.

Met

P10 Any facilities provided for additional or independent learning are appropriately equipped and organised. Met

P11 Students receive guidance on the use of any resources provided for independent learning. Met

P12 There is a policy for the continuing review and development of teaching and learning resources, and evidence of its implementation. Strength

Comments P12 At the main school reviews of teaching and learning resources take place at the end of each course when recommendations for textbook change are made. The junior programme was using materials specifically developed

for the new course and they will be systematically reviewed at the end of the season.

Teaching and learning

Academic staff profile Met T1 All academic staff have a level of education normally represented by a Level 6 qualification on the Ofqual register of regulated qualifications. Not met

T2 The teaching team has ELT/TESOL qualifications relevant to the courses they are teaching. Met

T3 The teaching team has a range of experience, knowledge and skills appropriate to the courses offered and the needs of the learners. Met

T4 The academic manager/academic management team has an appropriate professional profile to provide academic leadership. Strength

Comments T1 Four teachers at the adult school did not have a Level 6 qualification. Three of the rationales for their employment were accepted within the context of this inspection as these teachers either had an appropriate professional profile, post Level 3 qualifications, and some higher level educational experience or were participating in a TEFL diploma course. However, with regard to one teacher, there was no evidence of any further educational training since school other than the completion of a certificate-level training certificate so the rationale for this teacher was not accepted. T4 The DoS at the main school is TEFLQ with considerable academic experience. The director of the junior

programmes is TEFLQ with a great deal of appropriate experience working with younger students.

Academic management Area of strength T5 Teachers are matched appropriately to courses. Strength

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T6 There are effective procedures for the appropriate timetabling of students, teachers, courses and classrooms. Met

T7 There are formalised arrangements, satisfactory to students and staff, for covering for absent teachers. Strength

T8 Where enrolment is continuous, explicit attention is paid to all aspects of academic Met management affected.

T9 There are effective arrangements, led by an academic manager, to ensure appropriate day-to-day guidance and support for all teachers. Met

T10 7KHUH�DUH�HIIHFWLYH�DUUDQJHPHQWV�IRU�WKH�REVHUYDWLRQ�DQG�PRQLWRULQJ�RI�WHDFKHUV¶� performance by a TEFLQ academic manager. Strength

Comments T5 Teaching skills, experience and qualifications are systematically matched with specific programmes. The range of tailor-made one-to-one and university foundation courses requires a careful deployment of teaching resources. In addition, many teachers have followed the SGI teacher training courses and are recruited with a close knowledge of their individual teaching abilities. T7 There is a policy of timetabling certain teachers to be on cover duty. This means it is easier to deal with any unplanned teacher absences in an effective way. Cover at the junior centre is provided by staff from the main school. T9 The criterion is very well met at the main school. However, at the junior centre day-to-day guidance was not always effective because there was less support available. T10 Observations are regular and effective. Drop-in, informal observations take place soon after teachers have started work and are supplemented with more formal observations during their employment. Feedback is detailed and includes action points. All teachers had been observed and reported that the procedure had been constructive

and helpful.

Course design and implementation Met T11 Course design is based on stated principles. There is a coherent and appropriate FRXUVH�VWUXFWXUH�GHVFULEHG�LQ�ZULWLQJ�IRU�WHDFKHUV¶�JXLGDQFH� Met

T12 Course design is regularly reviewed in light of the different and changing needs of students and feedback from teachers and students. Met

T13 Written course outlines and intended learning outcomes, appropriate to the course length and type, are available to students. Met

T14 Any activities additional to English classes, and which form part of the language curriculum, encourage the acquisition of language and the development of relevant language skills.

Met

T15 Courses include study and learning strategies that support independent learning and enable students to benefit from their programmes and continue their learning after the course.

Strength

T16 Courses include strategies which help students to develop their language skills outside the classroom and benefit linguistically from their stay in the UK. Met

Comments T11 The criterion is met overall with modern coursebooks forming the basis of general English courses at the main school. However, on the junior programme there was insufficient support in assisting inexperienced teachers in designing a course with the materials provided. T15 There are a number of ways in which independent learning is promoted at the main school. These include giving every student a digital practice file with exercises, useful internet links and recommended apps. Staff are available on a regular basis to provide help with homework and advice on self-access learning. Independent

learning tasks are actively promoted in the materials developed for the junior centre.

Learner management Area of strength T17 There are effective procedures for the correct placement of students, appropriate to their level and age. Strength

7��7KHUH�DUH�HIIHFWLYH�SURFHGXUHV�IRU�HYDOXDWLQJ��PRQLWRULQJ�DQG�UHFRUGLQJ�VWXGHQWV¶� progress. Strength

T19 Students are provided with learning support and enabled to change courses or classes where necessary. Met

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T20 Where relevant, students are guided to select the examinations and examination training best suited to their needs and interests. Met

T21 Academic reports are made available to students on request and, in the case of under 18s, to their parents/guardians. Strength

T22 Students wishing to progress to mainstream UK education have access to relevant information and advice. Strength

Comments T17 A range of effective and appropriate techniques is used to place students in classes appropriate to their level and learning needs. At the main school this is linked to an initial, detailed profiling of individual VWXGHQWV¶�OHDUQLQJ�DQG�ODQJXDJH�QHHGV� T18 The main school adopts very effective procedures for monitoULQJ�VWXGHQWV¶�SURJUHVV��$OO�JURXS�VWXGHQWV� studying for more than four weeks have an Individual Learning Plan (ILP). The ILP is used to monitor closely VWXGHQWV¶�SURJUHVV�DQG�DWWDLQPHQW�RYHU�WKH�SHULRG�WKH\�DUH�DW�WKH�VFKRRO��$OO�,/3V�DUH�PDQDJHG�E\�WKH�Dcademic management team and involve regular tutorials. T21 All junior students receive a final course report, which evaluates progress. Individual comments on the VWXGHQW¶V�ZRUN�DUH�DOVR�SURYLGHG�E\�WKH�WHDFKHU��$W�WKH�PDLQ�VFKRRO�GHWDLOHG�UHSRUWV�DUH�SURYided on request. T22 The student support officers at the main school have followed specialised training programmes to provide

students with all the information and support they require to progress to mainstream UK education.

Classroom observation record Number of teachers seen 23 Number of observations 23 Parts of programme(s) observed All Comments

None.

Teaching: classroom observation Area of strength T23 Teachers demonstrate sound knowledge and awareness of the use of English and the linguistic systems underlying it, and provide appropriate models of both spoken and written English.

Met

T24 The content of the lessons shows that the course objectives, the learning needs and cultural backgrounds of the students have been taken into account. Strength

T25 Lessons lead to relevant learning outcomes, made known to students and achieved through a coherent sequence of activities. Strength

T26 Teaching techniques are appropriate to the focus of the lesson and to the needs of the group and individual learners. Strength

T27 Teachers promote learning by the effective management of the classroom environment and resources. Strength

T28 Students receive appropriate and timely feedback on their performance during the lesson. Met

T29 Lessons include activities to evaluate whether learning is taking place. Met T30 Teachers demonstrate the ability to engage students and create a positive learning atmosphere. Strength

Comments T23 Teachers generally showed a satisfactory knowledge of the linguistic systems of English and skill in demonstrating this to students. They provided accurate and appropriate models of both spoken and written English, although some non-standard usage and inaccuracies were noted. T24 The content of the lessons was generally very appropriate for the overall course objectives and the age of the students. This included the detailed exploitation of the London environment on the junior programme. The best teaching was very sensitive to different learner needs and this was reflected in detailed student profiling in the course plans. T25 Lessons were well planned and relevant learning outcomes were made known to students. There was a logical progression through the segments observed and teachers signposted the different phases of the lesson and course overall. Course coherence was underlined with references to previous lessons and future activities. T26 A good range of appropriate teaching and learning techniques was used to achieve the course objectives. Teachers promoted student engagement through elicitation, and the most successful teaching used techniques to encourage student interaction and personalised use of new language. Mingling and matching exercises, games, competitions and small group activities promoted a lively atmosphere. There were good prompts to promote

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extended speaking turns and several teachers showed considerable skill in their overall classroom methodology. Some one-to-one teaching was very well managed. T27 A range of resources was used to facilitate learning, including educational technology. Pictures, small cards and realia promoted student interaction and interest. Furniture was effectively rearranged to encourage small group work and student interaction. T29 Teachers used appropriate concept questions, linguistic exercises and revision to evaluate whether learning was taking pace. However, teachers did not always monitor whether students could use new language in contexts additional to the original teaching input. T30 Teachers generally had engaging and authoritative classroom presences and there was a positive and

good-humoured classroom atmosphere. Several teachers used novel ways of nominating and involving students and instructions were clearly delivered. Students were engaged and participated well in classroom activities. Classroom observation summary The teaching observed met the requirements of the Scheme. Teaching ranged from very good to satisfactory with the majority being good or better. Teachers displayed an appropriate knowledge of English and generally presented acceptable models for students to follow. Lessons were planned to meet the needs of students and the course objectives and classroom activities were coherent and purposeful. Techniques were varied, appropriate, with a number of suitable resources being used to enhance learning. Teachers had a good presence in the classroom and

managed their classes in a positive way.

Welfare and student services

Care of students Met W1 Providers ensure the safety and security of students on their premises by measures appropriate to their age and background, and the location. Met

W2 There is a comprehensive plan to respond to any emergency. This plan is known to all staff, and relevant elements are known to students. Not met

W3 Students receive pastoral care appropriate to their age, background and circumstances. All staff and students know the name(s) of the person or people who deal ZLWK�VWXGHQWV¶�SHUVRQDO�SUREOHPV�

Strength

W4 There are policies to promote tolerance and respect, and procedures for dealing with any abusive behaviour. All staff and students are aware of these. Met

W5 Where relevant, students receive a 24-hour emergency contact number for the provider, in writing. Met

W6 Students receive in advance information on the most appropriate forms of transport between the point of entry to the UK and the provider or accommodation, including approximate costs.

Met

W7 Students receive advice on relevant aspects of life in the UK. Not met W8 Students have access to adequate health care provision. Not met Comments W2 There is no comprehensive critical incident plan. During the inspection, text was drafted which outlines action to be taken in the event of a major incident in the vicinity of SGI but this needs to be further developed. W3 The two student support officers (SSOs) in the main school are named in the student welcome pack and their photos are on display. The SSOs make themselves known to under 18s, check that their contact details are correct DQG�WKDW�WKH\�KDYH�WKH�VFKRRO¶V�HPHUJHQF\�QXmber, and ensure that they are fully aware of school rules for under 18s. The centre manager is responsible for pastoral care in the junior school. W4 The abusive behaviour policy is written in language that would not be easily accessible to students with limited language proficiency. However, it is explained during the welcome talk and in posters in terms of British values. In the junior school, this criterion is covered through a welcome talk which makes effective use of graphics and simply written school rules. Evidence was seen on both sites that any incidents involving abusive behaviour are dealt with appropriately and detailed records kept. W7 The pre-arrival student welcome pack for the main school contains some useful practical information, but this does not extend to legal compliance. The induction talk for students in the junior school covers some aspects of this criterion but in general the criterion has little relevance for most students in the junior school, who are under the supervision of parents or guardians. The welcome pack was amended following the inspection to include a short section on legal compliance and this is no longer a point to be addressed. W8 There is clear information on entitlement to NHS medical services in the student welcome pack, but no specific reference to dental treatment. The main school, the junior school, and the residences where students are accommodated all have sufficient first aiders. The welcome pack was amended following the inspection to include a

Report expires 31 March 2023

short section on dental treatment and this is no longer a point to be addressed.

Accommodation (W9±W22 as applicable) Need for improvement All accommodation

W9 Students have a comfortable living environment throughout their stay. Met W10 Arrangements for cleaning and laundry are satisfactory. Met W11 A responsible representative inspects all accommodation (for safety and suitability) before students are placed, and at least every two years after that. Not met

W12 Students receive written confirmation of accommodation booked, giving clear and Met accurate information.

W13 There are effective procedures for identifying and resolving any problems students have with their accommodation. Not met

W14 Accommodation providers receive written confirmation of the rules, terms and conditions applied by the provider with respect to the provision of accommodation services.

Not met

W15 Students receive meals as agreed; these offer a well-balanced diet, taking into account any reasonable dietary requirements students may have. Met

Comments The school has a limited number of homestay hosts which it has recruited itself. When demand exceeds supply, it makes use of accommodation agencies, particularly in July and August. The three agencies used are all registered with the British Council. W11 The provider does not explicitly inform its own homestay hosts that they are legally required to carry out a fire risk assessment (FRA) or ensure as part of its regular checks that FRAs are in place. W13 One example was seen of effective and appropriate follow-up in a case involving an agency homestay. However, there was no evidence that student dissatisfaction with homestays, as reflected in negative end-of-course feedback, is routinely investigated. :��7KH�SURYLGHU¶V�UXOHV�IRU�LWV�RZn homestays do not make it clear that students with the same first language should not be accommodated without authorisation. Nor does it specify expectations in relation to, for example,

hanging space or workspace.

Accommodation: homestay only

W16 Homestay hosts accommodate no more than four students at one time. Met W17 Homestay hosts do not accommodate more than one student with the same language, unless the students, their agents, parents or legal guardians specifically request this in writing.

Met

W18 No more than two students share the same bedroom, unless the students, their agents, parents or legal guardians specifically request this in writing. Met

W19 English is the language of communication within the homestay home. Met W20 Hosts ensure that there is an adult available to receive students on first arrival. Met Comments

All criteria in this area are fully met.

Accommodation: other

W21 Students receive information about the implications of their living in private rented accommodation and advice in case of difficulties. Met

W22 The provider monitors any other accommodation recommended, and booking and payment arrangements are clear. Not met

Comments W22 Student residences are visited and evidence was seen that a checklist-based record is kept. Publicity says WKDW�WKH�VFKRRO�FDQ�DOVR�UHFRPPHQG�KRWHOV�DQG�WKH�ZHEVLWH�VKRZV�WZR�KRWHOV�ZKLFK�KDYH�EHHQ�µVHOHFWHG¶��6WXGHQWV� making enquiries are sent web links to these hotels but make their own bookings. Although both hotels have received positive feedback from students, no monitoring visits have been carried out. Immediately following the

inspection, the school removed all reference to the hotels from its publicity, and this criterion is now fully met.

Leisure opportunities Met

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W23 Students have appropriate information about and access to social, cultural and sporting events and activities which enhance their experience of studying in the UK. Strength

W24 The content of any leisure programme is appropriate to the age and interests of the students. Strength

W25 Any leisure programmes are well organised and sufficiently resourced. Met W26 There are effective systems to ensure the health and safety of students on all on-site and off-site activities. Not met

W27 Staff supervising sporting and leisure activities on or off-site have appropriate experience and training. Met

Comments W23 Leaflets and other information on places of interest are displayed in reception and in the student common

room of the main school. The website gives suggestions for places to visit in London, and posters recommend what WR�VHH�DQG�GR�LQ�VSHFLILF�DUHDV�RI�/RQGRQ��7KH�VFKRRO¶V�RZQ�RSWLRQDO�SURJUDPPH�LV�ZHOO�SXEOLFLVHG�WKURXJK�SRVWHUV� and on the website. Assistance with booking events, such as Saturday trips, is available. W24 The main school leisure programme includes a good variety of free and paid activities. In the junior school, leisure activities are part of the programme and, for students aged ten to 17, linked to a series of appropriate weekly themes; the younger children (aged six to nine) follow a different programme suited to this age range. Saturday trips are compulsory for unaccompanied children in homestay. There is good provision in the junior school for wet weather activities. W25 In general, activities across both sites meet the criterion. However, written student feedback and feedback from student focus group meetings indicate that ALs accompanying students on museum/gallery visits need to be better informed. W26 The risk assessment used for the main school is generic. It includes special measures related to under 18s, but does not cover travel by public transport or guidance on how to respond in an emergency. An appendix to the main school risk assessment was drafted in the course of the inspection to cover guidance on how to respond in an emergency. However, this criterion is still not fully met. Procedures for taking the junior students off-site were observed and were entirely satisfactory. Risk assessments for junior school activities were not available at the time of the inspection, but these were supplied later, and meet the requirements of this criterion. W27 Suitable arrangements are in place for the main school. Walks are led by a former teacher of the school who is also a trained guidH��7KH�VFKRRO¶V�FRQYHUVDWLRQ�FOXE�DQG�KRPHZRUN�FOXE�DUH�OHG�E\�WHDFKHUV��DV�DUH�RWKHU�RII-site activities. Junior school activities may be supervised by teachers, but off-site activities are sometimes supervised

only by young ALs with no special experience and only on-the-job training.

Safeguarding under 18s

Safeguarding under 18s Not met S1 There is a safeguarding policy which specifies procedures to ensure the safety and well-being of all students under the age of 18. A named member of staff is responsible for implementing this policy and responding to child protection allegations.

Not met

S2 The provider makes the policy known to all adults in contact with under 18s through their role with the organisation, and provides guidance or training relevant to its effective implementation.

Met

S3 The provider has written parental/guardian consent reflecting the level of care and support given to students under 18, including medical consent. Met

S4 Recruitment procedures for all roles involving responsibility for or substantial access to XQGHU��V�DUH�LQ�OLQH�ZLWK�VDIHU�UHFUXLWPHQW�JRRG�SUDFWLFH�DQG�WKH�RUJDQLVDWLRQ¶V� safeguarding policy.

Not met

S5 There are suitable arrangements for the supervision and safety of students during scheduled lessons and activities. Met

S6 There are suitable arrangements for the supervision and safety of students outside the scheduled programme. Strength

S7 There are suitable arrangements for the accommodation of students. Not met S8 There are suitable arrangements to ensure contact between the provider and parents, legal guardians or their nominated representatives concerning the welfare of students. Met

Comments. In the week of the inspection, there were nine students under the age of 18 in the main school. Eight of these, aged 16±17, were integrated in adult classes. The ninth, aged 14, was taking one-to-one lessons only, and his sister, aged 17, was a student in the school. In the junior school at Gloucester Road, which takes learners aged six to 17,

Report expires 31 March 2023

there were 46 students, six of whom were under ten years of age. Year round, under 18s represent approximately 12 per cent of the total number of students. S1 The policy focuses too narrowly on students aged 16+. The designated safeguarding lead (DSL) and the designated safeguarding officer (DSO) are both based at the main school and the centre manager at the junior school, who is trained to an appropriate level, is not referred to, either by role or name. The policy makes no provision for a delayed suitability check. There is reference to safe recruitment, but no specific requirement that, for H[DPSOH��WZR�UHIHUHQFHV�VKRXOG�EH�JLYHQ�RU�WKDW�UHIHUHHV�ZLOO�EH�DVNHG�WR�FRPPHQW�RQ�DQ�DSSOLFDQW¶V�VXLWDELOLW\�WR� work with under 18s if this is likely to be relevant (see also S4). S4 Reference requests for teachers do not ask specifically about suitability to work with under 18s and references had not been requested for all teachers recruited to teach at the junior school following completion of an SGI teacher training course. Telephone references had been taken for four homestays prepared to host under 18s, but no records of these telephone calls had been retained, and no other reference had been requested. 6��7KH�VFKRRO¶V�SROLF\�LV�WKDW�VWXGHQWV�XQGHU��DUH�QRW�SHUPLWWHG�WR�WUDYHl independently. They must therefore

either be accompanied by a parent/guardian or adult nominated by the parent/guardian or use the bus service organised by the school, which will pick them up and drop them off at their accommodation. The main school has clear rules for students aged 16+ in homestay, which include a curfew of 23.00, and explicit rules, including graduated curfews, for unaccompanied junior school students of 14±17 who are staying in homestay. S7 There are no special requirements or rules for students aged under 18 who are staying in residential accommodation booked through the school. At the time of the inspection, two siblings aged 17 and 14 were staying in an adult residence with parental consent, but the emergency contact for the younger child was shown as his older sister. Where arrangements have been made by the parent/guardian for a student under the age of 18 to live

independently, no details are required other than the address and telephone number.

Declaration of legal and regulatory compliance D1 The organisation certifies that it operates at all times in accordance with the declarations in the Declaration of legal and regulatory compliance.

The Accreditation Scheme requires accredited providers to comply with all applicable laws and regulations. Providers must take steps to ensure that they are aware of, and comply with, all existing and new legal requirements. On initial application and annual renewal of accreditation, providers are required to confirm that they are complying with all applicable laws and regulations. Inspectors will check a random sample of items during inspection, in relation to criterion D1; if they find evidence of a breach of statutory or other legal requirements, the provider will be required to submit evidence of compliance confirmed by the appropriate regulatory body. Any breach of the law or regulations will be viewed seriously by the Scheme and may result in the withdrawal or withholding of accreditation. Any sustained breach of the law or regulations which an accredited provider fails upon reasonable notice to remedy will result in accreditation being withdrawn. Comments '��6DPSOLQJ�LGHQWLILHG�WKH�IROORZLQJ�LVVXH��WKH�PDLQ�V\OODEXV¶V�SKRWRFRS\LQJ�UHTXLUHPHQWV�UHVXOWV�LQ�WHDFKHUV� potentially breacKLQJ�WKH�WHUPV�RI�WKH�VFKRRO¶V�FRS\ULJKW�OLFHQFH��WKH�VFKRRO�VKRXOG�VHHN�IXUWKHU�DGYLFH�IURP�WKH

relevant regulatory body.

Organisation profile Inspection history Dates/details First inspection 1992 Last full inspection October 2014 Subsequent spot check (if applicable) August 2015 (Ardingly summer centre) Subsequent supplementary check (if applicable) N/a Subsequent interim visit (if applicable) N/a Current accreditation status Accredited Other related non-accredited activities (in brief) at this centre

Externally validated pre-service and post-experience teacher training courses and methodology courses for overseas teachers

Other related accredited schools/centres/affiliates N/a Other related non-accredited schools/centres/affiliates School in Vicenza Italy

Private sector Date of foundation 1962 Ownership Name of company: St George international Ltd

Company number: 00800021

Report expires 31 March 2023

Premises profile Details of any additional sites in use at the time of the inspection but not visited

None

Student profile At inspection In peak week: July �RUJDQLVDWLRQ¶V�HVWLPDWH�

ELT/ESOL students (eligible courses) At inspection In peak week Full-time ELT (15+ hours per week) 18 years and over 73 92 Full-time ELT (15+ hours per week) aged 16±17 years 7 5 Full-time ELT (15+ hours per week) aged under 16 51 51 Part-time ELT aged 18 years and over 29 47 Part-time ELT aged 16±17 years N/a N/a Part-time ELT aged under 16 years N/a N/a Overall total ELT/ESOL students shown above 160 195 Junior programmes: advertised minimum age 6 6 Junior programmes: advertised maximum age 17 17 Junior programmes: predominant nationalities Chinese, Italian Chinese, Saudi Arabian Adult programmes: advertised minimum age 16 (day)

18 (evening) 16 (day)

18 (evening) Adult programmes: typical age range 18±40 18±40 Adult programmes: typical length of stay 4 weeks 4 weeks Adult programmes: predominant nationalities Italian, French, Japanese Italian, French, Japanese

Staff profile At inspection In peak week �RUJDQLVDWLRQ¶V�HVWLPDte)

Total number of teachers on eligible ELT courses 23 23 Number teaching ELT 20 hours and over a week 9

Number teaching ELT under 19 hours a week 12

Number of academic managers for eligible ELT courses 4 4 Number of management (non-academic) and administrative staff working on eligible ELT courses 5

Total number of support staff 0

Academic manager qualifications profile Profile at inspection

Professional qualifications Number of academic managers

TEFLQ qualification 4 Academic managers without TEFLQ qualification or three years relevant experience 0 Total 4 Comments One academic manager was teaching ten hours a week during the inspection as a result of a last minute one-to-one

enrolment.

Teacher qualifications profile Profile in week of inspection Professional qualifications Number of teachers TEFLQ qualification 8 TEFLI qualification 15 Holding specialist qualifications only (specify) 0 Qualified teacher status only (QTS) 0 Teachers without appropriate ELT/TESOL qualification 0

Report expires 31 March 2023

Total 23 Comments None.

Accommodation profile Number of students in each at the time of inspection (all students on eligible courses) Types of accommodation Adults Under 18s Arranged by provider/agency

Homestay 19 3 (inc. 1 with parent) Private home 0 0 Home tuition 0 0 Residential 13 2

Hotel/guesthouse 0 0 Independent self-catering e.g. flats, bedsits, student houses 0 0

Arranged by student/family/guardian

Staying with own family 11 26 Staying in privately rented rooms/flats 59 0 GROUP IN HOMESTAY ORGANISED BY AGENT 27

Overall totals adults/under 18s 102 58 Overall total adults + under 18s 160

Appendix B: 2019 Inspection Report

Report expires 31 March 2023

Organisation name St George International, London Inspection date 5 June 2019 Current accreditation status Accreditation under review Reason for spot check Signalled: end period under review

Recommendation We recommend continued accreditation. The period of review may now be ended and accreditation continued until the next full inspection, which falls due in 2022. However, evidence must be submitted within three months to demonstrate that weaknesses in publicity have been fully addressed.

Changes to the summary statement An updated summary statement can now be issued.

New summary statement The British Council inspected and accredited St George International, London in August 2018 and June 2019. The Accreditation Scheme assesses the standards of management, resources and premises, teaching, welfare, and safeguarding under 18s and accredits organisations which meet the overall standard in each area inspected (see www.britishcouncil.org/education/accreditation for details). This private language school offers courses in general, academic and professional English for adults (18+) and young people (16+) and vacation courses for under 18s. Strengths were noted in the areas of Academic management, Learner management and Teaching. The inspection report stated that the organisation met the standards of the Scheme.

New summary inspection findings

Management The provision meets the section standard. Documentation and procedures are in place to disseminate the VFKRRO¶V�YDOXHV�DOWKRXJK�IXWXUH�SODQQLQJ�LV�LQVXIILFLHQWO\�GHWDLOHG�RU�VSHFLILF��&RPPXQLFDWLRQ�LV�JRRG��KXPDQ� resources procedures are generally well managed and staff feel supported. Student administration is carried out effectively. Publicity generally provides a clear picture of the centres although there are some inaccuracies. Welfare and student services The provision meets the section standard and exceeds it in some respects. The school offers a safe and secure HQYLURQPHQW�IRU�VWXGHQWV�DQG�VWDII��DQG�VWXGHQWV¶�QHHGV�IRU�SDVWRUDO�FDUH�DQG�LQIRUPDWLRQ�DUH�PHW��$FFRPPRGDWLRQ� systems are generally efficient and leisure opportunities for both adults and juniors are well managed and meet a wide range of student needs. Safeguarding under 18s The provision meets the section standard. There is appropriate provision for the safeguarding of students under the age of 18 within the school; and in the leisure activities and accommodation provided. Safe recruitment procedures are used and staff are trained to be able to implement policies satisfactorily. Declaration of legal and regulatory compliance The items sampled were satisfactory.

Organisation profile

Inspection history Dates/details First inspection 1992 Last full inspection August 2018

Spot check report

Subsequent spot check(s) (if applicable) June 2019 Subsequent supplementary check(s) (if applicable) N/a Subsequent interim visit(s) (if applicable) N/a Other related non-accredited activities (in brief) at this centre

Externally validated pre-service and post-experience teacher training courses and methodology courses for overseas teachers

Other related accredited schools/centres/affiliates N/a Other related non-accredited schools/centres/affiliates School in Vicenza Italy

Student and staff profile At inspection In peak week: July Total ELT/ESOL student numbers (FT + PT) 78 160 Minimum age (including closed group or vacation) 17 6 Typical age range 17±55 6±65 Typical length of stay Four weeks Two weeks Predominant nationalities Russian, Japanese, Italian Russian, Japanese, Italian Total number of teachers on eligible ELT courses 12 17 Total number of managers including academic 5 7 Total number of administrative/ancillary staff 7 9

Premises profile Address of main site Kenilworth House, 79-80 Margaret Street, London W1W 8TA Additional sites in use N/a Additional sites not in use British American Drama Academy, University of Westminster Sites inspected Main site

Introduction Background Accreditation was placed under review in 2018 because the section standard for Safeguarding under 18s was not met and there were weaknesses in publicity, accommodation and legal compliance. Preparation The school was contacted to ascertain whether certain dates would not be suitable for the spot check because of absence of key personnel. The inspectors familiarised themselves with the full 2018 report recommending placing accreditation under review. Programme and persons present Two inspectors visited the school arriving at 9.15. Meetings were held with the chief executive officer, school director, assistant director of studies, summer centre manager young learners, student support officer and sales executive/accommodation officer.

Findings Findings are reported in the following sections and in the Action taken on points to be addressed.

Management

Publicity Met M22 All publicity and information is accurate, and gives rise to realistic expectations about the premises, location, and the extent and availability of the services and resources. Not met

M23 All publicity and information about the provider and the services it offers is in clear, accurate and accessible English. Met

M27 Publicity gives an accurate description of any accommodation offered. Met M28 Descriptions of staff qualifications are accurate. Not met

M29 Claims to accreditation are in line with Scheme requirements. Not met Comments M22 There were still claims which cannot be supported by objectively verifiable evidence. A number of these were removed during the course of the inspection. This is no longer a point to be addressed. M28 A number of inaccuracies were corrected during the inspection and this is no longer a point to be addressed. M29 A previous version of the Accreditation Scheme marque was still being used in the brochure and in a window display visible from outside the school. It was still unclear that certain programmes such as teacher training are not covered by accreditation.

Safeguarding under 18s

Safeguarding under 18s Met S1 There is a safeguarding policy which specifies procedures to ensure the safety and well-being of all students under the age of 18. A named member of staff is responsible for implementing this policy and responding to child protection allegations.

Met

S2 The provider makes the policy known to all adults in contact with under 18s through their role with the organisation, and provides guidance or training relevant to its effective implementation.

Met

S3 The provider has written parental/guardian consent reflecting the level of care and support given to students under 18, including medical consent. Met

S4 Recruitment procedures for all roles involving responsibility for or substantial access to under 18s are in line with safer recruitment good practice aQG�WKH�RUJDQLVDWLRQ¶V� safeguarding policy.

Met

S5 There are suitable arrangements for the supervision and safety of students during scheduled lessons and activities. Met

S6 There are suitable arrangements for the supervision and safety of students outside the scheduled programme. Met

S7 There are suitable arrangements for the accommodation of students. Met S8 There are suitable arrangements to ensure contact between the provider and parents, legal guardians or their nominated representatives concerning the welfare of students. Met

Comments S1 There are now separate safeguarding policies for 16 and 17 year olds in the year-round programme and 6 to 17 year olds in the summer programme, each with named members of staff. S3 There are separate consent forms for year-round and summer under 18s. S4 Recruitment procedures are now wholly satisfactory.

Action taken on points to be addressed Points from the previous full inspection and/or subsequent spot checks or interim visits with comments (in bold) to indicate how far these have been addressed. Points which must be addressed within three months Welfare and student services W2 There is no comprehensive critical incident plan. Addressed. A fully adequate critical incident plan has been developed. W11 The provider does not explicitly inform its own homestay hosts that they are legally required to carry out a fire risk assessment (FRA) or ensure as part of its regular checks that FRAs are in place. Addressed. Homestay hosts are informed of the need for FRAs and there was evidence in the records sampled that they were in place. W26 The risk assessment used for the main school is generic and does not cover travel by public transport. Addressed. Safeguarding under 18s Points to be addressed from the previous inspection are subsumed in the Safeguarding under 18s section above. Points which must be addressed within six months Management Points to be addressed from the previous inspection are subsumed in the Publicity section above. Declaration of legal and regulatory compliance

'��7KH�PDLQ�V\OODEXV¶V�SKRWRFRS\LQJ�UHTXLUHPHQWV�UHVXOWV�LQ�WHDFKHUV�SRWHQWLDOO\�EUHDFKLQJ�WKH�WHUPV�of WKH�VFKRRO¶V�FRS\ULJKW�OLFHQFH� Addressed. Other points to be addressed Management M2 Although there is an organisation plan there is no systematic timetable for the steps that need to be taken for its successful implementation. Addressed. M3 The course director at the junior centre was required to fulfil a large number of different roles. Addressed. There are now three managers at the summer junior centre: general, academic and for activities. M7 Although a self-evaluation was completed prior to the inspection, it was not completed against Accreditation UK criteria. Addressed. M11 Staff at the junior centre felt their induction was not as effective as it could have been as there was an insufficient focus on educational matters. Addressed. Induction presentation slides showed that educational matters will be suitably addressed. Teaching and learning T1 There was one teacher without a Level 6 qualification or an acceptable rationale. Addressed. The rationale can now be accepted, the teacher in question is currently studying at diploma level. T9 At the junior centre day-to-day guidance was less effective because there was less guidance and support available. Addressed. There are now structures in place to ensure that guidance and support will be available. T11 On the junior programme there was insufficient support in assisting inexperienced teachers in designing a course with the materials provided. Addressed. A comprehensive syllabus has been developed; this will assist less experienced teachers. Welfare and student services W4 The abusive behaviour policy, which is included in the student welcome pack for the main school, is written in language that would not be easily accessible to students with limited language proficiency. Addressed. W13 There was no evidence that student dissatisfaction with homestays, as reflected in negative end-of- course feedback, is routinely investigated. Partially addressed. Feedback is now followed up but appropriate action was not taken in all cases. :��7KH�SURYLGHU¶V� UXOHV� IRU� LWV� RZQ� KRPHVWD\V� GR� QRW�PDNH� LW� FOHDU� WKDW� VWXGHQWV�ZLWK� WKH� VDPH� ILUVW� language should not be accommodated without authorisation. Nor does it specify expectations in relation to, for example, hanging space or workspace. Addressed. W25 Written student feedback and feedback from the student focus group meeting indicate that ALs accompanying students on museum/gallery visits need to be better informed. Addressed. Preparation for visits is included in the syllabus. W27 Off-site activities for the junior school are sometimes supervised only by young ALs with no special experience and only on-the-job training. Addressed. More experienced ALs have been recruited for this summer.

Conclusions The provider has successfully addressed most of the points to be addressed following the 2018 inspection particularly in Safeguarding under 18s. Publicity, however, is not yet satisfactory in a number of respects, although some improvements were made during the spot check.

Appendix C: 2021 Inspection Report

Report expires 31 March 2024

Organisation name 6W�*HRUJH¶V�,QWHUQDWLRQDl, London Inspection date 30 November 2021 Current accreditation status Accredited Reason for spot check Signalled: inspect new or additional premises

Recommendation We recommend continued accreditation. The next inspection now falls due in 2023; there are no grounds for bringing this forward.

Changes to the summary statement No changes need to be made to the summary statement, apart from adding the date of this inspection. New summary statement The British Council inspected and accredited St George International, London in August 2018, June 2019 and November 2021. The Accreditation Scheme assesses the standards of management, resources and premises, teaching, welfare, and safeguarding under 18s and accredits organisations which meet the overall standard in each area inspected (see www.britishcouncil.org/education/accreditation for details). This private language school offers courses in general, academic and professional English for adults (18+) and young people (16+) and vacation courses for under 18s. Strengths were noted in the areas of Academic management, Learner management and Teaching. The inspection report stated that the organisation met the standards of the Scheme.

Organisation profile Inspection history Dates/details First inspection 1992 Last full inspection August 2018 Subsequent spot check(s) (if applicable) June 2019 Subsequent supplementary check(s) (if applicable) N/a Subsequent interim visit(s) (if applicable) N/a Other related non-accredited activities (in brief) at this centre

N/a

Other related accredited schools/centres/affiliates N/a Other related non-accredited schools/centres/affiliates The English Studio

Student and staff profile At inspection In peak week: July Total ELT/ESOL student numbers (FT + PT) 34 160 Minimum age (including closed group or vacation) 18 6 Typical age range 16±57 6±65 Typical length of stay 3±4 weeks 2 weeks Predominant nationalities Italian, French Russian, Italian, Japanese Total number of teachers on eligible ELT courses 7 17 Total number of managers including academic 3 7 Total number of administrative/ancillary staff 1 9

Spot check report

Report expires 31 March 2024

Premises profile Address of main site 10 Great Turnstile, London WC1V 7JU Additional sites in use N/a Additional sites not in use N/a Sites inspected 10 Great Turnstile, London WC1V 7JU

Introduction Background A spot check was arranged as a result of a change in premises. SGI moved to the current address in November 2019. Due to the pandemic, the spot check was delayed until now. Preparation The school was contacted to ascertain whether certain dates would not be suitable for the spot check because of the absence of key personnel. The inspector familiarised himself with the full 2018 report as well as the 2019 spot check report. The school sent a number of documents to the inspector in advance, including a staff organogram and the teaching timetable. The inspector also viewed publicity in the form of the website. Programme and persons present One inspector visited the school, arriving at 10:30 and leaving at 15:00. Meetings were held with the CEO and the general manager. There were focus group meetings with a group of students and a group of teachers. A tour of the new premises was conducted.

Findings Management The management section was not specifically inspected but there have been a number of changes since the last inspection. The general manager (GM) is responsible for the day-to-day management of the school. A new DoS is in place, who was formerly a teacher trainer at SGI. As well as teaching his own classes, the DoS is responsible for academic support of the teaching team. There is a sales and student services assistant who reports to the GM. The GM reports to the CEO. The unaccredited sister school currently only exists as a website. Any student applying to this school is incorporated into SGI. There are plans to reopen the sister school in the future, possibly in the same building. The management is aware of the need to keep the two schools distinct if and when this happens. The website for SGI is generally accurate, but the information on homestays did not make it clear that all of this accommodation is now offered through an agency. There were also a number of external photos of the previous premises which could lead to unrealistic expectations. Premises and resources The new premises are on the third floor of an office building in a quiet side street in Fitzrovia. Holborn underground station is a 10-minute walk from the school and the surrounding area is full of shops and cafes. The school has eight classrooms of varying sizes which can cater to between two and twelve students. The classrooms also vary in terms of furnishing, some with tables and chairs and some with pallet chairs. Two of the eight rooms have an interactive whiteboard. The other rooms have standard whiteboards as well as a computer in each. There is a central reception area with four desks for management and DGPLQLVWUDWLYH�VWDII��7KH�WHDFKHUV¶�URRP�LV�ZHOO-stocked ZLWK�UHVRXUFHV�DQG�WKHUH�DUH�WZR�FRPSXWHUV�IRU�WHDFKHUV¶�XVH��7KHUH�LV�RQH�SKRWRFRSLHU�SULQWHU�LQ�UHFHSWLRQ�IRU�ERWK� academic and administrative staff. All rooms have heating as well as ventilation and all classrooms have natural light. At the time of the spot check inspection, SGI had ORVW�WKH�XVH�RI�D�ZRPHQ¶V�WRLOHW�RQ�DQRWKHU�IORRU�ZKLFK�ZDV�VKDUHG� with the rest of the building. They had sole use of the toilet on the third floor which is for both male and female use. )RUPHUO\�LW�ZDV�WKH�PHQ¶V�WRLOHW�DQG�VKDUHG�ZLWK�RWKHUV�LQ�WKH�EXLOGLQJ� The number of toilets as well as the ungendered nature of the single bathroom is unsatisfactory for both students and staff. The management is hoping that they will soon have access to the second toilet which they had before the pandemic. This may be unlikely to happen, however, as the other occupants of the building are, in light of the pandemic, reluctant to share a toilet with the school. The situation was resolved after the inspection and the school provided an update for the Accreditation Scheme Advisory Committee. It was noted that SGI now has access to toilets on the ground floor. This means that toilets on the third floor (2 toilets and 2 basins) are now only for males and toilets on the ground floor (2 toilets and 2 basins) are for females only. Welfare and student services

Report expires 31 March 2024

The welfare and student services sections were not specifically inspected. SGI no longer manages its own homestays. All homestay accommodation is offered through an agency which is registered with the British Council. Safeguarding under 18s The safeguarding section was not specifically inspected. The school does not currently have any students under the age of 18, but they do accept 16 and 17-year-olds on adult courses, as well as closed groups of young learners. The plan is to only have young learners study in the afternoon when there will be no adult students on the premises.

Premises and facilities Met P1 Premises, including any external areas, are in a good state of repair, cleanliness and decoration, and provide a comfortable environment for students and staff. Not met

P2 Classrooms and other learning areas provide a suitable study environment. Met P3 Students have adequate room and suitable facilities for relaxation and the consumption of food. Met

P4 Free drinking water is available. A choice of appropriate food at affordable prices is available to students on site, if not available locally. Not met

P5 There is adequate signage to buildings, routes, rooms and exits, and there are facilities for the display of general information. Met

P6 There is sufficient space for all staff, for meetings, relaxation and the storage of personal possessions, and for teachers to carry out their preparation and marking. Met

Comments P1 Although the premises overall provide a suitable environment for students and staff, there are currently only two toilet cubicles available, which is insufficient for the number of students and staff. These two cubicles are in a µQHXWUDO¶�EDWKURRP�VR�WKHUH�LV�QR�VHSDUDWLRQ�RI�gender. Both students and staff in focus groups expressed dissatisfaction with the two points raised above. Access to additional facilities was subsequently restored and this is no longer a point to be addressed. P3 There is no specific space for students to relax and consume food, but there are a number of cafes within a few PLQXWHV¶�ZDON�RI�WKH�VFKRRO��$GGLWLRQDOO\��D�URRP�FDQ�EH�PDGH�DYDLODEOH�WR�VWXGHQWV�WR�PHHW�DQG�FRQVXPH�IRRG� upon request. P4 The drinking fountain was turned off by the management of the building at the start of the pandemic. The school is waiting for it to be serviced and turned on again. Both students and staff complained that drinking water is not available.

Action taken on points to be addressed There were no outstanding points from the previous inspections besides those related to teaching.

Conclusions Overall, the new premises offer a suitable environment for both students and staff. Teachers who had worked at the previous building felt that the new premises benefited from more natural light and better temperature control. Now that the issue with access to toilet facilities has been addressed, provision is satisfactory.