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INSPECTION REPORT ON |
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Brockhurst and |
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Full Name of the School |
Brockhurst and |
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DfES Number |
8696003 |
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Address |
Marlston
House, Hermitage, Thatcham, |
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Telephone Number |
01635
200293 |
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Fax Number |
01635
200190 |
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E-mail Address |
Brocksch@rmpk.co.uk |
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Name of Principals |
Brockhurst
: Mr D J W Fleming Marlston
House: Mrs C Riley |
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Proprietor |
Mr
D J W Fleming |
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3-13 |
Gender |
Mixed |
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Number of Pupils |
212 |
Number
of Boarders |
13
full time |
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Inspection Dates |
14th
– 18th October 2002 |
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This
inspection report is based on a framework laid down by the Independent Schools
Inspectorate (ISI) and agreed with the DFES and OFSTED for the purposes of
ensuring that standards are maintained and that the school complies with
relevant legal requirements.
Recommendations are included to help the school improve. The report will be lodged with the ISI, the
Head of the School, the Proprietors, the DFES and OFSTED. A summary will be provided by the school
for all parents free of charge and the full report on request. Other interested parties may have the
summary or full report, subject to a charge for copying and postage. The report may not be selectively quoted in
the school prospectus or other promotional literature but may be used
selectively within the school. The
inspection does not examine the financial viability of the school or
investigate its accounting procedures.
The inspectors check the school’s health and safety procedures and
comment on any significant hazards they encounter: they do not carry out an
exhaustive health and safety examination. The
inspection was not carried out in conjunction with the National Care
Standards Commission and the report does not contain specific judgements on
the National Minimum Boarding Standards.
It comments on the progress made by the school in meeting the
recommendations set out in the most recent statutory boarding inspection and
evaluates the quality of the boarding experience and its contribution to
pupils’ education and development in general. |
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1.1 Brockhurst and Marlston House schools provide a sound quality of education for their pupils in a happy and caring environment. The schools have several significant strengths notably the high standards pupils attain in many subjects by the time they leave, pupils’ good behaviour, the relationships they form and the way they are well cared for. In addition many receive a high proportion of good teaching and are provided with a very good range of extra-curricular activities. Areas for improvements include the need to ensure a better balance to the curriculum for all pupils and the further development of the roles and responsibilities of senior managers and curriculum leaders. Library provision also needs to be improved.
1.2 The major strengths are that: -
· Pupils achieve high standards in many subjects by the time they leave the school
· Pupils are well cared for
· Pupils’ behaviour and the relationships they have with their peers and teachers are good
· There is a very good range of extra-curricular activities
· Pupils receive a high proportion of good teaching
What the School Should Do Better
1.3 The schools’ strengths outweigh their weaknesses. The most significant areas that need to be addressed are: -
· The curriculum for children in the nursery, reception and Year 1 classes which lacks both breadth and balance.
· The overall planning for the review and development of the work of the school over the next three to four years is incomplete.
· The roles and responsibilities of senior managers and subject leaders are insufficiently clear
· That there is a carefully structured programme of work for pupils to study in all subjects areas from Year 1 through to Year 8, and that the curriculum is both broad and reflects the various ages and abilities of the pupils
· The library provision is inadequate
· The recommendations of the most recent social services department report on the provision made for pupils who board have not been fully implemented
Standards of Attainment and Progress in Subjects
1.4 The standards pupils attain by the time they leave are high in many subjects and the schools have every reason to be proud of their pupils’ performance. By the time children reach the end of the Foundation Stage (nursery and reception) most have attained standards that are appropriate for pupils of that age and ability, being similar to those prescribed by the nationally recommended early learning goals. The exception to this is in the technological aspects of the curriculum where, owing to the lack of timetabled opportunities, they do not reach the expected levels. Whilst in these year groups, pupils make satisfactory progress in all areas except the technological aspect of their knowledge and understanding of the world.
1.5 During Years 1 and 2, pupils make good progress in music and French, as well as satisfactory progress in all the other subjects they study. Particularly good progress is made in Year 2 where pupils are taught along the lines of the National Curriculum, covering all subjects, except design and technology, to an appropriate depth. A shorter teaching week and an imbalanced curriculum in Year 1, means that pupils do not make as much progress in Year1 as they do in Year 2. By the end of Year 2, pupils attain above average levels in music with about average levels being attained in all other subjects. Design and technology is not taught in these year groups.
1.6 Whilst in Years 3 to 6 pupils make satisfactory progress in mathematics, Latin, art and design and religious education with good progress being made in all other subjects. Consequently, by the age of 11, pupils attain levels that are above nationally expected levels for pupils of this age and capability in science, physical education/games and music. Standards in French are also high. Standards that are appropriate for pupils of this age and capability are attained in all other subject areas.
1.7 Pupils’ good progress continues in Years 7 and 8 in all subjects except English, art and design and information and communications technology in which their progress is satisfactory. As a result of the progress being made, pupils, by the time they leave the school, attain standards that are similar to those attained by pupils of their age and capability in English, art and design, information and communication technology and design and technology. In all other subjects pupils’ standards exceed those expected of pupils aged 13 nationally and are high given pupils’ capabilities.
The Quality of Pupils’ Learning, Attitudes and their Behaviour
1.8 The quality of pupils’ attitudes to their work and their good behaviour are important strengths of the school. In classes and in the school generally, pupils of all ages display a good deal of common sense and responsibility. They are sensible when moving around the school and are most polite to, and considerate of, each other and visitors. Older pupils in particular are protective of, and helpful to, younger ones and this fosters the family atmosphere that is so characteristic of this school. In lessons, most pupils apply themselves purposefully to their work. They sustain concentration at levels appropriate to their age and are positively motivated by their work. When asked to do so, in lessons such as music and games, they work well in pairs and in small groups. Pupils’ attitudes to their work and behaviour are good, although on the very few occasions when pupils are given work that is insufficiently challenging or where the pace of lessons drops, their concentration lapses and some become disruptive.
1.9 The overall quality of teaching that pupils receive is good and on some occasions is very good. In nearly all lessons the quality of teaching was at least satisfactory. The quality of teaching was good in a third of lessons and very good in a further tenth. In a small number of lessons the quality of teaching was outstanding, whilst in a very small minority of lessons the quality of teaching was unsatisfactory. In nearly all lessons, classes are well managed and teachers provide a good combination of control, encouragement and support. As a result, pupils concentrate on their work well and apply themselves most positively to it. In the majority of lessons the expectations that are set are most appropriate and pupils respond well. However, in a small number of lessons the work set does not match the capabilities of the pupils. The quality of relationships between teachers and pupils is good, and this makes an important contribution to the standards pupils achieve.
1.10 The systems in place to assess and record pupils’ progress are satisfactory. Tests and formal examinations are set at regular intervals and pupils are assessed for attainment and effort. National Curriculum tests are taken at the end of Year 2 and Year 6 but are not externally moderated. As a result the schools are not able to judge their pupils’ performance against national standards being attained by pupils aged 7 and 11. At the age of 13, pupils take the Common Entrance and Scholarship Examinations. The schools have introduced a system to assess children’s ability when they start. However this is insufficiently detailed and is not, at present, used to set targets for pupils to attain as they move through the age groups. In the main part of the schools, formal assessment and recording systems are in place and these are good. Although pupils’ results are recorded in many subjects, a common system to assess and record pupils’ progress effectively from Years 5 to Year 8, is in need of further development in a number of subjects, in order to build on the existing good practice found in others. In some cases, teachers could use their short-term assessment of their pupils’ work to plan, even more effectively, the next stages of work for them. Pupils’ work is marked regularly in most cases, although the amount of detail in the marking varies and pupils are not always given the precise help they need to form an accurate view of how well they have done.
1.11 The overall curriculum that pupils are taught is satisfactory. For children in the nursery and reception classes a more structured curriculum based, for example, on the nationally recommended early learning goals, needs to be put in place as, at present, the curriculum they receive is insufficiently broad and lacks balance. Similarly in Year 1 both the breadth and balance of the curriculum need to be reviewed. Whilst the curriculum offered to pupils in Years 2 to 8 is broad, again, in some instances, it is inappropriately balanced to match the needs, ages and abilities of some pupils. All subjects of the National Curriculum, with the exception of design and technology in Years 2 and 3, are taught. In addition religious education and French are added as well as drama in Year 6. Within this there is a lack of balance. For example, some Year 6 pupils receive five periods of Latin compared with one of information and communication technology and one of music. Also the time allocated to physical education and games is almost double that devoted to English, mathematics or science. A review is also needed of the balance of the school week to see if the present timings are appropriate for the age and capabilities of specific year groups of pupils.
1.12 Schemes of work are in place for all subjects although their quality varies from very good to barely satisfactory in some subjects, where the current scheme is incomplete. Nevertheless good progress is being made in this area although the schools need to ensure that all subject schemes of work cover the work pupils are required to do from Years 1 to 8. Teachers’ planning is similarly variable in quality. Where such planning is particularly good it ensures that work is appropriately matched to pupils’ capabilities and that there is a clear progression in the development of their understanding of a subject. The curriculum of the school is greatly enhanced by a very good range of extra-curricular activities.
Teaching and Non-teaching Staff
1.13 The number of teaching and non-teaching staff is appropriate and enables good coverage of the curriculum offered. Their qualifications and experience are appropriate. The teacher:pupil ratio for children in the nursery and reception classes is in line with statutory requirements. The teacher:pupil ratio for Years 1 and 2 is 1:7, which is better than many other independent schools. For Years 3 to 6 the average class size is 13.6 and is 12.5 in Years 7 and 8. Again this is better than many similar types of schools. The small size of classes and levels of support which these staffing levels permit, particularly in Years 3 to 8, are a significant factor in promoting effective learning and good progress. Pupils for whom special provision is made, are effectively supported by individual teaching. Some procedures are in place to help teachers to keep up-to-date with their own professional development but these are in need of further development. They now need to be more closely linked to school development planning, although progress in this area is being made.
Resources for Learning and Libraries
1.14 In most areas of the curriculum resource provision is at least good. Resource provision for pupils in the nursery and reception classes is generally good, although the lack of sufficient design and technology, as well as information and communication technology equipment, contributes to the fact that children’s progress is unsatisfactory in these areas. In many subjects of the curriculum resources are good. They are satisfactory in design and technology, history, geography, mathematics and religious education. The main library provision is unsatisfactory whilst class libraries for the younger pupils are on the whole, satisfactory. The school makes good use of visits out of school for a variety of purposes, usually related to various areas of the curriculum, notably science and geography. Where resources are well used by teachers they have a most positive impact on pupils’ learning and progress.
1.15 The accommodation overall is good being very good for the nursery and Year 1 classes. In certain areas, such as the sports hall and new art and science block, it is also very good. On occasions, when group sizes are larger than average, the accommodation is slightly cramped. In some rooms the quality of the lighting needs to be improved. Outdoor sports/games facilities are very good and the completion of the indoor swimming pool will further enhance the quality. The premises both inside and outside are well maintained and in good decorative order.
Links with Parents and the Community
1.16 The schools have good systems in place to inform parents of their children’s progress. The reports parents receive about their children’s progress are good, and sufficient care is taken to inform parents, not only of their children’s successes, but also of the next steps that need to be taken in order for their children to continue to improve. A small proportion of parents who responded to a questionnaire were not satisfied with the way in which they were encouraged to get involved in the life and work of the schools. Also, many felt that the schools did not always respond well to any concerns they raised. Inspection findings show that, on the whole, this is not the case. The schools have very good links with the wider community and pupils are always willing, through various charities, to help those less fortunate than themselves.
1.17 The overall provision for pupils’ spiritual, moral, social and cultural development, including the provision made for those who board at the school, is good. Teachers encourage the development of personal responsibility and social awareness and, in many aspects of their work, pupils are encouraged to think about and reflect upon appropriate values and responsibilities. Appropriate measures are taken to promote good discipline and behaviour. These are effective and levels of behaviour are very good.
Pastoral Care, including Welfare, Health & Safety
1.18 The schools make good arrangements for the pastoral care and support of their pupils. Pupils know that they can easily approach any member of staff if they are worried or concerned about anything. The marking of pupils’ work in some subject areas is insufficiently detailed and this means that the academic support and guidance offered to pupils is not as well founded on appropriate information as it might be. Other support and guidance offered to pupils make good all-round provision for the welfare and safety of all pupils, including those who board. Guidelines for health and safety are in place and these are good. Levels of supervision are good both in the building and outside. The school has a sufficient number of suitably qualified first-aiders. All necessary measures have been taken to reduce the risk of fire and other hazards. The schools comply with health and safety regulations.
1.19 No National Care Standards Team took part in the inspection.
1.20 Overall the governance and management of the schools are sound. The headteachers have a clear understanding of the needs of the schools and their pupils. They provide the leadership necessary to achieve the academic standards, good behaviour and personal development towards which the schools aim. The schools’ aims are appropriate and reflected in most of the policies, value and practice. The schools have a development plan but it now needs to outline the developments intended in all aspects of the schools’ work, including the curriculum, over the next two to three years. The roles and responsibilities of the headteachers, senior management team and heads of department are, at present, in need of clarification, in relation to their link with the school’s strategic planning process and in the monitoring of its work.
1.21 The ethos of the schools is good, reflecting a commitment to establishing a warm, friendly environment, high academic standards and good relationships with pupils. Systems to monitor the work of the schools are barely satisfactory and developments are needed in this area. General administrative procedures are well known by all staff. The schools run smoothly and all statutory responsibilities are met.
Achievement and Quality in Activities
1.22 The quality and range of extra-curricular activities are very good and make a significant contribution to enhancing pupils’ overall experiences, as well as the quality of teaching they receive in the subjects to which they relate. Such activities are greatly appreciated by parents and pupils alike.
2.1 The main recommendations are listed below. The school should now:
R1 Further enhance the provision made for pupils in the Foundation Stage and in Year 1 by:-
· developing a more appropriate curriculum for children in the nursery and reception classes that is, for example, based on the nationally recommended goals for children of that age.
· developing an appropriate curriculum for Year 1 pupils based, for example, on the National Curriculum, that clearly builds upon the reception class curriculum and adequately prepares pupils for work in Year 2, in all subject areas.
· developing appropriate assessment and recording strategies to ensure that pupils’ progress is carefully charted in all areas of the curriculum and that the records of that progress are used by teachers to plan the future work they wish their pupils to do.
· providing appropriate in-service training and, in some areas, adequate resources to support teachers in the development of the curriculum in their year groups.
R2 Refine the roles and responsibilities of the schools’ senior managers and heads of departments in order to:
· improve the quality and procedures for planning the review and development of the school over the next three to four years.
· establish a more effective system to monitor the work of the school during that three to four year period, so that all areas of the curriculum, as well as other aspects of school life, are formally evaluated and action plans developed.
· carry out a full review of the balance of the curriculum and the timing of the school day/week, so that all subjects have sufficient time for high quality work to be covered at a depth appropriate to the age and capabilities of the pupils.
· enable a continuous curriculum to be established in every subject, which clearly outlines what a pupil will be taught from the beginning of Year 1 to the end of Year 8.
· review the existing practices for the marking, assessment and recording of pupils’ work, so that an effective system is established in all subjects across both schools from Year 1 to Year 8.
R3 Complete the recommendations made by the recent social services department report, particularly in respect of improvements that need to be made in the provision for those pupils who board.
R4 Improve the library provision particularly in the upper part of the schools.
3.1
Brockhurst school was founded in 1884 at Church Stretton in
3.2 The schools aim to provide pupils with opportunities to achieve their full academic potential through the provision of a first class all round education, founded on Christian principles and a disciplined, happy family atmosphere.
3.3 At the time of the inspection there were 212 pupils on roll in the two schools. Of these, 32 were in the Foundation Stage (Nursery and Reception classes 3 to 5) and one hundred and eighty were in the main school (ages 6 to 13). Of these, 68 were at Marlston House and 112 were at Brockhurst. Included in these figures were 13 full time boarders and a number of flexi-boarders. Twenty-four pupils had been identified as having special educational needs but none has a statement to that effect. One pupil has English as an additional language. Pupils come from a variety of social backgrounds, with most being of average ability on entry to the school.
3.4 Of the pupils leaving in 2002, two thirds went on to independent boarding schools, a fifth to independent day schools with the remainder going into the maintained sector.
3.5 National Curriculum nomenclature is used throughout this report to refer to year groups in the school. The year group nomenclature used by the school and its National Curriculum (NC) equivalence is shown in the following table:
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School |
NC |
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School |
NC |
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Pre-prep |
Nursery YR, Y1 |
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Form 1 |
Year 8 |
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Form 7 |
Year 2 |
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Form 6 |
Year 3 |
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Form 5 |
Year 4 |
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Form 4 |
Year 5 |
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Form 3 |
Year 6 |
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Form 2 |
Year 7 |
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3.6 Pupils take National Curriculum Assessments, but the results are not externally moderated. As a result they are not included.
3.7 Attendance for First Half of Summer Term 2001
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Authorised |
Unauthorised |
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Percentage absence |
3.0 |
0 |
3.8 Exclusions Over the Previous 12 Months
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Temporary
exclusions |
Permanent
exclusions |
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2 |
0 |
4. Educational Standards Achieved by Pupils at the School
4.1 The overall standards that pupils attain by the time they leave the schools are high in relation to their abilities in most subjects. Pupils make good progress in most subjects particularly in Years 3 to 8. The high standards and good progress being made in many subjects is a strength of both schools.
4.2 By the time pupils move into Year 1 most have attained the nationally recommended early learning goals for pupils of this age. The progress they make during this stage of their education is satisfactory in most areas, particularly in mathematical development and reading. This results directly from the satisfactory and sometimes good teaching they receive in both the nursery and reception classes. Children’s personal and social skills are appropriately developed. They relate well to each other, learning to share, take turns and interact in small groups, as well as in the class as a whole. Most children talk confidently about their experiences and listen and respond to instructions. They recognise letters and associate these with sounds, thus developing the beginning of reading. They are acquiring an early mathematical vocabulary, through counting songs and number rhymes, and learn to recognise numbers and count to appropriate levels. They are becoming familiar with the names of simple shapes in two and three-dimensions and can begin to quantify the passage of time. Through using materials, their manipulative skills are being appropriately developed. Physical education activities contribute to their making sound progress in the control of their bodies and in their awareness of space. They learn about shape and colour and are given a range of materials to explore and use. Their knowledge and understanding of the world around them is unsatisfactory largely because their technological skills, including those related to information and communication technology, are underdeveloped.
4.3 The schools do not administer externally moderated National Curriculum tests in English and mathematics to pupils at the age of seven. Consequently, no comparisons between these schools’ results and nationa