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INSPECTION REPORT ON |
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Full Name of the School |
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DfES Number |
925/6017 |
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Address |
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Telephone Number |
01778
560607 |
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Fax Number |
01778
560547 |
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E-mail Address |
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Name of Headteachers |
Mr
M Clifford ( |
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Principals |
Mrs
B K Wyman, Mr E G Wyman, Mr J W Wyman |
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3 to 16 |
Gender |
Boys
and girls |
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Number of Pupils |
218 |
Number
of Boarders |
n/a |
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Inspection Dates |
October
7th - |
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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. |
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1.1
Kirkstone House is a small school
which provides well for its pupils of all ages and abilities. The spacious attractive grounds and the
well-designed accommodation for the
1.2 The major strengths of the school are as follows.
· The overall quality of teaching, learning and behaviour is good.
· The quality of the moral, social and cultural provision throughout the school is very good.
· The quality of the pastoral care, support and guidance is very good.
· The quality of the provision for pupils with special educational needs is very good.
·
The enrichment of the
curriculum in the
·
Systems for assessment,
recording and reporting to parents in the
What the School Should Do Better
1.3 Very few major weaknesses are identified but the body of the report contains a number of recommendations about those aspects of the school’s provision where further improvements may be made. The school is already aware of most of these which include the following.
· With the recent expansion of the school, the management structure and systems such as appraisal require further development.
· Aspects of the provision for the under-fives require revision and planning in preparation for their new accommodation.
· An enclosed and exclusive play area is required for the youngest children.
· Some health and safety issues require further attention.
· The accommodation for design and technology requires upgrading.
Standards of Attainment and Progress in Subjects
1.4 In the school as a whole, attainment and progress are appropriate for the ages and abilities of the pupils, who achieve satisfactory standards in relation to their abilities; in more than half the lessons, standards are in line with national expectations and, in just over one third of lessons, standards are above or well above national expectations. The ability profile of the pupils in the school varies from below to well above average with a minority of well below average ability.
1.5 Results in national tests at Key Stage 2 in English, mathematics and science are within the range of or below the national average for the nearest comparable maintained primary school. Results in public examinations at GCSE in English, mathematics and science are in line with those in comparable schools.
1.6 Although attainment in lessons observed in the Foundation Stage was modest, most children are expected to achieve, before their fifth birthdays, the early learning goals recommended nationally for five year olds. In lessons observed in Key Stages 1 and 2, pupils’ attainment in English, mathematics and science is broadly in line with age and ability. In lessons observed in the senior school, pupils’ attainment in English, mathematics and science is again broadly in line with age and ability.
1.7
In the Foundation Stage,
progress is initially relatively slow.
In Key Stages 1 and 2, the progress of pupils overall in English,
mathematics and science is sound. In
approximately half the lessons observed in the
The Quality of Pupils’ Learning, Attitudes and their Behaviour
1.8 The overall quality of learning and behaviour is good. Many pupils clearly enjoy their learning experience and respond positively to their teachers. Pupils with special needs gain much from their individual tuition and also benefit from assistance in classroom lessons. The pupils have a desire to do well and show respect for each other, for school resources and for their own and other people’s property.
1.9 Pupils form good relationships with their peers, between the sexes and across age groups. They willingly accept positions of responsibility in such roles as library assistants, sports captains and house captains. Courtesy and friendliness are much in evidence around the school; many pupils offer a smile and a greeting to visitors.
1.10 The overall quality of the teaching is good and contributes effectively to the attainment and progress of the pupils. Teachers, who are secure in their own knowledge and understanding in their areas of expertise, carefully plan lessons which effectively meet the needs of their pupils.
1.11 Pupils with special educational needs are assessed and then follow the programmes of learning which are skilfully prepared for them. Although no formal policy is in place which takes the needs of the more able into account, they are given appropriate work in lessons. Attainment and progress are closely monitored throughout the school and the good quality of the teaching in the majority of the subject areas and the effective support system within the school enable many pupils to make better progress and attain higher standards than might be expected.
1.12 Generally, the standards of discipline expected of the pupils by the staff are high and the pupils are managed well. Expectations of pupils are realistic; lessons usually give appropriate challenges and succeed in deepening the knowledge and understanding of the class. Staff give the pupils continual encouragement to achieve in lessons both orally and in comments on their written work. The objectives of most of the lessons observed were clear and well-structured lesson plans were based on the curriculum planning; resources were used effectively.
1.13 The average rate of attendance is well above the national average and unauthorised absences are rare. Registers are completed satisfactorily at the beginning of the morning and afternoon sessions and comply with requirements although the attendance register in Kindergarten was found difficult to follow. Procedures for dealing with unexplained absence, latecomers or those with appointments are clear and implemented consistently. The admission register is up-to-date and kept correctly, also meeting legal requirements.
1.14
Overall, the methods used for
assessing and recording pupils' achievements, progress and needs are good; they
are accurate, consistent and effective.
Throughout the school a comprehensive policy on assessment and recording
is in place and much development in this area of the school's work has been
undertaken in recent years, especially in the
1.15 Curricular provision is good from Key Stage 2 upwards but at the Foundation Stage, although the early learning goals are covered, literacy and numeracy lack depth. In Key Stage 1, science does not have enough curriculum time. From Year 3 upwards, the curriculum is suitably broad and balanced and it contributes effectively to the all-round attainment and progress of the pupils.
1.16
Planning for continuity and
progression is good in individual subjects throughout the school. Specialist teaching in the
1.17
The curriculum is enriched by
many subject-based activities, for example sports clubs, drama clubs leading to
productions, orchestras and choirs, geography field work, a week in
Teaching and Non-teaching Staff
1.18 The staff, throughout the school, are sufficiently qualified and adequately experienced for the roles they are required to undertake. Staff are well deployed and good use is made of their specialisms. They contribute appropriately to the quality of education the school provides.
1.19 The overall teacher-to-pupil ratio is reasonable for a school of this type; the staffing ratio for children under five years of age is generous. The sizes of classes and the levels of support for pupils are important factors in promoting the effective learning and sound progress which take place in the majority of lessons.
1.20 The quantity and quality of resources, books, equipment, materials and information and communication technology (ICT), are adequate and sufficiently well organised to support the teaching, learning, study and recreation of the pupils; recent investments are beginning to enhance the quality of pupils’ learning.
1.21
The school libraries offer
satisfactory support for the curriculum.
The range and quality of fiction books is adequate but modern, good quality
non-fiction texts are lacking in both Junior and
1.22
The quality of buildings,
accommodation and other facilities for the
Links with Parents and the Community
1.23 Overall, links with the parents and the community are good. Reports are useful and informative and of very good quality and parents have many opportunities for involvement in the school and their children’s work.
1.24 Results from the parental questionnaire were very positive, expressing a high degree of satisfaction with standards of behaviour, communication, extra-curricular activities and the school’s promotion of good attitudes and values.
1.25 The school provides a very good range of opportunities through which the pupils can develop a strong moral code, cultural appreciation and tolerance and a degree of spiritual awareness. They are encouraged to take responsibility for themselves and others and to develop good social skills.
Pastoral Care; Pupils’ Welfare including Health and Safety
1.26 The quality of the pastoral care, support, advice and guidance offered to pupils is a strength of the school. The school offers a most caring and nurturing environment to its pupils.
1.27 The school takes all reasonable steps to reduce the risk from fire, with regular fire inspections, fire practices, testing of fire extinguishers and weekly testing of fire bells. Electrical equipment is tested regularly and records are kept. Other potential hazards are reduced by appropriate strategies and school rules.
1.28 The management is sound. The joint principals and headteachers of the school ensure that its aims are met, that a suitable quality of education is provided and that the planning to secure adequate resources for teaching and learning is efficient. The dedication and commitment of the principals to the school is outstanding.
1.29 The headteachers have the experience, ability and leadership qualities to provide a clear educational direction for the work of the school and maintain the good quality of the education provided but their substantial teaching commitments, combined with ever-increasing external requirements, result in conflicting pressures which prevent them giving the necessary time to management and to strategic planning.
Achievement and Quality in Activities
1.30
Standards in the activities
provided are good and in the
Progress Made by the School since its Last Inspection
1.31 Progress since the last inspection has been substantial and almost all points raised have been attended to.
1.32 Technology facilities still require to be upgraded.
2.1 The main recommendations are listed below. The school should:
R1 develop risk assessment procedures.
R2 increase the time available for successful management as numbers increase.
R3 continue to develop arrangements for appraisal, induction and in-service training in order to enhance opportunities for staff to contribute to the development of the school.
R4 upgrade provision for design and technology.
R5 review curriculum and other provision for the Foundation Stage.
3.1
3.2
At the time of the inspection,
the numbers on the roll were 218: 127 in the
3.3 The pupils come from a variety of social, cultural and economic backgrounds within a radius of 20 miles. About five percent of pupils come from families where English is not the first language but extra help with English is rarely needed. In recent years most Year 6 pupils have moved to the senior school, forming the majority of Year 7; the remainder of Year 7 pupils usually come from a range of maintained junior schools. Thirty-six pupils have scholarships or bursaries provided by the school, many others have sibling or staff discounts and younger children may have a Nursery Education Grant; a few pupils with special educational needs receive some funding from their local authority. The majority of pupils move on to school sixth forms or colleges of further education to take A-level or vocational courses.
3.4 The school aims to provide a stable, well-structured environment in which its pupils can achieve their social and academic potential, and to ensure that a rich variety of opportunity is available to all, both inside and outside the classroom.
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 is largely identical to that of the National Curriculum, except Nursery is known as ‘Kindergarten’ and Year R as ‘Reception’.
3.6 National Curriculum Assessments at Age 7 (Key Stage 1) 2002
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Level 2 or higher |
Level 3 or higher |
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Subject |
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Externally marked |
Teacher assessed |
Externally marked |
Teacher assessed |
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Boys |
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100% |
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56% |
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Girls |
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100% |
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*100% |
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All |
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100% |
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60% |
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Writing |
Boys |
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100% |
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0% |
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Girls |
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100% |
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*100% |
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All |
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100% |
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10% |
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Mathematics |
Boys |
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100% |
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67% |
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Girls |
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100% |
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*100% |
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All |
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100% |
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70% |
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Science |
Boys |
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Girls |
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*Only one girl
3.7 National Curriculum Assessments at Age 11 (Key Stage 2) 2002
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