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INSPECTION REPORT ON |
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Full Name of the School |
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DfES Number |
212/6385 |
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Address |
149,
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Telephone Number |
0207
720 4091 |
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Fax Number |
020
7498 9052 |
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E-mail Address |
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Headmaster |
R.G.
Dell |
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Proprietor |
Dr
Walji |
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3-13 |
Gender |
Mixed |
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Number of Pupils |
545 |
Number of Boarders |
N/A |
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Inspection Dates |
7-11th
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. |
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1.1
1.2 The school’s most significant strengths are as follows:
· The headmaster exercises strong visionary leadership.
· The very good provision for pastoral care and welfare by a committed, caring staff, and the excellent relationships enjoyed by all connected with the school, give it a strong sense of community and mutual respect, in which pupils can flourish as confident individuals and enjoy their learning.
· At all ages pupils are enthusiastic in their learning, and open and caring in their attitudes towards each other and all adults within the school.
· The school has developed strong links with the parents.
· The breadth and quality of the extra-curricular activity programme greatly enhance pupils’ school life.
· Art, English, physical education, games and the Foundation Stage are strengths.
What the School Should Do Better
1.3 The school has no major weaknesses, but to improve on its high standards, it should take action on the following issues:
· Heads of department and curriculum leaders have insufficient opportunities to monitor the teaching and learning effectively within their departments.
· Opportunities for the matching of tasks in lessons to meet the individual needs of pupils can be improved.
Standards of Attainment and Progress in Subjects
1.4 The majority of pupils achieve high standards, and progress rapidly throughout the school in relation to their age and ability. They are particularly good in English, art, history and the Foundation Stage. In physical education (PE) and games, pupils achieve and progress well in relation to their abilities. At the end of both Key Stages and in Year 8 achievement exceeds what is expected for pupils of this age. Pupils needing learning support usually progress and achieve well. All pupils gain places at selective senior schools, and a significant number gain awards in both academic and non-academic subjects.
The Quality of Pupils’ Learning, Attitudes and their Behaviour
1.5 The good behaviour and positive attitudes of the pupils are significant strengths of the school and make a major contribution to the quality of learning. Pupils of all ages settle to their work quickly and efficiently. Their behaviour reflects the ethos of the school to be considerate to others at work and play. They clearly enjoy the school day and have pride both in their school and in their own achievement.
1.6 Good standards of teaching throughout the school contribute effectively to pupils’ attainment and progress. Teachers are knowledgeable and unfailingly patient, and their specialist skills and enthusiasm give value to the teaching. A sense of shared enjoyment and fun greatly enhances the learning process. In some subjects teachers could provide more opportunities to extend the most able pupils to enable them to achieve even higher standards.
1.7 Attendance is satisfactory. Attendance registers are kept well and the school’s admissions and attendance registers comply with statutory requirements. Pupils are generally punctual for lessons.
1.8 Policies and procedures for assessing and recording pupils’ achievements, progress and needs are good. They are accurate, consistent and effective. Curriculum planning and development is enhanced by the versatile academic database.
1.10 Provision for pupils with special educational needs is good. A recent innovation is the implementation of a high ability individual learning programme to support particularly gifted pupils.
Teaching and Non-teaching Staff
1.11 Staff are suitably qualified and experienced for the roles they are required to undertake, and are effectively deployed throughout the school. They are highly committed and contribute strongly to the achievement and positive ethos of the school.
1.12 The overall provision of books, equipment, materials and ICT which are needed to support the teaching and learning of pupils at all levels is satisfactory in quantity and quality. There is scope for the further development of ICT facilities to enable individual subject teachers to integrate ICT as a natural tool for learning.
1.13 The library is a very good, well-used resource which offers good support for the curriculum. It is an attractive, cosy environment, centrally placed and greatly enhanced by the superb art displays.
1.14 The buildings, accommodation and other facilities are of a very high standard, are appropriate for both the age range and number of pupils currently on roll and are very well used. They enable the curriculum to be taught effectively and make a positive contribution to pupils’ personal development and behaviour. Most of the rooms are in a very good state of décor, reflecting high levels of maintenance, care and communal pride.
Links with Parents and the Community
1.15 The school has developed a very effective partnership with parents and worthwhile links with the community which were reflected in the overwhelmingly positive response to the parents’ questionnaire, and in the views expressed in discussion by a group of parents. They regard the school as a happy and caring place, promoting worthwhile attitudes, and they appreciate the high level of staff commitment.
1.16 The school is successful in its provision for pupils’ personal development. It provides a range of suitable opportunities through which pupils can develop a system of spiritual beliefs and a moral code. Good provision is also made in the curriculum for the development of an awareness of the pupils’ own cultural background, and for an appreciation of the richness and diversity of others.
Pastoral Care (including Welfare, Health and Safety)
1.17 The school’s provision for all its pupils’ well-being, development and safety through its arrangements for pastoral support, guidance, welfare, health and safety is extremely good and a strength of the school. The highest possible standards of care are fundamental to the way in which the school functions on a daily basis for the benefit of its pupils and staff.
1.18 The quality of the school’s leadership and management is good overall. Most aspects of the school’s provision and life are well led and managed. These include the visionary leadership of the headmaster, the strong community ethos of the school and the high quality of its pastoral and welfare systems. The role of middle management is not fully effective in monitoring and evaluating the teaching and learning in subject departments. The commitment of the Family Trust, which owns the school, and that of the Council, is recognised in the many recent building extensions in the school, and those which are being developed. These greatly enhance the school providing an environment in which pupils can flourish.
Achievement and Quality in Activities
1.19 The excellent range of activities the school provides is a strength, recognised by the parents in responses to the parental questionnaire and in discussion. It contributes much to pupils’ personal development. The extensive programme comprises a wide range of sporting, recreational, cultural and creative opportunities for pupils of all ages and abilities.
Progress Made by the School since its Last Inspection
1.20
A number of minor matters
relating to premises, resources, staff, organ
2.1 The school has no major weaknesses, but to improve on its high standards, it should do the following.
R1 Identify the means whereby the heads of department and curriculum leaders are able to monitor and evaluate teaching and learning.
R2 Identify in daily planning, and provide in lessons, more tasks to meet the individual needs of all pupils.
3.1
3.2 Since the appointment of the present headmaster in 1993 the school has grown rapidly.
3.3
The numbers of pupils on roll
at the time of the inspection were 543 (283 boys 260 girls) aged 3-13. Of these, 127 were in the Foundation Stage
(Nursery part-time, 20 boys; 27 girls:
3.4 The school is selective, and a majority of the pupils are of above average ability, judged by evidence gained from a variety of standardised and non-standardised tests undertaken by the school, and assessments by independent educational psychologists; relatively small but significant proportions are of average or very high ability. The school has identified 132 pupils as requiring special educational provision in the resource unit or on the high ability programme. One pupil is statemented for visual impairment.
3.5 Recent developments have included the provision of sixteen new classrooms, a new dining room, first aid room, all weather pitch and gym.
3.6 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
3.7 Attendance for First Half of Summer Term 2001
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Authorised |
Unauthorised |
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Percentage absence |
5% |
Below 1% |
3.8 No Exclusions Over the Previous 12 Months
4. Educational Standards Achieved by Pupils at the School
4.1 The school does not use externally moderated National Curriculum Assessments, and therefore judgements about pupils’ ability and attainment are based on various standardised and non-standardised assessments undertaken by the school, and the professional views of the inspection team based on the scrutiny of work and observation of lessons.
4.2 The majority of pupils achieve high standards in relation to their age and ability and progress rapidly throughout the school.
4.3 Standards of achievement observed in lessons are above average in mathematics, music, French, Latin, religious education (RE). They are high in English, science, art, history and the Foundation Stage. In physical education (PE) and games lessons, pupils achieve well in relation to their ability as many are not naturally talented in this subject. Too little information could be gathered on other subjects to be able to comment with confidence on the standards achieved.
4.4 In the Foundation Stage attainment in all lessons was at least sound and in the majority of lessons good or very good, and pupils progressed rapidly. In almost all lessons observed in Key Stage 1, pupils’ attainment was at least sound, and in nearly two-thirds good or very good. Pupils’ attainment in Key Stage 2 was at least sound, and in more than three-quarters of lessons good or very good, with three examples of excellence. Attainment in Key Stage 3 lessons was sound, and in nearly three-quarters good or very good.
4.5 Throughout the school in most lessons pupils’ progress is very good or rapid. Less progress was made on the few occasions when the pace of lessons was too slow, or the needs of particular pupils were not met. Those pupils needing learning support usually progress and achieve well.
4.6 Throughout the school pupils are highly articulate and numerate, and demonstrate very good listening and reading skills. Work in pupils’ books varied in quality, and the standards of presentation did not always match the levels of attainment.
4.7 The majority of pupils leave at 11 with some staying until the age of 13. All pupils gain places at selective senior schools, and a significant number gain awards in both academic and non-academic subjects.
Quality of Pupils’ Learning, Attitudes and Behaviour
4.8 The good behaviour and positive attitudes of the pupils are significant strengths of the school and make a major contribution to the quality of learning.
4.9 Pupils of all ages settle to their work quickly and efficiently. They respond well to their teachers, follow instructions sensibly, and are not afraid to ask for clarification where necessary. In general they are highly articulate. They work well in pairs and in groups when asked. Good examples of this were observed in music ensembles, and in geography, where pupils with good ICT skills were keen to assist those who had not yet mastered Excel. On very rare occasions liveliness became over-exuberance. A major contributory factor to this was the teacher’s failure to match the task to the pupil.
4.10 The quality of pupils’ learning was nearly always satisfactory, and good or better in rather more than three-quarters of the lessons observed. Most learning observed was teacher-led and there is scope for the further development of independent learning skills, especially amongst the most able.
4.11 Pupils’ behaviour reflects the ethos of the school. They are courteous and considerate at work and at play. They relate well to each other and to the adults with whom they come into contact, both teaching and non-teaching staff, and even visiting inspectors. A particular feature of the school is the purposeful orderliness with which the pupils move around the site, something which is much assisted by well practised routines such as door opening. Meals are enjoyable occasions with informal contact for the whole school community. The pupils clearly enjoy the school day and have pride both in their school and in their own achievement.
4.12 Pupils’ attendance at school is satisfactory, with unauthorised absence at very low levels enabling pupils to take full advantage of the opportunities provided by the school. Registration sessions are held at the beginning of morning and afternoon school.
4.13 Pupils are generally punctual for lessons, which usually begin on time.
4.14 The school’s admissions and attendance registers are properly completed and comply with statutory requirements.
5. Quality of Education Provided
5.1 Good standards of teaching throughout the school contribute effectively to pupils’ attainment and progress. The quality of teaching in almost all lessons observed was at least sound, in more than three-quarters good and in a significant proportion very good, with examples of excellence.
5.2 In some subjects teachers could provide more opportunities to extend the most able pupils to enable them to achieve even higher standards.
5.3 In Key Stage 1 the quality of teaching was nearly always sound and in more than two thirds of lessons good or very good. In Key Stage 2 and 3, teaching was always sound and in about three-quarters of lessons was good or very good. Five of the lessons seen were excellent.
5.4 Nearly every teacher has a secure knowledge of their subjects, and their specialist skills and enthusiasm give value to their teaching and to the level of pupils’ achievement. A sense of shared enjoyment and fun greatly enhances the learning process. Teachers are unfailingly patient, giving time to individuals, and the strong sense of mutual respect enables pupils to feel quite safe in asking for help when necessary.
5.5 The best teaching is characterised by clear objectives, the setting of a brisk working pace, and the provision of tasks to match pupils’ abilities with challenging questioning. This was demonstrated in a Year 5 art lesson when pupils worked skilfully, manipulating material to build up 3D bird sculptures based on their own designs. Appropriately high expectations and challenging time targets led to high levels of attainment. Expert questioning extended pupils’ understanding and provided them with ideas for future improvement of their projects.
5.6 In the few unsuccessful lessons, teachers did not organise resources carefully, and a slower pace led to loss of pupils’ concentration and lower attainment.
5.7 Although pupils achieved good standards in lessons, opportunities to stretch the most able were not always provided. Able young pupils were involved in number bonds that were too easy, and when older pupils had completed tasks, there were few examples of extension work available. Good examples of differentiated tasks to match the needs of the most able, and those needing special support, were seen in English and this good practice needs to be extended.
5.8 Teachers usually manage resources well, plan carefully and organise lessons effectively. Homework set complements relevant class work.
5.9 Policies and procedures for assessing and recording pupils’ achievements, progress and needs are good. They are accurate, consistent and effective.
5.10
At Key Stage 1, a school
baseline assessment is used in
5.11 At Key Stage 2, formal testing becomes more frequent. School examinations and standardised tests provide additional information for teachers to use with class assessments to inform planning. Additional cognitive tests are used in Year 5 and internally marked Key Stage 2 national tests in English, mathematics and science follow in the summer term of Year 6. Information from these and varied mock examinations are used effectively in preparation for competitive entry to senior schools at 11+ and 13+.
5.12 The subject-based assessments use scales for attainment and effort. The school policy is clear and requires staff to use this scale on a regular basis, whenever appropriate, and compliance across departments is good, although subject to minor variations; the system provides useful information that is well understood by both children and parents. Staff use this information on class activities and homework to produce a summative grading that is entered on the school’s database for reporting purposes.
5.13 Marking in books and worksheets was usually sound, but significant variations were seen between departments: English and RE were very good, and staff included helpful evaluative comments regularly. Some marking in other departments was superficial and more use could be made of constructive comments with targets for improvement.
5.14 Curriculum planning and development is enhanced by the versatile academic database; the data-handling and analysis functions allow senior management to make informed decisions on streaming and setting issues. Stored information may also be used to help identify the requirement for special learning provision and support. The use of this information should be extended further to provide all staff with the means by which they can implement opportunities to differentiate teaching according to individual pupils’ needs. The efficiency of this was seen to vary considerably between subject departments and the staff within them.
5.15 Overall, the curriculum is broadly based, and suited to the ages and abilities of the pupils throughout the school, with the emphasis very much upon the development of the whole child. The time allocation for some subjects reflects the necessity of preparing pupils for competitive entrance examinations to senior schools.
5.16 All subjects of the National Curriculum, including religious education (RE), drama, personal, social and health education (PHSE), French and Latin have time allocated within the timetable. Pupils’ physical development is enhanced by generous time allocation for PE and games.
5.19
For pupils in the Nursery and
5.20 National Curriculum guidelines form the backbone of the schemes of work in Key Stages 1 and 2, which from Year 4 are taught by specialist teachers. In Years 7 and 8, the curriculum is adapted to prepare pupils for the demands of the Common Entrance examinations. English is set from Year 4, Latin and an enriching general studies course are introduced in Year 5. Streaming in Year 6 allows one class the opportunity to work at a more challenging pace. Within the other two parallel classes, setting in science makes teaching more effective and less able pupils have the advantage of receiving extra English and mathematics in place of Latin.
5.21 Materials and strategies from the national literacy and numeracy schemes are used well and satisfactory subject policy documents are in place in all subjects. Some are particularly good, such as mathematics.
5.22 Effective planning provides good support for the curriculum and there is evidence of some planned cross-curricular work.
5.23 Overall the provision for special educational needs is good. The school has a detailed recently reviewed policy on special educational needs. Currently, there is one statemented pupil on the school roll for visual impairment, for whom in-class support provision is satisfactory.
5.24
There is a part-time SENCO with
three other part-time members of staff making up the Resource Unit, including
one responsible for the
5.25 There are comprehensive lists of pupils receiving support, or of concern, in addition to the more able, which are circulated to all staff. Pupil referrals by staff are dealt with efficiently. Individual Target Forms are in use, and are monitored and updated termly. This system works well and close parental contact is maintained.
5.26
Pupils are withdrawn from some
lessons to receive learning support mainly on a one-to-one basis in the
Resource Unit, which is a welcoming environment. Numeracy support is well organised in a
separate computer suite. Pupils have
planned individual programmes of study which are managed efficiently with data
providing information to chart progress.
5.27 Teaching seen was good with appropriate tasks to match the needs of the individual pupil.
5.28 A high ability individual learning programme, overseen by the director of studies, is a recent innovation targeting pupils gifted in particular subject areas. Presently, three pupils are being closely monitored.
5.29
Liaison between all staff and
the support teachers is very good. The increasing responsibility of the special
education needs co-ordinator (SENCO) within a growing school population may
require greater non-contact time. This
will be important in order to fulfil the necessary
5.30
The co-ordination of the
curriculum is the responsibility of the deputy head. The planning, delivery and development of
curriculum areas lie with the early years’ co-ordinator,
5.31
Overall the curriculum makes a
valuable contribution towards pupils’ personal development, and further
enrichment takes place through a programme of educational visits to such places
as Kentwell Hall,
5.32 A very broad and interesting programme of extra-curricular activities is also available to pupils. (See 8.2)
Teaching and Non-teaching Staff
5.33
There are
sufficient staff who are suitably qualified and
experienced for the roles they are required to undertake, and they are
effectively deployed throughout the school.
5.34
The
quality of the staff, many of whom have been appointed recently, is very good,
and contributes greatly to the quality of the educational standards achieved in
academic, sporting and cultural activities.
5.35 The imminent arrival of a school secretary will offer teachers the chance of obtaining much needed relief from many clerical tasks such as photo-copying, thus enabling more cost effective use to be made of their time.
5.36
Staff have detailed
job descriptions and a comprehensive staff handbook gives essential
information.
5.37
Very good
policies and procedures are in place for induction, appra
5.38
Procedures
for the induction of newly qualified teachers meet regulatory requirements, as
do the staffing ratios for children under 5 years of
age. Staff to teacher
ratios are good throughout the school, which enables individual
attention to be given to benefit pupils’ attainment and progress.
5.39
The school
has registered with the Criminal Records Bureau and the statutory regulatory
checks are being carried out on all teaching staff appointed since April
2002. However, given the current
difficulties being experienced by the CRB not all have been completed. Staff appointed prior to
April 2002 were checked under the terms of the system in place at that time.
5.40
Among the
staff there is a good balance of age, overall teaching experience and knowledge
of this school. This balance is
particularly true of the senior management team, all of whom have extensive
responsibilities. Whilst these senior
post holders have, in the main, sufficient non-contact time to discharge their
responsibilities effectively and efficiently, this is not true for heads of
department and subject co-ordinators.
They have not been able to develop effective monitoring and evaluation
strategies within their departments and technical support is not provided in
ICT and science.
5.41
The
teaching programme and the general well-being of
pupils benefit from the significant input of support staff who
are well deployed throughout the school, but particularly in the
5.42
Administrative,
nursing, maintenance and all ancillary staff make a valuable contribution to
the work of the school, and in particular to the education and welfare of the
pupils.
5.43 The overall provision of books, equipment, materials and ICT which are needed to support the teaching and learning of the pupils at all levels is satisfactory in quantity and quality.
5.44 Current ICT provision is sufficient to ensure the satisfactory teaching of the subject throughout the school as a discrete subject, but there is scope for the further development of ICT facilities to enable individual subject teachers to make much greater use of the technology, as was seen in mathematics. Not all classrooms have their own networked computers with internet access. Such provision would enable teachers to integrate ICT as a natural tool for learning, and provide support for such areas as extension work. The school is currently evaluating a number of possible solutions, such as the purchase of a class set of laptops.
5.45 The provision of up-to-date text books in almost every subject is at least adequate, and heads of department are aware of the need to continue to replenish existing stocks, as well as providing sufficient new materials for the expected growth in numbers. Art is particularly well resourced, and the Foundation Stage, English and PE have good provision. Drama resources are few, since there is no proper base for the department.