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INSPECTION REPORT ON |
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St John’s School, Leatherhead |
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Full
Name of the School |
St John’s School, Leatherhead |
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DFES Number |
9366707 |
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Address |
Epsom Road, Leatherhead, Surrey KT22 8SP |
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Telephone Number |
01372 385441 |
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Fax Number |
01372 386606 |
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E-mail Address |
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Name of Principal |
Mr C.H.Tongue |
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Chairman of Governors |
Mr M.E.Doherty |
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Age Range |
13-18 years |
Gender |
Boys
13-18 Girls 16-18 |
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Number of Pupils |
449 |
Number
of Boarders |
142 |
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Inspection Dates |
February 3rd – 8th, 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 Although St John’s continues to honour its foundation by providing subsidised education for the sons and daughters of Anglican clergy, it is now largely a local school for weekly boarders and day pupils. They demonstrate a relatively broad range of ability, but achieve good results in their public examinations across a wide and balanced curriculum. The school is full and this is a testimony to its strengths: its pastoral care and the warmth of its relationships at all levels; good resources, especially in computers; the range and quality of both games and activities.
1.2 This is a very good school with a clear sense of direction and with many significant strengths:
· The spiritual and moral life of the school flourishes through a number of different agencies including the chapel and its chaplaincy.
· Given the relatively broad range of abilities among pupils entering the school, attainment and progress are very considerable and represent good ‘value added’ in most subjects.
· Pupils are compliant, co-operative and civilised. The warmth and quality of the relationships in school are among its most impressive features and the school community is characterised by a sense of purpose.
· The quality of education offered at St John’s is also the result, in large measure, of the dedication of the staff, both teaching and support.
· The school is very well resourced with a good range of equipment in almost all teaching areas. The number of computers and the amount of ancillary equipment available to support the teaching and aid learning, is excellent.
· Pastoral care in the school is one of its great strengths.
· A feature of St John’s is its comprehensive games’ programme. School teams perform with success on a competitive circuit of schools.
· An extensive range of extra-curricular activities is provided and to a very high standard.
· The Duke of Edinburgh Award Scheme operates with extraordinary success.
What the School Should Do Better
· The management structure is set out clearly in the staff handbook but there are a number of issues which need further clarification, as, for example, they relate to the tension between academic and pastoral concerns. Decision-making processes are not always fully understood within the school. The roles of some senior managers would also benefit from review.
· Some members of staff have particularly heavy workloads while others are much less involved in the life and work of the school. Some strains within the curriculum are dictated by limitations of staffing.
· Specialist training is needed in a number of key areas such the PSHE (personal, social and health education) and careers programmes; for boarding house staff and for those taking on new roles such as that of child protection officer.
· The library is let down by its location and to a lesser extent by its furnishings. It is rich in resources of all kinds but, in spite of great efforts, is undervalued and underused.
· General studies and PSHE have minor roles within the curriculum. Both subjects merit more secure and extensive positions if they are properly to fulfil their declared objectives.
Standards of Attainment and Progress in Subjects
1.3 Standards of attainment are very good and especially in the sixth form. The strength of the school’s attainment lies in the fact that most pupils, with a relatively broad range of abilities, achieve their full academic potential. Over the last three years (1999-2001), GCSE candidates have gained 97% at A* to C grade, with 35% of them in the A* or A grade bracket. Particular progress is evident at A level where, over the same period, the pass rate has been 98%, with 55% of entries gained at A or B grade. These results compare favourably with those found in maintained selective schools and well exceed national averages.
1.4 Pupils make steady, sustained progress throughout their years in the school. In lessons they develop both in skills and self-confidence. This is apparent in the increasing sophistication of their work in, for example, art and design and technology
1.5 The school should consider additional ways of extending and inspiring its most able pupils, and supporting those who experience learning difficulties.
The Quality of Pupils’ Learning, Attitudes and their Behaviour
1.6 Pupils are well motivated, willing to learn and wanting to succeed. They enjoy positive relationships amongst themselves and with the staff. In class the pupils are eager to learn, and they are compliant and co-operative. They concentrate well, and they are keen to succeed. They respect each other’s points of view, and express open and honest opinions. Around the school there is a sense of fun and little evidence of inappropriate behaviour.
1.7 The teaching was good or very good in over three-quarters of the lessons observed. It meets the academic aspirations of most pupils. At its best, teaching is well planned, imaginative and stimulating. It encourages pupils to organise themselves and develop skills and understanding. Good humour and confidence permeate the vast majority of lessons. In many subjects activities and tasks are carefully matched to pupils requiring special provision.
1.8 However, too few opportunities are sought or provided for the most able pupils in the younger year groups to investigate problems which extend their thinking. Some of the teaching is thus safe and unadventurous, encouraging a level of passivity amongst the pupils which is at odds with the intention to create a more stimulating learning environment. Homework is set and marked, although not always in the detail that would be most helpful to pupils. Resources are effectively deployed in most subjects and carefully selected visits and fieldwork enrich pupils’ experiences.
1.9 The school satisfies all statutory requirements with regard to the registering of attendance and the keeping of admissions registers. A new system, significantly tightening up the monitoring of attendance, has recently been introduced.
1.10 The school has clear policies for assessment to take place both within departments and by formal examinations. Record-keeping is good and allows for the further analysis of the marks awarded. Effort and achievement are carefully monitored each half-term and the results are stored centrally on a computerised system with easy access by the staff. A school policy for the setting and marking of work has recently been formulated but the quality of marking remains inconsistent. Homework diaries are well used.
1.11 The curriculum is broad and balanced. More time should be given to PSHE and arrangements for the Year 9 Latin set should be reviewed. At GCSE, no provision is made for PE, despite the recommendation in the last inspection report. Teaching provision at this level is unbalanced in the number of classes allocated to science and English. Almost all sixth form pupils are able to study their preferred subject combination although some Sixth Form sets are large. The mechanism for curriculum decision-making needs to be clearer. The school should guard against allowing curriculum development or set numbers and sizes to be significantly influenced by the subject balance of the teaching staff.
Teaching and Non-teaching Staff
1.12 The teaching staff are appropriately and well qualified. Many, but not all, have considerable commitments outside the classroom in addition, in some cases, to heavy teaching loads. Age, gender and experience are well balanced. The school has a good range of support staff, although the maintenance team is under strength.
1.13 All members of the teaching staff have received some form of external in-service training during the past three years in addition to regular training for the whole staff. More PSHE training should be provided for the many staff involved in tutorials. Background checks on staff are carried out.
1.14 The school has 250 computers for pupils to use and this is the equivalent of one computer for every two pupils, a very good ratio. A rolling programme for replacements and improvements is planned, including the operating system and network arrangements. The whole school network is reliable and suitable filtering and monitoring systems are in place to check Internet connections. Training is provided for all teachers and support staff.
1.15 The school is particularly well resourced, with a wide range of modern equipment being distributed across its departments.
1.16 The library is rich in resources, though the quality and quantity of individual subject sections vary in their worth. Great efforts are made to attract the pupils’ attention to the value of the library but the usage of the resources remains disappointingly small. This is chiefly the consequence of a building that is now poorly sited for its purposes and containing rather inflexible furnishings.
1.17 Significant additions to the accommodation in recent years have included a very impressive chapel, a sixth form study centre and a multi-media studio. Boys’ boarding houses have been improved but still lag behind the quality of the girls’ boarding house.
1.18 Provision for teaching varies between the excellent such as the refurbished laboratories and the cramped or out-dated as, for example, for art and design and technology. The teaching staff’s space for work and relaxation is recognised to be inadequate and plans are being discussed to build more staff accommodation.
Links with Parents and the Community
1.19 The school has developed an effective partnership with the parents and worthwhile links with the local community. Fewer than 4% of the parents replied unfavourably, when responding to the pre-inspection questionnaire, about communication from the school. Report comments generally indicate that the teachers know their pupils, but the information about progress varies in its quality. Parents are encouraged to support school activities such as sports functions, concerts and drama productions. Parents’ evenings are held annually for each year group and the supper with house tutors before these meetings is much appreciated by the parents. The school has developed good links abroad and more local ones through community service, as part of its activities programme.
1.20 St John’s provides a range of opportunities and examples by which pupils may develop spiritually and morally; their personal, social and cultural development is also actively promoted. The warmth and quality of the relationships in school are amongst its most impressive features. Equally, at the heart of the school’s aims is the creation of an ethos supportive to all pupils to enable them to reach their full potential.
1.21 The spiritual life of the school is centred upon the ‘new’ chapel. Here daily services are held for all pupils and spiritual issues are addressed by the chaplain, the headmaster, members of common room or the pupils themselves in different assembly settings. Knowledge and insight into values and beliefs and help in the development of pupils’ spiritual awareness is provided through the compulsory religious education programme.
1.22 Moral issues are also considered as part of this programme as well as in chapel services, school and house assemblies and in several curricular areas such as PSHE, geography and physics.
1.23 An impressive range of cultural activities takes place including regular musical events especially and a growing number of dramatic productions which are contributed to by many sectors of the school community. Sympathy for different cultures is apparent in much that happens within the school, and a significant number of overseas trips are organised. Considerable opportunities arise for pupils to assume positions of responsibility, especially through the CCF, sports, houses, societies and the prefectorial body.
Pastoral Care, Support and Guidance
1.24 The care, support and guidance given to pupils at St John’s are one of its strengths. The extensive tutorial system, the concern of the housemasters and housemistress, the accessibility of the chaplain, the support of the sister, the doctor, the outside counsellor and the prefects together with the dedication of the teaching staff, all combine to create an atmosphere in which boys and girls can grow and mature.
1.25 A broad, well thought out programme of careers’ guidance is planned and implemented.
1.26 A policy of equal opportunities is for the most part successfully carried out although the lack of a female physical education specialist is a disadvantage to the girls.
Pupils’ Welfare, including Health and Safety
1.27 Effective measures to safeguard pupils’ welfare are in position and statutory requirements are being met. The sanatorium is well situated and offers a good level of care. The first-aid qualifications of some members of the teaching staff need to be up-dated and published.
1.28 The quality and quantity of food have been criticised in recent times but are acknowledged to have improved.
1.29 Most subject departments adopt excellent practices in terms of health and safety. A recent report by outside consultants has already led to suitable action being taken.
1.30 The welfare of all boarders and their opportunities for personal development are promoted by teams of enthusiastic house staff. All have a detailed knowledge and understanding of their pupils. A supportive atmosphere is evident in all the houses and pupils feel happy and content. However, record keeping is inconsistent and the exact responsibility of the senior house staff for the academic welfare of their pupils is unclear. The role of the senior housemaster deserves review.
1.31 Boarding accommodation for boys is spacious but spartan. A rolling programme of refurbishment is improving the quality of furnishings. The standard of maintenance is only moderate and responses to maintenance requests are slow. Accommodation is much better in the girls’ house. Trips out at weekends are provided for the pupils who have English as an additional language but very little is organised for other full boarders. However, boarders do have access to most of the school’s facilities.
1.32 The school meets its aims both by the quality of education which it provides and by careful planning to make the best use of its resources. A unity of purpose and a sense of direction exist from the governing council downwards. Within the school the tirelessly visible presence of the headmaster has transformed a difficult inheritance. However, parts of the management structure and the roles of individual members need review and clarification. Almost all departments are well managed. Marketing and development are rightly given a high priority.
Achievement and Quality in Activities
1.33 The range, quality and achievement of activities are both appropriate and a strong feature of St John’s. School teams perform well on a competitive circuit, notably in cricket and rugby for boys and netball and hockey for girls. In the past 12 months St. John’s pupils have earned county honours in rugby, hockey, swimming and football. Difficulties arise in inclement weather when all-weather and indoor facilities are very heavily in demand.
1.34 Girls’ teams are disadvantaged by not having a female games specialist to provide support during the school day. However, netball and hockey coaches are imported to coach the school teams which have been very successful. On the whole, pupils participate with great enthusiasm.
1.35 The school is committed to providing an active and extensive range of extra-curricular activities, recognizing its immense importance in the all-round development of its pupils. In addition to traditional games alternative sporting and non-sporting activities are available for pupils after school, many of which are accomplished at a high level. The CCF is a popular option as are the many dramatic productions available throughout the year. Pupils can also participate in the Duke of Edinburgh Award Scheme, and do so with remarkable readiness and success. That so many extra-curricular activities are on offer is testimony to the good will of the staff. However, some staff are over committed whilst others’ talents are underused.
Progress Made by the School since its Last Inspection
1.36 The key recommendations made in March 1996 were:
(a) An overall school development plan should be agreed as soon as possible.
(b) The quality of management of some academic departments should be reviewed.
(c) The pastoral arrangements for girl boarders should be re-considered.
(d) There should be a review of curricular policy and timetabling.
(e) More varied teaching strategies should be introduced.
(f) Some health and safety issues need urgent attention.
1.37 All these recommendations have been seriously considered and significant progress made with each. The strengths of the school identified in the last report were good teaching, a hard working staff, the wide range of extra-curricular activities, pastoral care, a unity of purpose from the governing council downwards; they continue to be a feature of the school.
2.1 The Main Recommendations are listed below. The school should:
R1 Certain aspects of management need review and clarification including the roles and responsibilities of individual members.
R2 Arrange a staff training programme in areas such as PSHE, careers advice and boarding where specialist skills are most needed.
R3 Consider how best to ensure that the library serves as a significant resource centre for independent learning.
3.1 ‘St John’s Foundation School for the Sons of Poor Clergy’ admitted its first pupils in January 1852 and last year celebrated in style its 150th anniversary. The school moved from Marylebone to Clapton via Kilburn and Walthamstow in its first 20 years before finally settling in Leatherhead in purpose-built accommodation in 1872.
3.2 Thirty years ago the school contained 300 boys, of whom 60 were day pupils. Since then a transformation has taken place. This reshaping has led to the introduction of girls into the sixth form in 1989 and a rapid increase in the number of day pupils and weekly boarders, most of whom live within 15 miles of the school. The small population of foundation pupils reflects the school’s original purpose as an institute for the education of the sons, and now also the daughters, ‘of the poor clergy’.
3.3 At the time of the inspection there were 449 pupils in the school aged 13-18 (Years 9 to 13), comprising 241 in Years 9 to 11 (Key Stages 3 and 4) and 208 in the sixth form (Years 12 and 13). The number of boarders was 142 (118 boys and 24 girls), many of them weekly boarders.
3.4 Approximately 80 boys enter the school in Year 9 from a number of local preparatory schools via the Common Entrance Examination or, in a few cases, by a scholarship examination. About 10% of them come from maintained schools and for them St John’s sets its own tests. All girls and a small number of boys come directly into the sixth form. A total of 81 pupils have been identified by the school as having special educational needs. Thirty-five pupils do not have English as their first language, the largest group of whom are Chinese. St John’s has a fairly broad ability intake.
3.5 Over the past five years, many new additions and major refurbishments have taken place. These have included a communications/sixth form study block and an all-weather pitch as well as improvements to boarding accommodation. A performing arts centre was being built while the inspection was taking place.
3.6 G.C.S.E.
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Most recently completed Year 11 |
Average for the last three Year 11s |
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Boys |
Girls |
All |
Boys |
Girls |
All |
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Entered for 5+ subjects |
99% |
- |
99% |
99% |
- |
99% |
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Achieved 5+ @ A* - C |
96% |
- |
96% |
97% |
- |
97% |
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Achieved 5+ @ A* - G |
99% |
- |
99% |
99% |
- |
99% |
3.7 AS
Level in 2001
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Boys |
Girls |
All |
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Pass Rate A-E |
96% |
99% |
97% |
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Pass Rate A/B |
44% |
50% |
45% |
3.7 A Level and AS Examinations
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Most recent year |
Average for the last three years |
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Boys |
Girls |
All |
Boys |
Girls |
All |
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Average score per candidate |
20.9 |
26.0 |
22.7 |
20.9 |
23.8 |
21.8 |
Scoring
is 10, 8, 6, 4, 2 for A level grades A – E, and 5, 4, 3, 2, 1 for AS grades A
to E.
3.8 Attendance for the year 2000-2001
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Authorised |
Unauthorised |
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Percentage absence |
4.30 |
0 |
3.9 Exclusions over the previous three years
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Temporary exclusions |
Permanent exclusions |
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18 |
3 |
4. EDUCATIONAL STANDARDS ACHIEVED BY PUPILS AT THE SCHOOL
4.1 Standards of attainment are very good and especially in the sixth form. St John’s requires a pass mark of 55% in the Common Entrance Examination. However, some are accepted with a lower average score. Some 10% of pupils, who do not attend preparatory schools, are admitted on the basis of an internal test. Few candidates present themselves for entrance scholarship awards. MidYIS entry scores standardised against independent schools put over 60% of the entrants in 1999-2001 in the bottom half of the independent school sector. The minimum and relatively modest requirement for entry into the sixth form is that a pupil achieves at least four B grades and a further two C grades at GCSE. In many subjects the eventual standard of achievement is higher than in maintained selective schools and far higher than national averages. Over the last three years nearly all sixth form leavers achieved places at universities and in 2002 seven pupils were offered places at Oxford and Cambridge, a record year.
4.2 Overall, the recent GCSE and A-level results are very good, being better than expected for the ability of the pupils and showing a year on year improvement. Over the last three years, in GCSE examinations 97% of candidates have gained A* to C grades and 35% of them at A* or A, which falls slightly below the average standard achieved by maintained selective schools. Since the previous inspection in 1996 the school has improved its public examination performance.
4.3 Over the last three years the average A-level pass rate has been 98% with the A/B rate at 55%; these statistics are above the average rates achieved by maintained selective schools. The girls have performed better than the boys over the last three years; the girls achieved an A/B rate of 67% in that period, while boys achieved a rate of 52%. The strength of the girls’ and boys’ intake at 16+ is a contributory factor to the school’s high level of success at A-level.
4.4 Based on the scores from cognitive assessment tests, ‘value’ is added to the pupils up to GCSE level in every subject; the pupils’ performance produces grades above those predicted by the tests. At A-level the ALIS (A-Level Information Service) analysis indicates that the pupils have obtained grades which are consistent with, or better than, the predictions made, based on their GCSE scores. No subject shows a significant weakness. The last three years have produced particular success in several A-level subjects, for example English, mathematics, biology, chemistry, physics, geography, French and theatre studies.
4.5 In the AS level exams of 2001, the pupils fared well in almost all subjects; they achieved a pass rate of 97%, with an A/B rate of 45%.
4.6 The level of attainment, as evidenced by the quality of work in class, is commensurate with that of pupils at similar schools. Good examples were noted, for instance in a Year 9 English group focusing on first world war poetry and a Year 13 group studying political satire through an understanding of contemporary politics. Significant progress in skills and concepts is discernible in most lessons; it is as expected or better than expected for pupils of their age and ability. In art, for example, pupils in Year 9 quickly show signs of the development of observational, painting and drawing skills while many sixth form artists are executing exciting experimental work. In a very small numbers of lessons progress is rather slow.
4.7 The majority of overseas pupils manage well working in their second language, though there are occasions on which technical language can cause difficulties.
4.8 Recommendation:
·
The school should concentrate its efforts and resources
into improving further the number of high GCSE grades
The Quality of Pupils’ Learning, Attitudes and Their Behaviour
4.9 Pupils are well motivated, willing to learn and wanting to succeed, all of them appropriate attitudes and conducive to the learning process. They quickly develop into competent learners. They acquire the necessary learning skills, and nearly all have a positive attitude to applying them. They attend lessons with the right equipment and start work promptly. With some exceptions, pupils show interest in their lessons, and are able to sustain a high level of concentration. Many senior pupils show an ability to learn independently.
4.10 The relationships between pupils and between pupils and their teachers are positive and friendly. Such constructive interactions contribute to an environment in which good learning can flourish. Pupils are compliant and co-operative; it is rare for a teacher to have to reprimand a pupil. Independent learning is taking place through coursework and projects, but there is scope for pupils to challenge more often what is taught and to develop more enquiring minds.
4.11 In class and around the school, pupils respond well to each other, and respect the views of their peers. They are open and frank. In chapel, the talk is subdued and stops when expected; then pupils are attentive. The dining room queue is small and manageable, with no evidence of misbehaviour. During meal times manners are good. After lessons, social groups are full of fun, but inappropriate behaviour is not evident. Individuals work unsupervised in computer rooms, art rooms and elsewhere, with no obvious signs of abuse of the system.
4.12 If matters do go wrong, pupils are aware that sanctions will be applied.
4.13 Registration is carried out for all pupils on a twice-daily basis. Since the beginning of the academic year, a new system has been in place; completed registers are left with a receptionist whose responsibility it is to contact parents of absentees and a list of absentees is posted on the common room board by morning break. Teachers must check this list if a pupil is absent and then to follow up any discrepancies with the relevant tutor. Despite this new system providing a significant tightening up of the monitoring of attendance, it is unclear how carefully staff do follow up unexplained absences.
4.14 Admissions registers are kept and regularly updated and the school complies with the statutory requirements.
5. QUALITY OF EDUCATION PROVIDED
5.1 In over three-quarters of the 138 lessons observed, the teaching was good or very good and the vast majority of the remainder was satisfactory; only a very few lessons were less than sound. Much of the teaching meets the academic aspirations of the great majority of the pupils at all levels and it pays close attention to the requirements of the examination syllabuses. At its best, the teaching is well planned, imaginative and stimulating. It encourages pupils to organise themselves and develop skills and understanding, and particular examples of this were observed in art, design, the sciences and psychology. Several further features are common to the most effective teaching in the school: pupils are given a clear understanding of what is to be achieved and the planning and organisation of lessons are carefully arranged to achieve expected outcomes. Good humour and confidence permeate the vast majority of lessons.
5.2 In mathematics, activities and tasks are carefully matched to pupils requiring special provision, although not all departments manage this quite as effectively.
5.3 Too few opportunities are sought or provided for the most able pupils in the younger year groups to investigate problems which extend their level of thinking or which do not necessarily have predetermined outcomes. Although the creative support for pupils is particularly impressive in history and much of the language provision, the willingness of teachers sometimes to deviate from their plans to explore an interesting idea or to extend understanding, is the exception rather than the rule. Some of the teaching is thus safe and unadventurous, encouraging a level of passivity amongst the pupils which is at odds with the intention to create a more stimulating learning environment for attracting and stretching the very able. New curriculum demands such as in PSHE, have confronted teachers with fresh challenges over teaching methods and course contents.
5.4 A well-qualified staff demonstrate a secure mastery of their specialist subjects and readily develop a close knowledge of, and partnership with, their pupils, with whom they share an appetite for learning. Homework is set and marked, although not always in the detail that would be most helpful to pupils. Relations in the classroom are relaxed, yet purposeful and mutually respectful; instances of behaviour requiring significant reproach are virtually unknown.
5.5 Resources are effectively deployed in most subjects, with geography providing a notable example, and in several subjects, for example divinity, multi-media are used to considerable effect. Carefully selected educational visits and practical fieldwork widen the area of the classroom and provide direct experiences upon which the pupils can build.
5.6 The use of ‘recommends’, coursework commendations and distinctions to praise and reward pupils is widespread and well supported by teaching staff.
5.7 Recommendation:
· Staff should be encouraged to review and broaden their teaching methods to include greater stimulus for the most able pupils, especially those in the lower school
· Where necessary, they should receive appropriate training to face new curriculum challenges such as are presented in PSHE
5.8 Appropriate, accurate and efficient school procedures for assessment and marking are in position but are not always consistently followed at departmental level. A clear policy exists for the setting and marking of work but the actual detail is the responsibility of the heads of department. At present no overall school literacy policy is in evidence for the raising of standards of spelling and grammar. The quality of marking across the curriculum is inconsistent. The best examples are found in classics and physical education, where work is promptly marked by all staff in a consistent manner. In these departments, work is corrected with positive comments and achievable targets. The chemistry department holds marking meetings to share good practice throughout the team. In other departments, such as mathematics, physics and divinity, whilst work is regularly marked, constructive comments to help to improve pupils’ performance are not always provided.
5.9