INDEPENDENT SCHOOLS INSPECTORATE
INSPECTION REPORT ON
Longacre School
Full Name of the School	Longacre School
DfES Number	963 6315
Address	Hullbrook Lane, Shamley Green, Guildford, Surrey GU5 0NQ
Telephone Number	01483 893225
Fax Number	01483 893501
E-mail Address	office@longacreschool.fsnet.co.uk
Name of Headmistress	Mrs. J. Nicol
Chair of Governors	Mr. Athar Shareef
Age Range	2-11	Gender	Mixed
Number of Pupils	199	Number of Boarders	0
Inspection Dates	3^rd – 7^th February 2003
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 Governing Body, 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.

1. MAIN FINDINGS

Overall Summary

1.1 Longacre School provides a sound education for its pupils. Good standards in English, mathematics and science are achieved in national tests at Key Stage 2. The school has a high level of success in placing its pupils at appropriate schools. Relationships and the ethos of the school are good. The school enjoys the strong support of parents.

What the School Does Well

1.2 The school has many strengths; outstanding amongst these are the following:

· The Foundation Stage prepares children well for entry into Key Stage 1

· Pupils attain good standards in the national tests at the end of Key Stage 2

· High standards are achieved in art and in information and communication technology (ICT), and the quality of teaching is consistently high in music, at Key Stages 1 and 2

· The school identifies, and makes very good provision for, pupils with learning and other difficulties, and for able and talented pupils

· The school has a good ethos, and enjoys the very strong support of parents.

What the School Should Do Better

· The quality of the school development plan is unsatisfactory

· Attention to pupils’ personal development is not consistently included in the planned curriculum

· Assessment does not sufficiently inform curriculum planning.

Standards of Attainment and Progress in Subjects

1.3 In relation to their abilities, at the Foundation Stage children attain high standards in the six areas of learning; namely personal, social and emotional development; communication, language and literacy; mathematical development; knowledge and understanding of the world; physical development, and creative development.

1.4 At Key Stage 1, in relation to their abilities, the pupils attain high standards in information and communication technology (ICT) and art and design. Attainment is in line with the pupils’ abilities in English, mathematics, science, geography, music and physical education (PE).

1.5 At Key Stage 2, in relation to their abilities, the pupils attain high standards in mathematics, science, ICT and art and design. Attainment is in line with pupils’ abilities in English, geography, music and PE.

1.6 In 2001 the results in national tests at Key Stage 1 in reading and writing were broadly in line with the national average for the nearest equivalent maintained primary schools, and the mathematics results were above the national average for similar schools. At Key Stage 2 the results in English and science were above the national average, and the results for mathematics were in line. Overall, the pupils make good progress in the acquisition of knowledge, understanding and skills.

1.7 Overall, the attainment of boys and girls is good in relation to their abilities, and both make good progress. Pupils with special educational needs, including those with learning and other difficulties, and able and talented pupils, make good progress. Almost without exception parents commented that they are very pleased with their child’s attainment and progress.

The Quality of Pupils’ Learning, Attitudes and their Behaviour

1.8 The pupils have good attitudes to their learning, and standards of behaviour are good. The quality of learning was satisfactory or better in almost all lessons, in two-thirds of lessons it was good or better, and in a quarter it was very good. The pupils are competent learners, who draw well on their previous learning. Pupils work well both individually and in groups. Throughout the age range the pupils respect the feelings of others, and pay attention to their contributions. Standards of behaviour are very good overall and pupils are courteous and trustworthy. Without exception, parents commented that the school achieves high standards of behaviour. Pupils have insufficient opportunities for personal study, and there is scope for improving their independent study skills.

The Quality of Teaching

1.9 The quality of teaching is good overall, and contributes effectively to the pupils’ attainment and progress. Teaching of a particularly high quality took place in many lessons. In the substantial majority of lessons the teaching meets the needs of all pupils, including those with special educational needs. Almost all teachers have a secure knowledge of the subjects or areas they teach, pupils are almost always capably managed and high standards of discipline are achieved. Most of the teaching is characterised by high expectations that challenge pupils and deepen their knowledge and understanding. Overall, resources are used effectively, and good use is made of time when lessons are underway. In the small proportion of lessons where the quality of teaching was unsatisfactory, no overall pattern of weakness was evident. Parents commented that they were pleased with the quality of teaching.

Other Aspects of the School

Attendance

1.10 The level of pupils’ attendance is good, which enables them to take full advantage of the opportunities provided by the school. Levels of authorised absence are relatively low, and there is almost no unauthorised absence. Attendance and admissions registers are kept in line with legal requirements. Pupils usually attend lessons on time, though some lessons start late after the various break times during the day, and teaching time is lost.

Assessment and Recording

1.11 The overall quality of assessment and recording is sound. However, while assessment arrangements are satisfactory in English, mathematics and science, provision in other subjects of the curriculum is generally unsatisfactory. The assessment and recording policy has clearly stated aims, which are reflected in some good practice. For example, reliable assessments are made in Reception as the children complete this stage and begin the National Curriculum. Standardised tests are used at the beginning and end of Reception, and this valuable initiative is to be extended into Year 1 during the course of the present school year. National tests, and a variety of other tests, provide information about pupils’ progress and the quality of teaching. Teachers question pupils informally and this provides another good indication of attainment. Potentially useful steps are being taken to monitor and track the progress of pupils as whole-year groups. Assessment procedures for pupils with special educational needs are a strength. The last inspection identified a need to improve the quality of teachers’ marking. Some improvement has taken place, but variations in practice persist.

Curriculum

1.12 The curriculum offers a broad and well balanced general education suited to pupils across the full age and ability range. It is based to a large extent on the National Curriculum, which contributes to the quality of planning. The curriculum for children in the Foundation Stage is broad, balanced, very well planned, and prepares children effectively for the next stage of their education. Appropriate teaching time is allocated to all subjects, and sound schemes of work are prepared for almost all subjects. Overall, the quality of teachers’ curriculum planning is good. Pupils with special educational needs are very well catered for. The school extends the curriculum for able and talented pupils, and boys and girls have equal access to the curriculum. Extra-curricular provision is good, and good use is made of off-site visits, and visitors to the school. Responses to the parent questionnaire indicated that a very high proportion of parents are pleased with the curriculum provided by the school.

Teaching and Non-teaching Staff

1.13 Overall, the staff are suitably qualified and experienced for the roles they undertake and they are effectively deployed. Staffing ratios are sound throughout, and effective use is made of specialist teachers and general class teachers. Staff with posts of responsibility are deployed effectively, and the school has an appropriate range of support staff. Non-teaching staff have a very good rapport with the pupils and contribute well to the running of the school. The school has adopted performance management procedures, and appropriate procedures are in place for the induction of new staff. The headteacher, together with the deputy head teacher, oversee the effective programme of in-service training. Criminal background checks have been conducted on all staff. The last inspection report commented on the number of unqualified teachers working with the younger age groups. The position has improved and there is now a qualified teacher in charge of the early years.

Resources for Learning

1.14 The books, equipment, materials and ICT are sufficient overall in quantity, quality and organisation, and they contribute to the quality of teaching and learning. The school has a good range of computers, and a satisfactory range of software. Good provision is made at the Foundation Stage, though there is scope to increase further the provision of outdoor play equipment for Nursery children. The provision of both fiction and non-fiction books is good overall, and class libraries are well used. However, insufficient use is made of the main library, which reduces opportunities for independent study. The parent teacher association has contributed significant sums to finance various aspects of the provision. Most subjects are suitably equipped. Good resource provision is made for pupils with special educational needs.

Libraries

1.15 The library provision overall is sufficient in quality and quantity to provide appropriate support for the curriculum. A very generous donation of funds from parents helped to provide a broad range of up-to-date, good quality books on a wide variety of topics. Many teachers make good use of the library by borrowing collections of reference books that support topic studies in the classrooms. However, pupils have too little access to the library, in order to borrow books, to browse and read for pleasure, or to conduct personal research. At the time of the inspection the library was seriously under-used. Library visiting times are restricted due to lack of adult supervision, and use of the room for lessons on two days a week. Teachers who attend the library with their classes, use it to teach library skills effectively. Classroom libraries contain a good selection of fiction, poetry and group reading books. They are widely used and provide good support for the curriculum.

Premises and Accommodation

1.16 The buildings, accommodation and other facilities are appropriate for the numbers, abilities, ages and gender of the pupils. The modern building for pupils in the Early Years and Key Stage 1 is particularly suitable for the younger children. The main house accommodates the administrative areas and classrooms. It is rather cramped, though it is used efficiently. Resource bases help to make curriculum resources accessible to staff. A wide variety of computer software is stored in the centrally-located ICT suite. Classrooms provide sufficient, and sometimes generous, teaching space. Effective use is made of specialist facilities, though the music facilities are cramped. The outdoor sports and recreational facilities are good. The Early Years play area and adventure playground is a source of delight to the children and helps them to develop confidence. Impressive displays of pupils’ work enhance the quality of the learning environment, and the premises are well maintained.

Links with Parents and the Community

1.17 The school has developed an effective partnership with parents and worthwhile links with the community. Parents are well informed and this helps them to work in partnership with the teachers. Good opportunities are provided to discuss the pupils’ work and progress. Review meetings for pupils on the Special Educational Needs (SEN) register are arranged between the special educational needs co-ordinator (SENCO), class teachers and parents each term. The parents receive a comprehensive parent’s handbook and are well informed about school procedures. Responses to the pre-inspection questionnaire indicated that almost all parents are satisfied with the information given about their child’s progress, and opportunities provided to discuss progress. The parent teacher association is very active, and is very successful in raising funds. The school is working hard to be involved in the life of Shamley Green.

Pupils’ Personal Development

1.18 Overall, the school provides a satisfactory range of opportunities to promote pupils’ personal development. The provision for spiritual development is broadly satisfactory, and the pupils’ attainment is sound. However, direct reference to this aspect of the curriculum rarely features in curriculum planning, and consequently some opportunities for pupils’ development are missed. The provision for moral development is satisfactory and is promoted successfully through the curriculum. The school has consistently high expectations concerning the pupils' behaviour, and pupils from the Foundation Stage onwards know the differences between right and wrong. Provision for social development is good, and the pupils’ attainment is good. Teachers have high expectations for social development and are good role models. The provision for cultural development is satisfactory. Pupils are developing an understanding of their own and other cultures. In the parent questionnaire almost every parent observed that the school promotes worthwhile attitudes and values.

Pastoral Care including Welfare, Health and Safety

1.19 The school cares satisfactorily for its pupils’ well-being, development and safety, through its arrangements for pastoral support, welfare and health and safety. Effective support and guidance are based partly on the efficient monitoring of academic progress. The overall ethos of the school is good. The atmosphere is welcoming and expectations of behaviour are high. The school’s policy on bullying, and the sanctions and rewards system, contribute to the good sense of order. Form teachers primarily, and effectively, meet the pupils’ pastoral needs. Information about the needs of individual children is disseminated among staff at meetings that take place throughout the year. Appropriate and comprehensive child protection procedures are in place. The detailed health and safety policy, and the provision of awareness training for staff, contribute to the safe environment for pupils. The school benefits form the presence of a fully qualified nurse, and a comprehensive register is kept of children who have special medical needs.

Governance and Management

1.20 The governance and management of the school ensure that its aims are met, and that a suitable quality of education is provided. Efficient planning ensures that adequate resources are secured for teaching and learning. The relatively new senior management team competently manages the day-to-day running of the school, and the very high level of parental support is testimony to the team’s success. The chair of governors maintains regular and positive links with the school. The governors share a range of valuable expertise in such areas buildings and finance. A wide range of detailed policies addresses procedural, organisational and curricular issues. The governors and managers create a good ethos and sense of purpose in the school. Value is placed on a wide range of pupil achievement, including that which is academic, creative and sporting, and the school has a relaxed atmosphere. Subject leaders produce subject development plans annually, though at present the whole school development plan is in draft form, and covers only the current school year. The school has an Investors in People award, and arrangements for performance management are in place. Applications for in-service training are encouraged. Routine administration and organisation are efficient and effective, and communication within the school, and with the wider community is good. Key Stage 1 and 2 co-ordinators perform a valuable function. Subject leaders perform a valuable middle management role in checking teachers’ medium-term curriculum planning and in oversight of standards and the quality of teaching. Statutory requirements are met.

Progress Made by the School since its Last Inspection

1.21 Good progress has been made in addressing six of the eight recommendations in the last inspection report of May 1997.

R1 Loose slabs outside the music room have been fixed.

R3 The qualifications of staff in the early years have improved.

R4 An experienced and well-qualified teacher guides the work in the early years.

R5 The school has reduced the number of taught languages from three to two.

R6 Subject co-ordinators have clearly defined roles, with job descriptions.

R8 Improvements have been made to teaching and learning.

1.22 A lack of progress has been made in two of the eight recommendations.

R2 Despite improvements, some unsatisfactory worksheets are still used

R7 Teachers still do not adhere consistently with the school’s marking policy.

2. MAIN RECOMMENDATIONS

2.1 The main recommendations are listed below.

R1 The quality of the school development plan should be improved by;

· linking the annual subject development plans more closely with the school development plan;

· linking the plan more closely with the performance management arrangements;

· extending the period of the plan to three years.

R2 Curriculum planning should refer, where appropriate, to the contribution of the various subjects to pupils’ spiritual, moral, social and cultural development.

R3 An assessment and recording policy should be applied to all subjects, and assessment should contribute more fully to curriculum planning.

3. INTRODUCTION

Characteristics of the School

3.1 Longacre School is a co-educational preparatory school with an age range of three to eleven years. The school has a total of 199 pupils, with 67 children in the Foundation Stage (Nursery, Kindergarten and Reception), 66 pupils in Key Stage 1 (Years 1 and 2), and 66 pupils in Key Stage 2 (Years 3 to 6). Just over half the pupils are boys. The school is non-selective and places are offered in order of date of registration. Consequently the pupils have a wide range of ability on entry. One pupil has a statement of educational needs, and 44 other pupils are identified by the school as needing special educational provision. Fewer than 5% of pupils are from minority ethnic groups, and seven pupils are from families where the first language is not English. The main aims of the school are to develop each child to his or her full potential, to provide a supportive learning environment, to maintain good relationships with parents, and to develop and support a professional and cohesive staff.

3.2 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:

School	NC	School	NC
Nursery	Foundation Stage	II F	Year 2
Kindergarten	Foundation Stage	III D	Year 3
Reception P	Foundation Stage	III N	Year 3
Reception S	Foundation Stage	IV P	Year 4
I F	Year 1	V E	Year 5
I N	Year 1	VI B