INDEPENDENT SCHOOLS INSPECTORATE
INSPECTION REPORT ON
Ashville College Senior School
The junior school was inspected at the same time and a separate report published.
Full Name of the School	Ashville College Senior School
DfES Number	8156028
Address	Green Lane, Harrogate. HG2 9JP
Telephone Number	01423 566358
Fax Number	01423 505142
E-mail Address	ashville@ashville.co.uk
Name of Headmaster	Andrew Fleck
Chairman of Governors	Richard Manby
Age Range	11 - 18	Gender	mixed
Number of Pupils	549	Number of Boarders	144
Inspection Dates	27^th September – 1^st October, 2004

This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 163(1)(b) of the Education Act 2002, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.

The inspection was not carried out in conjunction with the Commission for Social Care Inspection (CSCI) and the report does not contain specific judgements on the National Minimum Boarding Standards. It comments on the progress made by the school in meeting the recommendations set out in the most recent statutory boarding inspection and evaluates the quality of the boarding experience and its contribution to pupils’ education and development in general.

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. Their inspection of the premises is from an educational perspective and does not include in-depth examination of the structural condition of the school, its services or other physical features.

1. MAIN FINDINGS

Overall Summary

1.1 Ashville College Senior School has many strengths and few weaknesses. It gives its pupils very good discipline and teaching, especially in moral and spiritual matters, and looks after them all, boarders and day pupils, very well. The pupils respond by behaving and learning very well so that they achieve good standards of attainment and progress in all years. The school monitors its own strengths and weaknesses, some of which the inspection has highlighted as areas for improvement.

What the School Does Well

1.2 The school has many strengths in nearly all aspects of its provision; outstanding amongst these are the following:

· The school has very good discipline with very well behaved pupils who are effective learners.

· The teaching is very good.

· The educational provision for pupils’ spiritual and moral, social and cultural development is very good.

· The school looks after its pupils very well with very good pastoral care of boarders and day pupils.

· The school has a very good and wide-ranging activities programme of high quality with many pupils participating.

What the School Should Do Better

1.3 The school has no major weaknesses. The following areas, however, could be improved:

· Most marking of pupils’ work is good but some is perfunctory.

· The library offers some support for the curriculum but is not used to full effect.

· The information and communications technology (ICT) facilities in themselves are good but the use of ICT is not sufficiently integrated or co-ordinated throughout the school.

Standards of Attainment and Progress in Subjects

1.4 In all years, the attainment and progress are good for ages, abilities and aptitudes of the pupils. At GCSE, the school achieves results well above the national average for maintained schools. At A level, the school achieves results that are somewhat above all maintained schools. Across the school, pupils’ progress is good and matches their levels of attainment. The attainment and progress of both girls and boys, and those of different ethnicity and background, including those for whom English is an additional language, is comparable with others in the school. The school makes especially good provision for this latter group so that they participate well in lessons and activities and make good progress.

The Quality of Pupils’ Learning, Attitudes and their Behaviour

1.5 The quality of pupils` attitudes to learning and of their personal development and behaviour is very good and very conducive to the learning process. Pupils are very good learners who respond promptly and positively in lessons; they are very well motivated and cooperative; they show interest and apply themselves purposefully to their work asking perceptive questions. Pupils form very good and constructive relationships with one another, with their teachers and with other people in the school, based on trust and mutual respect. Pupils work collaboratively very well when required and are willing to take responsibility as school prefects or Liaison Prefects with the younger forms. In the boarding houses, older pupils willingly help the juniors. Pupils behave well in class, around the school and in the locality. They are well-mannered and trustworthy, open, friendly and mostly smartly-dressed. They are well-integrated and very happy at school.

The Quality of Teaching

1.6 The teaching is very good and contributes very effectively to pupils’ attainment and progress in all years. Teachers are well qualified and have a very secure knowledge and understanding of the subjects that they teach. Many teachers are enthusiastic and convey the joy of their subject to pupils. Pupils are managed very well and very high standards of discipline are achieved. The mutual respect between teachers, pupils and support staff promotes effective learning. Generally, teaching is characterised by high expectations so as to challenge the pupils and develop their knowledge and understanding.

Other Aspects of the School

Attendance

1.7 The level of pupils’ attendance is very good and enables them to take full advantage of the opportunities provided by the school. Punctuality of pupils and staff is generally good.

Assessment and Recording

1.8 Methods used for assessing and recording pupils’ achievements, progress and needs are good: accurate, consistent and effective. Most marking is done well and is regular, clear and helpful to pupils to aid their progress. However, this is not true of all marking.

Curriculum

1.9 The curriculum provided by the school is good and offers a broad and balanced general education suited to all pupils across the full age and ability range. At both GCSE and A level, pupils have a wide choice, including a wide range of optional modern languages for both sixth-form pupils and pupils aged 14 to 16, as well as Latin. In science, pupils can take at GCSE either the double award science course or biology, chemistry and physics as separate subjects. The curriculum suits pupils of different talents and capabilities, including the more able, and serves especially well those whose first language is not English.

Teaching and Non-teaching Staff

1.10 The provision of teaching and non-teaching staff is good. The staff are well qualified and experienced for the roles that they are expected to undertake and are effectively deployed. The appraisal system is good but its practice varies and it is opportune that the school is reviewing its application.

Resources for Learning

1.11 The books, equipment, materials and ICT which are needed to support the teaching, learning, study and recreation of the pupils at all levels are good in quantity, quality and organisation and are used to some extent effectively but good use is not always made of ICT. The school has a good number of modern computers. A number of factors are inhibiting the use of ICT across the curriculum, but a two-year ICT development plan has been produced to address this. All other resources for learning are good and are used effectively. The provision of specialist equipment is especially good in music, science, modern foreign languages, games, and design and technology.

Libraries

1.12 Library facilities are satisfactory but offer only limited support for the curriculum and are under-used. The library has a good number of books but they do not match curricular needs in all subjects. However, for EAL pupils (those for whom English is an additional language) and those requiring learning support good provision is made. Pupils and staff make very limited use of the library. Few pupils were observed using it for personal study, private reading or research. Between September 2003 and March 2004, only 200 books were borrowed.

Premises and Accommodation

1.13 The buildings, accommodation and other facilities are good for the numbers, abilities and ages of the pupils, both girls and boys; they are well used and enable the curriculum to be taught effectively. The boarding houses are welcoming, well maintained to a good standard and appreciated by all. However, some parts of the main building are in need of decoration.

Links with Parents and the Community

1.14 The school has developed a good partnership with parents and worthwhile links with the community. Parents are provided with good information about their children’s work and progress. Opportunities for parents to be involved in activities in the school and with their children’s work contribute to pupils’ learning and progress. The school’s links with the local community, as well as making its facilities and expertise available to help, include many that maintain the School’s Methodist links.

Pupils’ Personal Development

1.15 The quality of provision for pupils’ personal development is very good. The school provides a wide range of very good opportunities through which all its pupils can develop a system of spiritual beliefs and a sound moral code and grow very well personally, socially and culturally. The range and quality of opportunities offered through the curriculum and other activities, including those for boarders, are extensive and provide pupils with very good insight into values and beliefs, and develop very well their spiritual awareness. The school highly values spiritual growth and mutual respect among staff and pupils. Much is achieved through religious education lessons and through other subjects. The school very effectively, through its day and boarding arrangements, encourages pupils to relate positively to one another, take responsibility and participate fully in school life.

Pastoral Care including Welfare and Health & Safety

1.16 The school very effectively cares for all its pupils’ well-being, development and safety through its arrangements for its pastoral support, for guidance and for welfare, health and safety. The school provides effective support, advice and guidance for all its pupils based on the monitoring of their academic progress and personal development. The range and quality of careers education and guidance are effective. Measures to promote good discipline and behaviour, including procedures to guard against harassment and bullying, are effective and deal constructively with unacceptable behaviour when it occurs. Senior pupils are attached to tutor groups; the pupils appreciate these ‘liaison prefects’. Measures to safeguard and promote the pupils’ health and well-being are successful. The school has a modern, purpose-built sanatorium staffed by a team of three qualified nurses. The school encourages staff to have first-aid qualifications and 23 teaching and non-teaching staff hold current certificates. A number of these are specialist sports and expedition qualifications.

Boarding Standards

1.17 No Commission for Social Care Inspection team took part in the inspection.

Governance and Management

1.18 The governance and management of the Senior School are good and ensure that the school’s aims are met, that a good quality of education is provided and that there is efficient planning to secure adequate resources for teaching and learning. The headmaster gives both visionary and practical leadership. He stresses teamwork and is well supported by deputy headteachers. The leadership and management in the boarding houses and that of the heads of year are very good. The school has aims, values and policies which are reflected through all of its work and supported by short and long term development planning. These reflect very well the school’s Methodist ethos.

Achievement and Quality in Activities

1.19 Achievement and quality in the activities provided are very good and the quality of provision results in the very good personal development of the pupil. The programme of activities offers an extensive range of choice for all pupils. A good number of pupils are involved in the Duke of Edinburgh Award Scheme, including up to gold award level. Though competitive sport is a large component of the activities programme, aesthetic, spiritual, academic and recreational activities are all prevalent.

Progress Made by the School since its Last Inspection

1.20 The school was last inspected in 1998 by HMC. That was a different type of inspection and much has changed. The HMC inspection found many things that were good but made recommendations for action, all of which the school implemented.

Compliance with the Regulations for Registration

DfES Standard			Does the school meet the regulatory requirements?
1.	Quality of education:	1.(2) Curriculum	Yes
		1.(3)-(5) Teaching	Yes
2.	Spiritual, moral, social and cultural development of pupils		Yes
3.	Welfare, health and safety of pupils		Yes
4.	Suitability of proprietors and staff		Yes
5.	Premises and accommodation		Yes
6.	Provision of information		Yes
7.	Manner in which complaints are to be handled		Yes

Actions Required for Compliance with the Regulatory Requirements

1.21 No action is required but the school is asked to address the issues highlighted in What the School Should Do Better as set out as recommendations in Section 2 of the report.

2. MAIN RECOMMENDATIONS

2.1 The main recommendations are listed below.

The school has no major weaknesses but has some areas in which it could make improvements. The most significant of these are set out below for ease of reference.

R1 The school should ensure that all pupils’ work is always properly marked by:

· requiring heads of department to carry out efficient monitoring;

· and using appraisal to review the marking of pupils’ work..

R2 The school should thoroughly review the use of the library and adopt practices that will ensure that it gives good support for the curriculum and is used effectively.

R3 The school should review its ICT policy with special regard as to how ICT might be used more effectively throughout the school..

3. INTRODUCTION

Characteristics of the School

3.1 Ashville College is a co-educational day and boarding school for pupils from 4 to 18 years. It was founded in 1877 by the United Free Methodists and is under the authority of the Methodist Conference whose President is the Visitor. The College has been fully co-educational since 1984. The College is situated on the edge of the south-western suburbs of Harrogate on an attractive, single 40-acre site with commanding views. The buildings, which have been extended and improved over the years, are grouped around the original Victorian mansion. The Pre-Prep and Junior School are integral parts of the College; however, both are housed in their own buildings and have their own sense of identity. They were inspected as the same time as the Senior School and have a separate report.

3.2 In the Senior School, the roll is 549, 203 girls and 346 boys. The sixth-form consists of 146 pupils, 65 girls and 81 boys. Full boarders number 140 (49 girls and 91 boys) and part-time boarders 4 (two girls and two boys). The majority of day pupils live in Harrogate and the surrounding area, though some travel up to twenty miles. Many are from professional and business families. The roll includes a number of American pupils from local businesses and an American military base. A further group of pupils represent a variety of minority ethnic groups, with about 14% of pupils from Cantonese, Nigerian or other backgrounds. For about 10% of the pupils, English is not the first language. No pupil has a local authority statement of special educational needs, but the school identifies 94 pupils (72 boys and 22 girls) as in need of special provision. Of these, 36 are dyslexic and 58 in need of extra English since English is not their first language. About 15 pupils a year move to other schools before the age of 16, mainly because the family has moved out of the area; only rarely for any other reason. The majority of the school’s Upper Sixth leavers (94%) go to university.

3.3 Twenty-four boarders receive the Forces Boarding allowance. In the Senior School, 82 pupils receive some kind of fee assistance from school. All possible entrants applying at Year 7 take the school’s own entrance papers in January. This consists of English comprehension and essay; mathematics; and non-verbal reasoning. Offers are made based upon the standardised marks, informed by individual interviews. As a guide, the expectation is that pupils entering at 11+ will become capable of obtaining five A* - to C grades at GCSE. The school makes use of the Middle Years Information System (MidYIS), Year Eleven Information System (YELLIS), Advanced Level Information System (ALIS), and Cognitive Ability Tests (CAT) to establish the ability and potential of pupils and to assess their subsequent progress.

3.4 Given the information from these tests, and the ability profile of pupils, their average ability is above that of the national average for all maintained schools with which the school has been compared. When pupils are performing in line with their abilities, their results are, therefore, expected to be above that of the average of all maintained secondary schools.

3.5 Ashville College fully endorses the aims of the Methodist Board of Education for all its schools. The headmaster in the prospectus states: “Academic standards are priority but we also believe that by educating the whole child we can bring out the best in each one, Ashville aims to provide an environment in which pupils can develop intellectually, socially and spiritually and where they can sharpen both their aesthetic appreciation and their sporting skills. Above all we see ourselves as helping pupils move from childhood in such a way that they will be able to take their place in society as successful, responsible, hard working, compassionate and sensitive people. Each working day begins with prayers at Assembly. Although a Methodist school by foundation, all Christian traditions and many other faiths are represented. We encourage pupils to explore the spiritual and moral dimensions to life and we seek to promote a genuine respect for other beliefs.”

3.6 National Curriculum nomenclature is used throughout this report to refer to year groups in the school, except that Lower Sixth (for Year 12) and Upper Sixth (for Year 13) are sometimes used as being more familiar. Except where stated, the term “College” refers to the whole College – Pre-Prep, Junior and Senior Schools. The word “school” refers only to the Senior School of Ashville College.

Key Indicators

3.7 GCSE

	Most recently completed Year 11			Average for the last three years
	Boys	Girls	All	Boys	Girls	All
Entered for 5+ subjects (%)	100	100	100	100	100	100
Achieved 5+ @ A* - C (%)	95.9	95.7	95.8	97.3	96.6	97.0
Achieved 5+ @ A* - G (%)	100	100	100	100	100	100
Average score per candidate*	49.4	59.3	54.2</