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INSPECTION REPORT ON |
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The junior school was inspected at the same time and a separate
report published. |
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Full Name of the School |
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DfES Number |
8156028 |
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Address |
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Telephone Number |
01423
566358 |
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Fax Number |
01423
505142 |
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E-mail Address |
ashville@ashville.co.uk |
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Name of Headmaster |
Andrew
Fleck |
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Chairman of Governors |
Richard
Manby |
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11
- 18 |
Gender |
mixed |
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Number of Pupils |
549 |
Number
of Boarders |
144 |
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Inspection Dates |
27th
September |
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This
inspection report follows the frame
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.
1.1
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’
· The library offers some support for the curriculum but is not used to full effect.
·
The
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
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.
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.
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.
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 appra
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 organ
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.
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
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.
1.17 No Commission for Social Care Inspection team took part in the inspection.
1.18
The governance and management
of the
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
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DfES Standard |
Does the school meet the regulatory requirements? |
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1. |
Quality of education: |
1.(2) Curriculum |
Yes |
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1.(3)-(5) Teaching |
Yes |
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2. |
Spiritual, moral, social and cultural development of pupils |
Yes |
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3. |
Welfare, health and safety of pupils |
Yes |
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4. |
Suitability of proprietors and staff |
Yes |
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5. |
Premises and accommodation |
Yes |
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6. |
Provision of |
Yes |
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7. |
Manner in which complaints are to be handled |
Yes |
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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.
2.1 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’
· requiring heads of department to carry out efficient monitoring;
·
and using appra
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..
3.1
3.2
In the
3.3
Twenty-four boarders receive
the Forces Boarding allowance. In the
3.4
Given the
3.5
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
3.7 GCSE
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Most recently completed Year 11 |
Average for the last three years |
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Boys |
Girls |
All |
Boys |
Girls |
All |
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Entered for 5+ subjects (%) |
100 |
100 |
100 |
100 |
100 |
100 |
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Achieved 5+ @ A* - C (%) |
95.9 |
95.7 |
95.8 |
97.3 |
96.6 |
97.0 |
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Achieved 5+ @ A* - G (%) |
100 |
100 |
100 |
100 |
100 |
100 |
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Average score per candidate* |
49.4 |
59.3 |
54.2 |
52.1 |
57.3 |
54.4 |
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Average score per entry* |
6.3 |
6.4 |
6.3 |
6.3 |
6.4 |
6.3 |
Scoring
is 8 for GCSE grade A*, 7, 6, 5, 4, 3, 2, 1 for grades A – G.
3.8 A Level and AS Level
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Most recent Year 13 |
Average for the last three years |
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Boys |
Girls |
All |
Boys |
Girls |
All |
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Average score per candidate |
25.4 |
26.9 |
26.1 |
25.9 |
27.7 |
26.7 |
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Average score per subject entry |
6.1 |
6.8 |
6.4 |
6.3 |
7.0 |
6.6 |
Scoring is 10, 8, 6, 4, 2 for A-level grades A – E, and 5, 4, 3, 2, 1 for AS-level grades A to E.
3.9 Attendance for First Half of Summer Term 2004
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Authorised |
Unauthorised |
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Percentage absence |
3.7 |
0 |
3.10 Exclusions Over the Previous 12 Months
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Temporary
exclusions |
Permanent
exclusions |
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8 |
2 |
4. Educational Standards Achieved by Pupils at the School
4.1 Pupils achieve good standards in all years.
4.2 In the school as a whole, pupils achieve good standards. The school's results, averaged out for the three years, 2001 - 2003, have been compared with the average of all maintained schools for the same period and, at GCSE, the school achieves results well above the national average. At A level, the school achieves results that are somewhat above all maintained schools (where pupils entering sixth-forms have appreciably higher GCSE qualifications than the maintained school average overall for GCSE). The school achieves an above average proportion of A/B grades. Throughout the report, where school averages are compared with national ones, the years taken are from 2001 to 2003, unless otherwise stated. At the time when the report was written, no national examination statistics for the year 2004 were available. In lessons, attainment is good. In the lessons observed, attainment was almost always at least satisfactory, was good in over half, very good in nearly a fifth and excellent in a few.
4.3 In each of the subjects inspected, pupils attain good standards by the end of each year. A strength of the school is the overall high standards and so no subjects are identified as being especially strong or weak. By the age of 19, pupils leave school with good qualifications for the next stage of education, training or employment. Pupils go on to a variety of courses at a good spread of universities.
4.4
The overall good quality of
pupils’ achievement is based firmly on high standards of literacy, sustained
well in reading, writing, listening and speaking. The pupils’ oral abilities are particularly
good in each year. The scheme of
4.5
Pupils’ progress is good and matches
their levels of attainment. High,
average and low attaining pupils, including those receiving special provision,
progress better than expected during their time in the school and in lessons. Pupils make good progress in lessons. In those observed, progress was almost always
at least sound, was good in well over a half, rapid in a quarter and excellent
in a few. Scrutiny of
4.6 All pupils achieve good attainment and progress: girls and boys, and those of different ethnicity and background, including those for whom English is an additional language. In fact, the school makes very good provision for this latter group so that they participate well in lessons and activities and make good progress. Only in PE does a significant difference in the progress of the girls and the boys exist: the girls make better progress.
Quality of Pupils’ Learning, Attitudes and Behaviour
4.7 The quality of pupils` attitudes to learning and of their personal development and behaviour is very good and very conducive to the learning process. It is a strength of the school.
4.8
Pupils are very good learners
who respond promptly and positively in lessons; they are very well motivated
and cooperative: in games they strive to perfect their skills through team
practices; they show interest and apply themselves purposefully to their
4.9
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: English and overseas pupils
co-exist harmoniously. Pupils
4.10 Pupils show consideration for the feelings, values and beliefs of others, including those of minority groups; they listen attentively in assemblies and in class; they are courteous towards staff and visitors and respectful of each other and each other’s opinions. They are invariably helpful. Pupils behave well in class, around the school and in the locality. They are well-mannered and trustworthy, open, friendly and generally smartly dressed. They are well integrated and very happy at school.
4.11 The level of pupils’ attendance is very good and enables them to take full advantage of the opportunities provided by the school.
4.12 Pupils come to school, to lessons and to other activities on time. Registrations are efficiently carried out in tutor groups each morning and by teachers during the first afternoon lesson for Years 7 to 11. Registers are kept centrally by the Common Room Secretary. Registers are also kept for sixth-form pupils in the afternoons and absentees followed up but, though no instances of evasion were seen, it might just be possible for a sixth-form pupil not to be registered properly and it is opportune that the school is examining means of making this impossible. Punctuality of pupils and staff is generally good.
4.13
An
5. Quality of Education Provided
5.1 The teaching is very good and contributes very effectively to pupils’ attainment and progress in all years.
5.2 In the overwhelming majority of the lessons observed, the teaching was at least sound; it was good in over a third, very good in almost half and excellent in almost a tenth of lessons.
5.3
The teaching meets well the
needs of all the pupils including those for whom English is an Additional
Language (EAL) and those with Special Educational Needs (SEN). The school itself uses the term EFL, English
as a foreign language, instead of EAL.
The teachers are very aware of pupils who need extra help of some kind
and ensure that the help is provided in a purposeful but discrete way. The best teaching extends pupils’ knowledge
and understanding through challenging questioning and uses the responses as the
basis for further progress. The very
good rapport between teachers and pupils engenders pupils’ confidence and
encourages hard
5.4 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, as, for example, in English and drama, where pupils are immediately aware that the best in English literature is highly regarded by their teachers. Modern foreign languages teachers are very fluent in their languages.
5.5 Pupils are managed very well and very high standards of discipline are achieved. A variety of techniques, particularly humour and praise, are used well. Teachers begin to instil good behaviour from Year 7, creating a relaxed classroom atmosphere in which all pupils feel free to ask questions and seek help. The mutual respect between teachers, pupils and support staff promotes effective learning.
5.6
Generally, teaching is
characterised by high expectations so as to challenge the pupils and develop
their knowledge and understanding. In
the best lessons, expectations were made clear and the pace of teaching was
brisk. In whole-class discussion
teachers’ questions were well framed to stimulate thought and develop the
underlying concepts. In most lessons
teachers ensured that pupils at different levels were appropriately
challenged. Only in a small number of
lessons was the challenge insufficient and this was almost always, as in
English, because the need to cover undemanding
5.7
The planning and organ
5.8
In the majority of lessons,
teachers use time and resources effectively.
Good use is made of resources, such as
Does the school meet the regulatory requirements for teaching?
5.9 Yes.
5.10 Methods used for assessing and recording pupils’ achievements, progress and needs are good: accurate, consistent and effective. They help to promote pupils’ learning effectively.
5.11 The school’s systems are, in almost all cases, efficient, thorough and appropriate to the age of the pupils, their particular needs and stage of development. The director of studies uses a variety of means to assess the potential and the performance of the pupils including data yielded by MidYIS, YELLIS, ALIS and, in science, CAT. Pupils joining the school in Year 7 are assessed for possible special educational needs. Individual Education Plans are made, where needed, and are reviewed twice yearly. Internal examinations are held annually and departments conduct tests at other times, as appropriate. Pupils’ termly reports and half-term grade sheets are electronically stored on a central database. Teachers’ mark books are mostly assiduously maintained.
5.12
Most assessment procedures and
teachers’ marking are carried out frequently and accurately and are consistent
and effective in assisting pupils to make progress. In a few cases, for example, in science and
economics, music and business studies, marking was less frequent or was
perfunctory and did not always explain what had to be done to improve. Further, in music, much class
5.13
Teachers are to some extent
able to use assessment
5.14 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.
5.15 The curriculum contributes effectively to pupils’ intellectual, physical and personal attainment and development; is appropriate, for their ability, and ethnicity, and for both girls and boys, and prepares them for the next stage of education, training or employment. The school offers three modern foreign languages 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. At both GCSE and A level, pupils have a wide choice. The sixth-form curriculum is good: the majority of pupils in the lower sixth follow a four AS-level programme and then progress to three A2-level subjects and general studies. The comprehensive provision for personal and social development up to the age of 16 is continued into the sixth-form within the Diploma of Achievement course taken by the majority in the lower sixth. Personal, social and health education (PSHE) is provided weekly for all pupils containing an appropriate range of topics including health related topics and citizenship.
5.16
The curriculum is planned
effectively to provide continuity and progression of learning. This is reflected in the majority of
departmental handbooks and schemes of
5.17 Equality of access and opportunity is provided for all pupils to learn and make progress within the curriculum. It allows the school to meet the curricular requirements of those pupils, including very able pupils, who require special provision.
5.18 The curriculum suits pupils’ different talents and capabilities and serves especially well those whose first language is not English. Good use is made of qualified teachers to take pupils for extra lessons in English as an additional language (EAL) and dyslexic support. All teachers are made aware of pupils with special needs. The learning support for these pupils is well organised and effective. The school has in place a flexible curriculum to cope with the wide range of ability; the majority of pupils will take a good range of GCSE subjects - between eight and ten.
5.19 The curriculum is enriched by a very good range and variety of extra-curricular activities, including all major sports and many others; also included are intellectual activities. A good range of enrichment opportunities is provided through community service, the tutorial programme and outside speakers.
Does the school meet the regulatory requirements for the curriculum?
5.20 Yes.
Teaching and Non-teaching Staff
5.21 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.
5.22 The number, qualifications and experience of teaching and non-teaching staff are good and contribute well to the quality of education provided and the educational standards achieved. The pupil to teacher ratio of 9.6 to 1 is good and very suitable in a school where most teachers are also responsible for a range of activities and have many other commitments, including boarding responsibilities. The non-teaching staff make a substantial, valuable and widely appreciated contribution to the life of the school. The two specialist EAL teachers are appropriately qualified for the abilities and stage of English language acquisition of the pupils, and are in good contact with the subject teachers.
5.23
The
deployment of teaching and non-teaching staff is effective. The average proportion of the weekly
timetable which teachers spend teaching the pupils is 69 per cent; the rest of
their time is devoted to administration, marking and their other responsibilities. This contact ratio is appropriate, given the
additional demands of extra-curricular activities on the staff. Learning and teaching in many subjects is
supported by committed and well-qualified technical staff, and teaching in
modern foreign languages is supported by three assistants. The hard-
5.24
Policies and procedures for
induction, appra
Does the school meet the regulatory requirements for the suitability of proprietors and staff?
5.25 Yes.
5.26
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 organ
5.27
The range and quality of ICT
are good but the provision is not always available or used effectively to
support pupils’ attainment, progress and quality of learning. Its use is often unintegrated. The school has a good ratio of computers to
pupil – 1 to 4.25. Many of these computers
are usefully up-to-date. Pupils’ access
to computers is extended beyond the timetable through supervised access at
morning break, lunchtime and after school.
Sixth-form pupils benefit from good computer availability in their
sixth-form centre. Furthermore, some
sixth-form pupils are allowed to
5.28 The range, availability, quality and accessibility of all other resources for learning are good for the age and range of pupils, including those with special needs, and used effectively to support pupils’ attainment, progress and quality of learning. The provision of text and reference books is good and these books are used well. The provision of specialist equipment is especially good in music, science, modern foreign languages, games, and design and technology. Departmental budgets are adequate to maintain a sufficient level of resources and are managed effectively by department heads. Out-of-school resources such as educational visits and field trips are good and are used effectively to complement studies in the classroom and add further support to pupils’ attainment, progress and quality of learning.
5.33 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.
5.34 The buildings and grounds are suitable for their purpose and good in provision, quality and condition. Included in these are the fine sports facilities and the new Activities Centre.
5.35 The premises and accommodation support curriculum provision, teaching and welfare, learning, and make a positive contribution to personal development and behaviour. Departmental rooms are generally good and have useful displays. The design and technology and arts centre, and the drama building provide especially good accommodation. The recently refurbished science block has been completed to a high standard and provides areas that support all aspects of science well. However some parts of the main building are in need of decoration. Some corridors are poorly decorated, narrow, and cluttered with unsightly lockers and equipment. The boarding houses are welcoming, well maintained to a good standard and are appreciated by all who use them.
Does the school meet the regulatory requirements for premises and accommodation?
5.36 Yes.
Links with Parents and the Community
5.37 The school has developed a good partnership with parents and worthwhile links with the community.
5.38
Parents are provided with good
5.39
Opportunities for parents to be
involved in activities in the school and with their children’s
5.40
The school handles parental
concerns with due care and in accordance with current regulations. Since a revised complaints procedure was
written, no complaints have required the implementation of the later stages,
and concerns have been satisfactorily resolved.
5.41
The school’s
Does the school meet the
regulatory requirements for the provision of
5.42 Yes.
Does the school meet the regulatory requirements for the manner in which complaints are to be handled?
5.43 Yes.
6. Pupils’ Personal Development and Pastoral Care
6.1
The quality of provision for pupils’
personal development is very good. The school in its
arrangements, including boarding, provides a wide range of very good
opportunities through which its pupils, including its boarders, can develop a
system of spiritual beliefs and a sound moral code and grow very well
personally, socially and culturally.
6.2
The range and quality of opportunities offered through the
curriculum and other activities, including those for boarders, are extensive
for spiritual development, provide pupils with very good insight into values
and beliefs, and develop very well their spiritual awareness and knowledge of
self at a very good level for their ages.
The school maintains very well its ethos as a Methodist foundation. It values highly spiritual growth and mutual
respect among staff and pupils.
Religious studies lessons are provided in Years 7 to 9, and spiritual and moral matters are considered in the PSHE and
Diploma programme. Much
is achieved in this time. A range of
faiths is explored sensitively and sympathetically. Formal chapel services are arranged regularly
for the whole school and voluntary groups exist alongside, such as the Worship
Leading Group which goes out also to churches and chapels in the vicinity. Performances of sacred music are
frequent. A group meets in the Manse in
the evening once a week and provides opportunity for boarding pupils to meet
6.3
Through the curriculum and other aspects of school life, the
school makes very good provision for moral education, enables pupils to develop
a moral code and to learn to make responsible and reasoned judgements on moral
and ethical issues. This happens in a
variety of ways. Business and medical
ethics were discussed in a number of subjects – for example, English, business
studies and biology, - and moral issues are raised frequently in the regular
registration periods and school assemblies.
Themes during the week of inspection included pupil presentations on
giving and an invitation to share
6.4
The school provides a very good range of opportunities through which
pupils learn to appreciate their own cultural traditions and to respect the
richness of others. It is in the close
living in the boarding houses and in the classroom that awareness of and
tolerance of diversity is most obviously fostered. The housemasters, housemistresses and tutors
fulfil very well their important roles in encouraging this tolerance. The pupils relate very well to each other and
those of different cultural backgrounds feel at ease with their peers and with
staff. Examples of courtesy and respect
are frequent. Regular opportunity for
cultural growth is provided by school concerts and plays, visits to theatres
outside the school, foreign exchanges and sports tours. Displays of art are widespread in the school
and regarded well by the pupils. The
English and drama departments are very concerned to bring the best of English
literature daily to the attention of all pupils through the taught curriculum,
but also through plays, visits and wall displays.
6.5
The school very effectively, through its day and boarding
arrangements, encourages pupils to relate positively to one another, take
responsibility and participate fully in the school community. The school recognises and values the emergent
and growing responsibility of its pupils and provides very good opportunity for
them to demonstrate this in the daily life of the school. The prevailing ethos is of care for each
other and of shared responsibility.
Pupil roles in dealing with bullying are encouraged, by reporting it
promptly, and sixth-form pupils are attached to each form to encourage
this. The younger pupils know these
prefects well and trust them. A
three-day stay in the Lake District during September for the whole of Year 7
helps to inculcate shared values and responsibility. Senior pupils in all the boarding houses play
a very active role in helping younger and new pupils. Prefects enjoy a high profile, they
Does the school meet the regulatory requirements for the spiritual, moral, social and cultural development of pupils?
6.6 Yes.
Pastoral Care, including Welfare and Health and Safety
6.7 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.
6.8 The school’s varied pastoral, tutorial and other support and guidance systems make a positive and effective contribution to the educational standards and personal growth achieved by pupils. Boarders and day pupils are members of tutor groups which form the basis for the well-established and effective pastoral care system. The induction for new boarders in the school is very much appreciated by the pupils concerned. Pupils for whom English is an additional language are well supported within the boarding houses.
6.9 The school provides effective support, advice and guidance for all its pupils based on the monitoring of their academic progress and personal development. The tutor monitors academic performance through a system of mid-term grades as well as full twice-yearly reports. A system of rewards based on a ‘yellow slip system’ operates through tutors, giving them an important opportunity to praise pupils. In addition the tutors (and the house staff for boarders) take an interest in the personal growth of the individual children; children spoke enthusiastically about this and most identify the tutor as an important support in all aspects of their lives at school.
6.10
The range and quality of
careers education and guidance are effective in preparing pupils to make
decisions about adult and
6.11
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. The school has a clear
anti-bullying policy which is well known to members of the school. The helpful planner contains important
6.12 Measures to safeguard and promote the pupils’ health and well-being are successful. The school has a modern, purpose-built sanatorium. It is staffed by a team of three qualified nurses, one of whom is on duty during the day; one of the nurses is on emergency call-out at night and will open the sanatorium as necessary. Doctors from a local practice hold a surgery three times a week, a female doctor once and a male doctor twice. Each of the boarding houses has at least one trained first-aider.
6.13 The food is thought by pupils to be good with a wide choice at lunchtime and boarders spoke warmly about breakfast. The catering manager holds regular food committee meetings and these are attended by three volunteers from each house.
6.14 Child protection procedures are in place and are effective. The ‘school planner’ contains good advice for the pupils on how to seek help.
6.15
All necessary steps have been
taken to reduce the risk from fire, and security measures are good. Regular fire drills take place and are
recorded; the school complies fully with recommendations made by the local fire
6.16 Arrangements to ensure a healthy, safe environment are effective and the school complies fully with health and safety regulations. The health and safety policy is very good and a representative committee that meets termly is in place. Risk assessments are comprehensive and are carried out in conjunction with the estates bursar. 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.
Does the school meet the regulatory requirements for the welfare, health and safety of pupils?
6.17 Yes.
6.18
No Commission for Social Care Inspection team took
part in the inspection.
7. The Management and Efficiency of the School
7.1 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.
7.2
The structure and management
arrangements relating to the governors, the
7.3
Governance, management and
leadership provide clear educational directions for the
7.4 The governors and management team create an ethos and sense of purpose in the school which are conducive to very effective teaching and learning, and place value on a wide range of pupil achievement, including that which is academic, creative and sporting.
7.5
The school has aims, values and
policies which are reflected through all of its
7.6 Development planning is effective in analysing and prioritising the school’s needs. The five-year plan is constantly updated and the latest relevant version appeared after the inspection had started.
7.7
The routine administration and
organ
7.8
There are effective systems for
communication within the school and with the wide community. The school
7.9
The management team to a large
extent monitors and evaluates the people at the school and the material
resources to ensure that they are sufficient, appropriate and suitably
deployed. However, the system of appra
8. Achievement and Quality in Subjects and Activities
Achievement and Quality in Subjects
8.1 Pupils achieve high standards in English.
8.2 At GCSE in both English and English Literature, results over the years 2001 to 2003 have been well above the national average for all maintained schools. At A level, comparisons are more difficult because of the smaller numbers but English Literature results are above the national average for all maintained schools for the same period and English Language results are in line with them. Attainment in the classroom and in written material is always good, sometimes very good and, on occasion, excellent. Pupils by the end of Year 9 have a good command of the basics of English, spelling, grammar, punctuation and syntax. They know grammatical terms. A special feature of the pupils at all levels is the very good spoken English. Pupils are articulate and able to speak clearly and in an interesting and varied way. They eschew the mumble and the mutter. Year 7 pupils could recite some of the cat poems of T. S. Eliot, in a way that showed understanding, appreciation and enjoyment. Sixth-form pupils could engage with the most demanding texts.
8.3 Pupils, including those for whom English is an additional language and those that the school considers need special provision, make very good progress in lessons and over longer periods. They progress in their command of the basics of English and also in their knowledge and appreciation of literature. They become good at reading a text and applying a critical intelligence to it. For example, Year 12 pupils for English Language learned to appreciate the “Inkhorn” controversy of the seventeenth century but could also see its relevance today.
8.4 The behaviour and learning of the pupils are always very good and sometimes excellent. The pupils are involved in their lessons and quick to respond. They volunteer to answer questions and are willing to question the teachers in an honest, but not at all perverse or disrespectful way. They are willing, for example, in the Sixth-form, when reading Shakespeare, to have a go at the pronunciation of an unfamiliar word and, with a glance at the teacher, check whether that pronunciation is correct. A Year 10 pupil reading a modern poem was able to ask the teacher, “Is there any special reason why the writer does not use commas?” The pupils imitate the correct and sensitive reading of the teacher, as in a Year 9 lesson where a class was reading a novel.
8.5 The teaching is good, sometimes very good and even excellent. All the teachers have a love of the subject and respect for the pupils. All convey the joy of the subject. Without exception, the teachers use the best examples of literature. For instance, though a Year 11 class was not actually taking GCSE English Literature, nevertheless, the teacher used as an example of persuasive writing the words of Lady Macbeth. Henry V’s Agincourt speech was similarly used in the Sixth-form. The teachers quote Shakespeare frequently, but also refer to a wealth of other great writing. The teachers treat the pupils’ opinions as worthy of consideration by asking supplementary questions, as where pupils in the Sixth-form were considering different views about the behaviour of Antony. One small fault is that on a few occasions the teachers came up with answers that the pupils could have achieved given more time, but the exigencies of the examination system tend to make this difficult to avoid. The marking is always very good: individual, comprehensive, diagnostic, encouraging and showing clearly what is good, bad and how improvement can be made.
8.6
The leadership and management
of the head of department are very good.
The scheme of
8.7 Pupils achieve good standards in mathematics at each stage in the school. By the end of Years 9 and 11, the level of what pupils know and can do is very good in relation to their abilities.
8.8 Pupils’ attainment in national tests is good in relation to their abilities. At GCSE, the results are well above the national average for all maintained schools and half of entries gained grades A* or A in the years 2001 to 2003. All candidates in mathematics in the same three-year period passed at grade C or above. Results in examinations taken at A level over the same three years have been in line with the national average for all maintained schools but comparison is difficult as numbers are relatively small. In 2004, 77% of grades in mathematics were at A or B grade with a corresponding 71% in further mathematics.
8.9
Pupils’ attainment in the
classroom is good. This standard is also
reflected in the quality of the written
8.10
The progress of pupils is good
in every year in lessons and over longer periods. Those with English as an additional language
also make good progress and teachers take care to ensure that these pupils
understand the
8.11
The quality of learning and
behaviour is very good. Pupils enjoy a
good rapport with their teachers and this is conducive to a good teaching
environment. They take pride in
presenting their
8.13
The mathematics department is
well led and managed. The teachers have
a good team identity that is fostered by a series of small meetings of year
group teams and less frequent whole department meetings. Resources within the department are good but
the provision for ICT does not readily allow demonstrations using dynamic
software. The suite of mathematics
rooms, whose corridor is in some need of refurbishing, does not fully meet the
demands of a large department. The
handbook gives clear guidance on marking policy and the schemes of
8.14 In science, overall, pupils achieve good standards at each stage. This section covers the provision in science in Years 7 to 9 and makes assessment of GCSE results in double award science and in the single sciences. Science is taught as biology, chemistry and physics from Years 7 to 11, leading to GCSE double award science or to separate sciences. Pupils make good progress in relation to their abilities. Attainment in the classroom and laboratory is good. At GCSE, in the last three years for which national comparative data was available at the time of the inspection, rather more than half of Year 11 pupils were entered for double award science, and their results were well above the national average for maintained schools. The remaining pupils entered for all three separate science GCSEs, which nationally attract only the abler scientists. Their results in physics and biology were above the rather higher maintained school averages characteristic of the separate sciences, and their results in chemistry were slightly above the average. Over half of the entries for physics and biology resulted in passes at grade A* or A.
8.15 The balance of the science curriculum is appropriate in Years 7 to 11, with all pupils following a programme of study incorporating elements of biology, chemistry and physics in equal proportions. Year 7 are introduced to Cognitive Acceleration through Science Education, CASE, where pupils were observed participating in energetic problem solving and discussion lessons on experimental techniques, illustrating that most are confident, interested and enthusiastic in the subject, and respond well to the often high quality of teaching.
8.16
Leadership and management of
the teaching and non-teaching staff and resources within science as a whole are
very good. This curriculum area functions
as three separate subject departments, with coherence in their operations. Science department meetings are regular,
providing opportunities to co-ordinate activities and share good practice. Appropriate policies and procedures are in
place and future priorities are also identified in a clear development
plan. The overall marking policy is good
and the marking of
8.17 Pupils achieve good standards in biology at each stage of the school.
8.18
Results at A Level over the
period 2001 to 2003 are in line with the average for all maintained schools:
almost all candidates achieved at least an E grade, and over half achieved A or
B grades. Pupils’ attainment overall as
observed in lessons and written
8.19
Pupils’ progress in both
lessons and over longer periods is good in relation to their abilities and
prior attainment. Written
8.20
Pupils’ behaviour and attitudes
to learning are very good. Most are well
motivated and they concentrate and ask questions. In a Year 10 lesson, the entire class took
part in a good role-play exercise to simulate diffusion and asked a range of
challenging questions. In a Year 11
lesson on inheritance of eye colour, pupils enjoyed the context of a story
based on a television character and therefore
8.21
The teaching at each stage is
very good. The teachers are well
qualified and experienced and have a thorough knowledge and understanding of
the subject. The content of the lessons
as outlined in the comprehensive schemes of
8.22 Biology is well led and efficiently managed. The technician support is efficient and much valued. The laboratories are well maintained, and attractive wall displays promote learning. The department is well resourced and the reprographic and ICT equipment in the preparation room is used effectively. The department produce some very good teaching materials, for example providing A level pupils with a reading list and writing crossword puzzles for the pupils. The department prepares pupils for the biology Olympiad, and one pupil received a commendation last year.
8.23 Pupils achieve good standards in chemistry at each stage.
8.24
Results at A Level over the
period 2001 to 2003 are in line with than the average for all maintained
schools. Almost all candidates passed,
and over a half achieved A or B grades.
In Year 9 pupils can carry out experiments on the reaction of metals
with acids efficiently, with good laboratory technique, and implement the
necessary health and safety precautions.
In Year 11 they can plan investigations in detail and carry out
practical
8.25
Pupils’ progress overall is
good in lessons and over longer periods.
Pupils of all abilities make good progress in acquiring investigative
skills through a well-planned programme of practical
8.26 The quality of pupils’ behaviour and their learning is very good. Files are generally well organised, and the best presented are divided into sections with numbered pages. Pupils are well motivated, concentrate and participate willingly by asking questions and responding to questions. In a Year 12 lesson on the structure and reactions with water of ‘period 3 oxides’ and chlorides, the excellent rapport between pupils and their teacher promoted effective discussion and consequent learning. Pupils of all ages behave very well in practical sessions and co-operate well with each other and their teachers and the technician.
8.27
The teaching at each stage is
always sound, sometimes good and most often very good. Teachers are well qualified and know their
subject; lessons are carefully planned.
The conduct of GCSE course
8.28
The
8.29 Pupils achieve good standards at all stages in the school.
8.30
At A-Level results over the
three-year period, 2001 to 2003, are in-line with the average for all maintained
schools. Observed attainment is good in
relation to the abilities of the pupils.
In both oral and written
8.31 Pupils’ progress in lessons and over longer periods of time is good in relation to their abilities and prior attainment in both practical and analytical skills for all pupils including those for whom English is an additional language and those whom the school deems to have special needs. For example, in a Year 12 practical lesson on resonance, the majority of pupils were able to draw accurate conclusions from experimental observations on a range of questions and applications. A Year 10 lesson involved good application of practical skills involving data logging apparatus investigating the factors affecting the acceleration of a trolley down an inclined plane.
8.32
The quality of learning is
good; the attitudes and behaviour in class are usually very good. Pupils are well-motivated and interested
learners, co-operating with each other and the teacher. They approach practical
8.33
The teaching is good at each
stage of the school, on occasions very good and always at least satisfactory
except where the lack of concentration of some pupils was allowed to affect the
progress of the rest. Effective use is
made of whole-class discussion,
8.34
Leadership and management of
the subject are good. Schemes of
8.35 Pupils achieve good standards in design and technology at each stage in the school.
8.36
Results at GCSE are well above
the national average for all maintained schools. In most recent years, all candidates have
achieved at least a C grade. At A level
the results have also been well above the national average for all maintained
schools, but only a few pupils a year were entered, between two and seven. Pupils’ observed attainment is good. In a lesson that covered methods of
production, pupils showed a good understanding of the underlying principles,
and the effect scale of production has on, for example costs. In projects in Years 8 and 9, pupils showed
that they could manipulate both plastic and timber to a high standard. Written
8.37
Pupils’ progress overall is
good. They learn well how to use a
number of different machines and techniques for different media. In a Year 7 lesson pupils were manufacturing
a key ring with a small electronic circuit that produced a light. Pupils
learned and demonstrated very good skills in manipulating plastic with hand
tools to achieve a good surface finish.
8.38 Pupils’ behaviour and learning are excellent. They concentrate and take an active part in their own learning. In a Year 9 project, pupils showed themselves to be excellent learners not just by fulfilling the mechanical requirements rigorously, but also by engaging wholeheartedly in the following question and answer recapitulation session.
8.39
The quality of teaching at each
stage is very good and, on occasion, excellent.
Projects are very well planned.
The depth of knowledge of the teachers is excellent, for example, the
knowledge of computer assisted processes, electronics in general, and the
fabrication of Acrylic. Projects showed
their knowledge of mechanical principles, and displayed a wide range of
teaching methods, from the use of video material, demonstration, the white
board, and exemplar material.
8.40
The department is very well led
and efficiently managed. The technician
has a wealth of engineering experiences that can be used in problem solving and
project development. The departmental
facilities are very good, with separate
Economics and Business Studies
8.41 Pupils achieve good standards in economics and business studies for the ages, abilities and aptitudes of the pupils concerned in each year that the subjects are taught – from Year 10 to the Upper Sixth.
8.42
Results in national tests at
GCSE, and A level are above the national average for all maintained
schools. Pupils’ attainment in lessons
is good in relation to their abilities. In
one lesson, for example, mixed ability Year 10 pupils were able to distinguish
between product and market orientated companies and analyse the relative merits
of these different strategies. ICT
skills are used well by pupils in researching the internet, producing computer
aided presentations and in producing attractive wall displays of
8.43
The progress of most pupils is
good in lessons and over longer periods and they often show an ability to
consolidate understanding and move on to further analysis. In one Sixth-form lesson, pupils progressed
well from a basic knowledge of the terminology of research and development to
an understanding of reasons for the relatively low research and development
spending in Britain. Pupils’ written
8.44 The quality of pupils’ learning and behaviour is always good and often very good. They are well-motivated, cooperative and competent learners, happy to contribute orally and also to listen to and develop ideas from their fellow pupils. This was observed in a Year 12 lesson where pupils giving presentations on businesses they had researched as part of their induction to their course, were able to show an understanding of business objectives, business structure and market segmentation. Staff and pupils have high mutual respect.
8.45
Teaching across the age groups
is good, and sometimes very good.
Lessons are well planned and put into practice, often with the help of
thoughtfully selected support material such as case studies and business
articles. The department skilfully
secures the progress of the least capable without compromising opportunities to
advance the most able. A good range of
teaching strategies is often used, involving a healthy balance of formal,
interactive and advisory styles. The
teaching is challenging with a good sense of pace and direction. The frequency and standard of marking is
uneven but some examples of very good practice exist, especially where past
examination questions have been set for pupils.
However, some pupils’
8.46
The department is very well
managed and led, as is the separate Advanced Vocational Certificate of
Education (AVCE) course, which adds a vocational dimension to the
curriculum. Departmental policies and
procedures are clear and carefully related to school policies while schemes of
8.47
Pupils in history achieve good standards.
8.48
At GCSE, results over the three years 2001 to 2003 have been well
above the national average for all maintained schools. Only a small number of pupils, between seven
and nine, selected history as an A-level subject in those years. Their attainment has been sound although
slightly below the national average for all maintained schools. In lessons observed, the range of attainment
varied between pupils well organised and keen and those struggling with
advanced topics such as the character of religious change in 17th century
France. Some essays in the sixth-form
lack fullness: they are short of reading and presentation of contrasting views
and show little evidence of genuinely independent learning. In all lessons observed pupil attainment was
at least satisfactory and in over half it was good. In Years 7-9 a good factual knowledge enables
pupils to draw conclusions well, to understand cause and consequence and to
produce complex explanations for events.
A Year 7 class used a range of sources very skilfully to produce good
understanding of the battle of Stamford Bridge.
Written
8.49
At each stage of the school pupils’ progress in lessons is
good. From Year 7, pupils learn and
recall information well, they make accurate deductions and provide evidence for
their judgement and conclusions. By Year
9 complex answers replace simple solutions and a Year 11 class explained very well
the indifference of Mussolini to possible League of Nations intervention in
Abyssinia. In the sixth-form pupils
compared skilfully Catholic and Protestant interests in 17th century Europe. The progress of pupils for whom English is an
additional language is good. Written
8.50
Pupils’ learning and behaviour are good across all age
groups. They are attentive to their
teaching and respectful of each other’s views.
They
8.51
Standards of teaching are good, sometimes very good. The teachers are well qualified, lessons are
carefully planned and command of material is good. Learning in class is reinforced by regular
prep. At all stages, assessment and
marking is sound and constructive, clear and helpful to pupils. Pupils for whom English is an additional
language are carefully and sensitively guided to ensure full understanding and
best performance. Library resources are
satisfactory, both in the department and in the school library and are used to
some extent. Good use was made of
internet resources in three lessons observed and pupils responded eagerly and
well to this facility.
8.52
The department is sensitively and well led but management is only
satisfactory; formal departmental meetings are rare and so insufficient
evaluating of current progress takes place; nor is planning sufficient. Resources are well controlled, but the scheme
of
8.53 Achievement in modern foreign languages - French, German and Spanish - is good at each stage of the school.
8.54
At GCSE, results in French are
well above and those in German far above the national average for all
maintained schools. In both languages,
using the same comparison, the number of A/A* grades is far above the national
average. Results at A level are similar:
in French, above the national average for maintained schools and in German well
above. Attainment in lessons is good; it
is sometimes very good, on occasions, excellent. Pupils can speak, understand, read and write
with precision and good command of grammar and idiom at each stage. In a Year 9 German class pupils could
differentiate between the use of the imperfect and the perfect tenses and verbs
which take “sein” or “haben”; they also understood the notion of cases and
gender, for example the difference between “der” See and “die” See. In French, Year 8 pupils were confident in
their use of “jouer à” and “jouer de”.
In a Year 10 German lesson, subordinate clauses were introduced. In the sixth-form, pupils used specialist
vocabulary for specific topics such as “Richesse et pauvreté” or “Die
Greenpeace-Gruppen”. In all three
languages listening and reading comprehension skills are particularly
good. Many pupils have good accents and
written
8.55 Pupils’ progress is good, occasionally rapid, on occasions excellent. This includes pupils for whom English is an additional language. Clear progression in, and balance between, the four skills of reading, writing, speaking and listening is a feature.
8.56
In each year, pupils` behaviour
and attitude towards learning are very good.
Pupils are well motivated and take pride in their
8.57
The quality of teaching at each
stage is very good. Well-qualified and
able linguists conduct their lessons almost entirely in the language being
learned. Their enthusiasm for their
subjects is very evident and teaching is often lively, energetic and
imaginative. They stimulate pupils to
try to communicate in the foreign language “Darf ich meine Jacke ausziehen’?”. Lessons are well planned and incorporate a
variety of tasks. The marking of
8.58
The department is very well led
and managed as are the separate German and Spanish sections. Tasks are divided out and suitably
delegated. Communication is good and
teachers share a sense of common purpose.
The departmental handbook and subject schemes of
8.59 Achievement in music is very good.
8.60
Results in national tests at
GCSE and A level are far above the national average for all maintained schools
but very small numbers are involved – an average of four at GCSE and not even
one a year at A level, though six Year 11 pupils took
AS music in 2003. By the end of each
year, pupils’ attainment is well above the level expected of their age, ability
and circumstances. This is especially
true of those pupils who take national tests a year early – a particular
feature of the school’s provision for the gifted and talented. Pupils’ attainment in music as observed in
the classroom is very good in relation to their ability. Pupils attain well in all aspects of
music. A Year 8 group, for example, was
able to compose and play melodies over a chord pattern made up of primary
triads and showed a good grasp of note-values in three-four time. A Year 10 group composed attractive melodies
over a more adventurous pattern and showed discrimination in combining melody
and chords. Good use is made of ICT and
all year groups are proficient in the use of programmes for writing and saving
compositions.
8.61
Pupils’ progress is good in all
except Years 8 and 9. Year 7 pupils had
already made rapid progress in voice-production and musical memory when echoing
phrases sung to them by the teacher.
Year 11 and 12 pupils (in each case following an AS course) made significant
progress in analysing a complex movement by Bach. In Years 8 and 9 the short time available
(one period per week) hinders progress. A Year 9 group, for example, did not have time to refine
its improv
8.62
Pupils’ response to teaching
and their attitudes to learning are very good and conducive to good
achievements in music. Relationships
with each other and with their teachers are warm and positive. They almost always concentrate well and are
able to
8.63
The quality of teaching is good
at each stage. Teachers are enthusiastic
and have an excellent knowledge of their subject as well as complementary areas
of expertise. Lessons are clearly
planned and use time efficiently.
Reports are informative and positive in tone but marking is not always
frequent and full enough. Much class
8.64
The department is
satisfactorily led and managed, with a satisfactory grasp of day-to-day
administration and a sense of larger direction.
Music has a substantial role in the life of the school and pupils show
commitment to the groups to which they belong.
Most notable in recent years has been some very accomplished large-scale
choral singing: over 220 pupils took part in a concert in Leeds Town Hall. Choral
8.65 Achievement in PE and Games is good at each stage.
8.66 Results in GCSE are in line with other subjects in the school. In each year, pupils achieve good standards in all aspects in lessons. In Years 7 to 9, the girl’s level of attainment is better than that of the boys. In Year 7, for example, the girls showed very good stroke technique in front crawl swimming and in Year 8 could give and take a pass in a controlled manner in hockey. The GCSE group showed good knowledge of the bones of the skeleton.
8.67
Pupils’ progress is good but
girls make better progress than boys.
For example, a Year 11 GCSE group
8.68
Pupils’ behaviour and responses
to teaching are good. All are well
behaved, particularly the Year 7 girls who were very attentive in the swimming
pool. Pupils strive hard to perfect
their skills and
8.69
The quality of teaching at each
stage is good and, on occasions, very good.
Teachers displayed a thorough knowledge of their subject in all lessons,
which were well planned and followed structured schemes of
8.70
The curriculum is broadly based
and appropriate but some problems of provision imbalance occur in Years 7 to 9
and PE is absent in Years 10 and 11 except for GCSE
Short subject reports contain concise evaluation of the quality of teaching and learning and of provision in the school.
8.71
Six lessons were observed
covering all the members of the department.
Discussions were held with all the teaching staff and some pupils, and
written
8.72
The teaching was very good and,
on occasion, excellent. Lessons were
well planned and organised and teachers had a very good command of their
subject.
8.73
The learning was very
good. Pupils
8.74
The resources and accommodation
are good, with areas
and facilities for drawing and painting, and sculpture, with a seminar room for
lectures equipped with projection and computer facilities. History of art is offered at A level. The department designs and realises the sets for drama productions and
GCSE pupils have recently completed a dry stone wall sculpture project.
8.75
Three lessons were observed,
pupils’
8.76 The teaching was always good and on occasion very good and even excellent. Staff are well qualified. Lessons were intelligently planned and organised. The teachers conveyed great enthusiasm for and joy in their subject and a care for and interest in the pupils. They had perfect control so that the pupils could let themselves go in their activities but be instantly recalled to silence.
8.77
The behaviour and learning of
pupils were very good. Pupils
8.78 The department provision is very good with regular lessons for all up to the end of Year 9, and then the opportunity to opt for GCSE, where about 16 pupils a year choose the subject, and A level, where the numbers average seven. A particular strength is the fine balance between many practical activities, and, at all levels from Year 7 upwards, a good emphasis on theory through the study of such items as Commedia Dell’ Arte. The department has the use of a fine drama studio. Drama makes a strong contribution to the extra-curricular activities of the school through regular productions involving many pupils.
8.79
Six lessons were observed, discussions were held with the head of
department and a large sample of pupils
8.80
The teaching observed was good.
Teachers showed a very good subject knowledge and used a wide range of
skills appropriate to each level.
Discussion was led well and teachers had a good critical evaluation of
field
8.81
The pupils’ behaviour and learning were good. They showed themselves motivated and
interested in classes. They were keen
about their studies and questioned teachers and each other thoughtfully in
class. Their written
8.82 The department is well equipped and accommodated. Good use of both video and overhead projector was seen. Some internet use exists, although none was observed in the classroom during the inspection. Textbooks and other resources, both in the department and in the main school library, are good.
8.83
Four lessons were
observed. Discussions were held with the
teaching staff and the technician, as well as pupils. Written
8.84 The teaching was very good and, on occasion, excellent. Lessons were well planned and organised and the teaching showed a concern for the progress of each individual pupil.
8.85
The behaviour of the pupils and
the way they learned were very good and sometimes excellent. Pupils took responsibility for their own
cooking equipment and
8.86 The resources and accommodation are good including a food preparation and storage area with ovens and refrigeration facilities, and a separate area in the main building for theory lessons for textiles and food. The department runs extra-curricular classes in food preparation, and helps with costumes for school productions.
Information and Communications Technology (ICT)
8.87
Six lessons were observed
together with an ICT activity session.
Pupils’
8.88 The teaching was always at least sound, sometimes good and occasionally very good. Lessons were well planned and teachers often designed tasks with reference to interesting and practical situations. The best teaching was enthusiastic, well paced and receptive to the individual needs of all pupils. Lessons were challenging, although at times the precise expectations of pupils were not always clear.
8.89 Learning and behaviour were always satisfactory, usually good and sometimes very good. Pupils were well motivated and keen to develop and display their ICT skills. They responded well to questions from both the teacher and other members of the class. Many pupils quickly became confident users of ICT.
8.90
The timetabled provision, which
extends only to Years 7 and 8, is satisfactory but no common scheme of
8.91
Five lessons were observed and
discussions were held with the head of department as well as with pupils. A sample of pupils’
8.92
The teaching in Latin was good,
and often very good, using an imaginative range of methods. Written
8.93 The learning and behaviour observed were very good. Pupils at each stage were well motivated and showed a willingness to grasp linguistic structures. With sensitive guidance from the teacher, in the senior forms, they were able to consider finer points of literary style. In the great majority of cases pupils took genuine care over presentation.
8.94
The
8.95
Four lessons were observed, discussions were held with the head of
department, and a representative sample of pupils’
8.96
The teaching observed was good and sometimes very good. It was well-informed and enthusiastic. Lessons were carefully prepared and teachers
carried high expectations of their pupils.
The written
8.97
The pupils’ behaviour and learning were good. They were keen to learn and they listened to
their teacher and to each other carefully.
They tried to comprehend the complexity of most religious and spiritual
issues and sought together to find understanding. Pupils’ written files in each year were neat
and orderly.
8.98
The extensive religious education programme exposes the pupils to
matters of conscience and spirituality as well as to a wide variety of faiths,
including Christianity, Islam, Judaism, Hinduism and Buddhism. An awareness of spiritual issues is sought
and achieved as much as an understanding of different faiths and practice. Topics observed ranged from study of
Achievement and Quality in Activities
8.99 Achievement and quality in the activities provided are very good and the quality of provision results in very good personal development of the pupils.
8.100 The level of attainment in activities and the standard achieved by pupils in awards and competitions are very good for their ages and aptitudes. Boys and girls represented the area and the county last year in rugby, hockey and athletics, and the under-16 netball team reached the last 16 in the national championships. Recently subject-based teams in Young Enterprise, the Biology Olympiad and the British Physics Challenge have received recognition.
8.101
The programme of activities
offers an extensive range of choice for all pupils and is very suitable to the
ages and abilities of the pupils. They
are able to develop new interests and skills.
Over 50 different activities are available including music, drama,
sporting activities, language exchanges, field trips, voluntary service and ski
trips. Last term pupils were involved in
the Centenary Celebrations of the Board of Management for Methodist Independent
Schools, the Senior Choral Society performed Carmina Burana in
8.102 The methods used to implement the programme are very effective. A forum is held in the school hall to publicise the Wednesday afternoon activities on offer. Lunchtime and after-school activities are announced in assembly, published in the school calendar, notified by tutors or listed on notice boards.
8.103
The high level and extent of
pupil participation in activities makes a strong contribution to their
educational experience and achievement.
A number of pupils are involved in the Duke of Edinburgh Award
Scheme. This year 46 pupils are taking
bronze, 4 silver and 21 gold awards. The
service component is undertaken in the local area and the expeditions in the
wilder areas of the North of England.
The school supports the Open Arms Orphanage in
8.104 A high proportion of teaching and non-teaching staff contribute to the programme. They are effectively deployed in areas of personal interest and expertise. The quality of input, enthusiasm and commitment is of a high standard. However, not all teachers participate.
8.105 Pupil participation is systematically monitored and form tutors report participation and achievements in the end of term report. Records of attendance are kept by supervising staff and absences are investigated. Notable performances are reported in the termly newsletter and the Ashvillian.
9. summary of inspection evidence
9.1
The
inspection was carried out from 27th September to
|
Mr G.E. Hester |
Retired Headmaster of HMC school (Reporting Inspector). |
|
Mr D. Bowers |
Retired head of department, HMC school. |
|
Mr R. Carnevale |
Director of Studies, HMC school. |
|
Mr J. Cook |
Senior Teacher, HMC school. |
|
Mr I. Cooper |
Former head of department, HMC school. |
|
Dr A. Dachs |
Retired Headmaster of HMC school. |
|
Dr S Downes |
Deputy Head, HMC school. |
|
Mr C. Edwards |
Housemaster, HMC school. |
|
Miss S. Knibb |
Senior Teacher, HMC school. |
|
Mr N. Williams |
Head of department, HMC school. |