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INSPECTION REPORT ON |
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Full Name of the School |
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DfES Number |
334
6007 |
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Address |
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Telephone Number |
0121
705 2773 |
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Fax Number |
0121
704 4883 |
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E-mail Address |
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Name of Head |
Mrs.
Barbara Forster |
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Proprietor |
Directors
of Ruckleigh Holdings |
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2.9
to 11 years |
Gender |
Mixed |
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Number of Pupils |
212 |
Number
of Boarders |
N/A |
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Inspection Dates |
15th
to |
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This
inspection report follows the frame The school must not quote the report
selectively in the school prospectus or other promotional literature. 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. |
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1.1 Ruckleigh is a well-established preparatory school that enjoys a good reputation in the locality. It provides a good academic education for pupils of a relatively wide ability range and prepares them very well for their future schools. By the age of eleven pupils achieve high standards for their capabilities in the core subjects of English and mathematics. Pupils benefit from good quality teaching across a wide range of subjects. Their personal and social development and the high quality of pastoral care are very good in all year groups. Links with parents and the community are strong features. Parents appreciate the happy family atmosphere and are knowledgeable about the school’s aims. Management is efficient and effective, with many new initiatives recently in place.
1.2 The school’s major strengths are as follows:
· Pupils’ good academic attainment by age eleven, notably in English and in mathematics, results in virtually all pupils gaining places to the selective schools of their choice. Very good oral work is an outstanding feature in all year groups.
· The happy family atmosphere and very good pastoral care enables all pupils to thrive academically and personally, including the pupils with special educational needs and those for whom English is an additional language. The high quality of pastoral care is exemplified by the concern shown for each individual child by the head teacher and staff.
· Pupils’ personal and social development is very good in all year groups.
· The good quality of the teaching and the effective leadership of the head teacher and the Administrative Director, assisted by the staff, are transforming and improving many aspects of the school.
· Links with parents and the community are very good.
What the School Should Do Better
1.3 The school’s strengths significantly outweigh its weaknesses but the following are aspects for improvement:
· The current organisation of the timetable and grouping of pupils does not allow teachers to make the most effective use of the time allocated for music and physical education [PE] and also results in some large teaching groups.
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Curriculum liaison between
different sections of the school is uneven.
· Provision for and the teaching of ICT skills are not well developed across the curriculum.
· Extend the current provision for the professional development of the staff.
Standards of Attainment and Progress in Subjects
1.4 Pupils achieve good and often high standards in relation to their abilities. Attainment across the school was judged as good or very good in over half of the lessons observed. Ruckleigh provides a good education for pupils of relatively wide range of ability. Across the school children with special educational needs and those whose first language is not English achieve well for their abilities and make very good progress.
1.5
In the Foundation Stage the
attainment and progress of children is sound across the six areas of learning.
Good and often very good attainment and progress are evident in their early
literacy skills and in their personal and social development. Their ICT skills
are developing well. By seven, pupils achieve good standards in the core
subjects of English, mathematics and science. Pupil’s progress accelerates in
Years 3 to 6 and their attainment in the core subjects is very good by eleven,
particularly in English and mathematics. Listening and speaking skills are a
notable strength across the school.
The Quality of Pupils’ Learning, Attitudes and their Behaviour
1.6 The quality of pupils’ learning and their behaviour is excellent. In all year groups staff create a positive atmosphere that is conducive to effective learning. Pupils’ learning and behaviour was good or very good in over two-thirds of the lessons observed. They respond positively in lessons, enjoying warm and courteous relationships with staff and with each other. Pupils work well together, respecting the contributions of one another. Strong motivation and genuine interest encourages their excellent concentration. Pupils who need additional support persevere and achieve well for their abilities.
1.7
The quality of teaching is good
and there were many examples of very good teaching in all sections of the
school. Teaching was good or very good in over two-thirds of the lessons seen.
All classes contain pupils of mixed ability. Teachers’ careful planning
generally meets the needs of all pupils enabling them to achieve well and make
good progress. Those needing extra support benefit from individual teaching or
1.8 The school has efficient and effective procedures for maintaining the attendance and admission registers and meets all statutory requirements.
1.9
The quality of assessment is
very good. Effective systems are in place and the methods for assessment and
recording are efficient, thorough and appropriate to the pupils’ ages and
particular needs. The Stepping Stones assessment profile used in Reception provides
an excellent indicator of children’s achievement in the six areas of learning.
Pupils in Years 1 to 6 are regularly assessed, using a range of tests,
including the National Curriculum tests at 7 and 11. Marking of pupils’ work is
done promptly and tackled in a positive and encouraging manner. Thorough
assessment and recording, together with the setting of targets for individuals,
ensures that pupils’ progress is tracked efficiently, with the results used to
plan an effective curriculum for all pupils.
1.10 The school provides an appropriate curriculum with some strong features. Pupils of all abilities experience a broad and generally well-balanced education. Good provision is made for pupils with special educational needs and for those whose first language is not English. The Foundation Stage curriculum is good and provides sound coverage of the six areas of learning. High priority is given to English, mathematics and to pupils’ personal development across the school. The timetable does not ensure effective use is made of teaching time. Planning is thorough with year groups working together very effectively. Stronger links need to be established between transitional stages of age at 5 and 7. Staff have worked hard to put good quality documentation in place. The curriculum is enriched by a range and good variety of clubs and activities.
Teaching and Non-teaching Staff
1.11 The quality of the teaching and non-teaching staff is good. Many are highly experienced. Appropriate checks are carried out on staff. Staff/pupil ratios are good across the school. During break and lunchtimes the adult/child ratio for under-fives does not always meet the recommended figure of one adult for every eight children. Non-teaching staff are highly valued. Recently established procedures for the induction and appraisal of staff are working well. The current programme of professional development needs to be extended to take account of the individual needs of staff and those of the school.
Resources for Learning, including Libraries
1.12 The quality and quantity of resources is sound and include an appropriate range and variety of books, equipment and materials. They are accessible and generally well used. Teachers make effective use of the limited storage facilities. Many areas have recently been improved. The planned development of subject budgets is intended to give co-ordinators valuable management responsibility in the review and updating of resources. The school has a rolling programme for the renewal of furniture. ICT provision has been significantly improved but staff need to include the use of classroom computers in their planning. ICT is well used in the Foundation Stage. Library provision is sound although some stock is dated and needs renewing. The Parents’ Association regularly donates a generous sum for books.
1.13 The premises and accommodation are satisfactory; they are appropriate for the current number, ages and abilities of the pupils and enable the curriculum to be taught effectively. Under-fives enjoy spacious facilities. At times, shortage of space in some rooms limits the opportunities for practical activities. Specialist rooms and outdoor facilities are good. The accommodation and site are kept very clean and are well maintained. This very good feature, together with outstanding displays of children’s work serves to create a very pleasing working environment.
Links with Parents and the Community
1.14 The school’s links with parents and the community are very good, with some excellent features. Parents appreciate the friendly, welcoming atmosphere and feel informed about the daily life and work of the school. Current arrangements for reporting to parents are satisfactory and the quality of reports is good. Written reports on pupils’ attainment and their progress are sent each term for pupils in Years 1 to 6. Parents of Reception children receive a copy of the Foundation Stage Profile annually. Nursery children are reported on verbally. Prior to the inspection parents completed 167 questionnaires. Virtually all were pleased with the high academic standards, the quality of teaching and the very good pastoral care that promotes high standards of behaviour. A few parents would like swimming to be part of the curriculum. A well-established and flourishing Parents’ Association organises fundraising and social events and their efforts are greatly appreciated. Links with the local community are good.
1.15 Pupils’ personal development is very good in all year groups, reflecting the schools stated aims. The ethos within the school ensures that Ruckleigh provides pupils with a good range of opportunities in which to develop their spiritual, social, moral and cultural awareness. Pupils have a clear sense of the difference between right and wrong. They are well behaved and courteous, reflecting the excellent role models provided by the staff. Assemblies, RE lessons and class discussion provide many opportunities to learn about beliefs and traditions in other faiths. The school encourages a sense of community and awareness of the needs of individuals. Pupils’ cultural awareness is well developed; through lessons, activities and visits they are introduced to the richness and diversity of their own cultural heritage as well as those of people elsewhere in the world
1.16
The school’s provision of
pastoral care, support and guidance is very good. A range of measures is in place that promote good discipline and behaviour and ensure
pupils’ health and safety. All serve to encourage the personal and academic
development of its pupils in a caring, welcoming and safe environment. Staff know the
pupils very well. Relationships between children and staff are good both in
1.17
Achievement and Quality in Activities
1.18
The school provides a very good
range of activities of high quality. These provide a good balance between
physical, aesthetic, academic and recreational experiences. Staff contribute
well and enable the school to offer a good variety of these in lunch breaks and
after school. These include chess, science, tapestry, story, computers, choir,
recorders, ballet and sporting activities such as football, netball, hockey and
golf. Pupils benefit from a wide range of individual and group instrumental
lessons, including piano, recorder, guitar, violin, clarinet and flute. Lessons
in speech and drama are also provided with pupils prepared for the LAMDA
examinations. Sporting activities take place throughout the year when pupils
compete against other schools. A range of trips is organised each year, many
related to pupils’ current
Progress Made by the School since its Last Inspection
1.19 The school was last inspected by ISI in March 1998. It has responded positively to many of the recommendations such as establishing the responsibilities of teachers, improving the facilities for the teaching of science, introducing a broader range of teaching approaches and developing detailed schemes of work for all subjects. Aspects still requiring further development include a review of the timetabling and organisational arrangements, particularly for music and PE, and establishing an agreed programme of professional development for staff. In November 1999 the OFSTED nursery inspection report highlighted three areas for improvement. Nursery and reception staff liaise more closely over planning; children have greater opportunities to practise their emerging writing skills and more effective use is now made of the outdoor play area.
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 information |
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 Requirement
1.20 In order to meet all the requirements, the school must:
(1) Provide a three-year plan indicating how the school could improve access for pupils with disabilities.
1.21 In addition to the actions set out above, the school is asked to address any issues highlighted in What the School Should Do Better. These are set out as recommendations for the school in Section 2 of the report.
2.1 The main recommendations are listed below. The school should take the following action.
R1 Review the current timetable to:
· ensure that the time allocated for foundation subjects is used more effectively over the week and that music is taught in smaller groups.
R2 Encourage stronger liaison between different sections of the school through:
· regular meetings to discuss curriculum and assessment issues.
R3 Improve the provision and opportunities to use ICT in classrooms through:
· improving the resources for the subject
· subject planning that enables pupils to use their ICT skills across the curriculum.
R4 Extend the programme for the professional development of teaching and non-teaching staff by:
· providing a planned programme for the professional development of staff, based on the needs of the school and those of individual members of staff;
· further training for senior teachers in the appraisal of staff.
3.1
3.2
3.3
The school attracts children
from a wide geographical area, the main catchment
area being within a ten mile radius of central
3.4 The admissions policy results in all classes containing pupils with a range of ability. Currently there are no pupils with a statement of special educational need but 25 pupils have been identified as requiring learning support on the School Action programme.
3.5 A total of 29 under-fives are funded partly out of Local Authority grants.
3.6 National Curriculum nomenclature is used throughout this report to refer to year groups in the school. The year group nomenclature used by the school and its National Curriculum (NC) equivalence are shown in the following table:
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Ruckleigh |
NC |
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Ruckleigh |
NC |
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Nursery |
Nursery |
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Year 6 |
Year 6 |
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Kindergarten |
Reception |
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Year 1 |
Year 1 |
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Year 2 |
Year 2 |
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Year 3 |
Year 3 |
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Year 4 |
Year 4 |
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Year 5 |
Year 5 |
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