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INSPECTION REPORT ON |
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Taunton School |
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Full Name of the School |
Taunton School |
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DfES Number |
933/025 |
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Address |
Staplegrove
Road, Taunton TA2 6AD |
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Telephone Number |
01823
349200 |
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Fax Number |
01823
349201 |
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E-mail Address |
enquiries@tauntonschool.co.uk |
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Name of Headmaster |
Dr
John Newton |
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Chairman of Governors |
Mrs
Jane Barrie |
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Age Range |
13-18 |
Gender |
Mixed |
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Number of Pupils |
474 |
Number
of Boarders |
193 |
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Inspection Dates |
10th
to 14th October, 2005 |
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This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 163(1)(b) of the Education Act 2002, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.
The inspection was not carried out in conjunction with the Commission for Social Care Inspection (CSCI) and the report does not contain specific judgements on the National Minimum Boarding Standards. It comments on the progress made by the school in meeting the recommendations set out in the most recent statutory boarding inspection and evaluates the quality of the boarding experience and its contribution to pupils’ education and development in general.
The inspection does not examine the financial viability of the school or investigate its accounting procedures. The inspectors check the school’s health and safety procedures and comment on any significant hazards they encounter: they do not carry out an exhaustive health and safety examination. Their inspection of the premises is from an educational perspective and does not include in-depth examination of the structural condition of the school, its services or other physical features.
1.1 Taunton School provides a good academic and a very good pastoral environment in which pupils can thrive and develop their individual potential in line with the ethos of the school. Nearly all the teaching is of good quality, and some is very good. Pupils’ learning and behaviour are also very good. In accordance with the ethos of its foundation, the school encourages pupils’ spiritual, moral and cultural and social development very well. Very good management is provided by the governing body, the headmaster and a strong senior management team.
1.2 The school has many strengths: the following are among the more important.
· The standard of pupils’ attainment, in relation to their abilities, in lessons and in written work, is nearly always good, and often high. Good examination results at both GCSE and A level reflect this standard; they have improved over the past four years. The quality of teaching is nearly always good, and at times very good or excellent, and this promotes good progress for pupils in relation to their abilities and good habits of learning.
· The quality of pastoral care is very high. It is very well organised and managed. The hard-working staff gives excellent individual attention and support to all pupils.
· The pupils are friendly, natural and courteous. They behave very well. An excellent quality of relationships exists between staff and pupils, and across pupils of all ages. Personal development is strongly fostered. Spiritual, moral, social and cultural awareness is sensitively nurtured in line with the ethos of the foundation of the school.
· A wide range of sport and extra-curricular activities, very well-staffed, enables pupils to gain confidence and self-reliance, and to develop wide interests and talents.
· Very good governance and management provide strong direction to all aspects of school life.
What the School Should Do Better
1.3 While the school has no serious weaknesses, attention to this issue would enable pupils to reach higher levels of attainment.
· Information and communication technology (ICT) is not used sufficiently to support teaching in the classroom and across the curriculum. Training staff in effective use of ICT is being implemented slowly. ICT resources are available, but are not yet deployed effectively.
Standards of Attainment and Progress in Subjects
1.4 The standards of attainment, in work and class, are good in relation to the pupils’ abilities at all stages. No discernible difference was observed in attainment between boys and girls. Results in public examinations over the past four years have been good in relation to pupils’ abilities. The standard at entry suggests that results should be well above the national average for all maintained schools. In many subjects results have been far above that average, and in some subjects in line with the national average for maintained selective schools. At GCSE, girls have performed more strongly than boys over the past four years, although less so in 2005. At A level, girls have performed marginally more strongly than boys.
1.5 Pupils’ progress is good in relation to their abilities. Girls and boys progress at similar rates. Pupils with English as an additional language (EAL) nearly always make good progress as the result of careful attention by teachers to their individual needs. Those with special educational needs (SEN) usually make sound progress. No structure exists to analyse or monitor, using all the information available, the individual attainment and progress for pupils with SEN in relation to each pupil’s requirements.
The Quality of Pupils’ Learning, Attitudes and their Behaviour
1.6 The quality of learning and behaviour is very good across the school. Pupils’ attitudes to learning and their behaviour both in the classroom and around the school are very good for the ages, abilities and aptitudes of the pupils. The positive attitudes and high standards of behaviour contribute significantly to the friendly and supportive atmosphere in the school. The pupils are competent learners with a good work ethic and are motivated to learn. They are friendly and helpful and have confidence in their school and its rules. They are courteous and show respect and tolerance for each others’ beliefs, views and opinions.
1.7 The quality of the teaching is good. In over three-quarters of all lessons observed, it was good or better; in nearly half, it was very good or excellent. In a very small number of lessons, it was unsatisfactory. Teachers have a very secure knowledge and understanding of their subjects. They have high expectations of their pupils, manage them extremely well and achieve high standards of discipline. Teaching meets the needs of most pupils, but only limited provision is made for those pupils who are gifted and talented, and strategies to support those with SEN are only sometimes used. Pupils with EAL are very well supported. Available resources are used very well. Only a few departments and individual teachers use ICT effectively in their teaching to add variety and catch pupils’ imagination.
1.8 The level of pupils’ attendance is very good and enables the pupils to take full advantage of the opportunities provided by the school. Unauthorised absences are virtually non-existent. The attendance registers are efficiently completed. Daily registration procedures are careful and thorough. The admissions register is appropriately kept. Pupils are generally punctual for most lessons, but some arrive late after assemblies and the morning break.
1.9 Systems for assessment and recording pupils’ attainment and progress are nearly all good, efficient and thorough, and are being further developed. Useful information is used to monitor pupils’ progress and set targets, but some information from assessment tests is not fully or effectively employed. No formalised screening process exists for pupils with SEN, but information is acquired about new arrivals to Year 9. These pupils are monitored carefully every month, but not in a systematic way through the use of assessment data. Marking is mostly accurate and helpful. The grading system is clear and is understood by pupils.
1.10 The curriculum is well planned at all levels, and the breadth and balance are mostly appropriate to the age and ability of pupils. However, the option system in Year 9 limits the core curriculum, particularly with regard to design and technology. In Years 10 and 11, the arrangements for science are uncommon, for some pupils do not study all three sciences. At A level, a wide choice of study exists. The curriculum provides equality of opportunity for all pupils to learn and make progress, and it is enriched by a wide variety of activities. Support sessions during private study lessons are suitably provided for SEN pupils. A register of SEN pupils is used to inform teaching staff of their needs. Pupils whose first language is not English are able to receive support in English in place of the modern foreign languages offered in the main curriculum. Some extra provision for gifted and talented pupils is available in certain departments.
Teaching and Non-teaching Staff
1.11 The quality of the teaching and non-teaching staff is very good. They are sufficient in number, are well qualified and have suitable experience. Their work and commitment contribute significantly to the pupils’ educational experience and to the standards achieved both inside and outside the classroom. The teaching staff is appropriately balanced in gender and has a good blend of youth and experience. Very good systems are in place for supporting the professional development of staff and for the induction of new staff. The range and scope of whole school and individual in-service training are good. The non-teaching staff makes a full and effective contribution to the efficient running of the school.
1.12 The provision of resources for learning is sound. Suitable resources support pupils’ attainment, progress, and quality of learning in most areas. An extensive ICT system is in the process of being installed, but not all is yet operational. Management of ICT resources is uneven, particularly in the areas of staff training and cross-curricular coordination.
1.13 The library provision is satisfactory, although some aspects are less than adequate. It is well situated in the heart of the school, and has four networked computer terminals for use by pupils. It provides sound support for most of the school’s departments. However, the configuration of the shelves and the tiredness of the décor and much of the stock do not make for an attractive introduction to the school’s principal learning resource centre. In spite of its generous opening hours, its use for study by pupils is relatively infrequent. Most departmental sections are adequate. The fiction section would benefit from culling and substantial re-stocking. Borrowing figures indicate only modest use of the facility by pupils.
1.14 The quality of the premises and accommodation is good. Some provision is excellent; certain areas are only adequate, but improvements are planned. The buildings and other facilities are appropriate for the numbers, abilities, ages and gender of the pupils, are well used and allow the curriculum to be effectively taught. Nearly all teachers have their own designated classrooms. Most departments have classrooms clustered together which encourages good exchange of practice and resources; some are more spread out. Some departments have a suitable office and appropriate storage space; other departments lack this important facility. Much of the teaching accommodation is good, but some is old-fashioned, particularly the science laboratories. The grounds and most of the buildings and classrooms are well maintained. The grounds are kept neat and tidy. Signs, both within buildings and outside, are excellent.
Links with Parents and the Community
1.15 The school has a strong and effective partnership with parents. Information provided for parents is frequent and helpful. Reports are mostly, but not consistently, comprehensive, helpful, and personal. Good information is available to parents: full newsletters, an excellent school magazine, an attractive website. Parents help with various activities. The school has developed some very good links with the local community, mainly through community service. Some enriching cultural links have been developed overseas.
1.16 Provision for personal development is very good. Respect for the individual engenders a friendly atmosphere and advances worthwhile attitudes and values. The provision for spiritual development is very good and is nurtured by the chapel, the chaplain and other staff. The founders’ inter-denominational intentions are honoured. The school respects members of other faiths and those with no faith. A very good framework allows pupils to develop their moral code and to have a mature understanding of what is right and wrong. Pupils have many chances to appreciate other cultural traditions. The school, and its strong house structure, also provides many opportunities for pupils to develop personal responsibility, leadership skills and teamwork.
1.17 The school, through the boarding and day houses and small tutor groups, provides all pupils with very good pastoral support within a safe and caring environment. Hard-working staff give effective support, advice and guidance to all pupils. Tutors monitor and discuss academic and social progress. Careers education and guidance are effective in preparing pupils for life after school. Appropriate measures are in place to promote good discipline, prevent bullying and respond to child protection issues. Effective arrangements ensure a healthy and safe environment.
1.18 No Commission for Social Care Inspection team took part in the inspection. The school has suitably followed the recommendations in the 2003 statutory boarding inspection.
1.19 The school is very well governed and managed, and effective systems are in place to ensure that the school’s aims are met. Efficient planning secures adequate resources for learning and teaching. The management and leadership have a clear view of the ethos of the school and work effectively to fulfil its aims. The governing body offers a good range of experience and interests, and supports the school leadership very well. The headmaster, in post for two terms, has quickly established himself as an energetic and enthusiastic leader of all aspects of the community. The senior management by their varied talents and personalities make a sensitive and strong team. The staff fully understands the guiding principles and ethos of the school. The pastoral side of the school is very well managed and is effectively delegated and monitored by the senior management. The quality of management of almost all academic departments is good or very good. The senior management has not been entirely effective in ensuring the smooth development of ICT within the curriculum to enhance the learning of pupils, but plans are being drawn up to improve this. Administrative arrangements are very efficient. A full, detailed and appropriate development plan is in place, but some aspects are still to be finalised.
Achievement and Quality in Activities
1.20 Achievement and quality in the activities provided are very good, at times excellent, and are entirely appropriate for the ages, aptitudes and abilities of the pupils involved. Pupils achieve high standards for their age and aptitude in many activities, especially in debating and sport. A very good balance exists between sporting, cultural and recreational activities and between individual and group activities. The level and extent of pupils’ participation in games and activities make a significant contribution to their educational experience and achievement.
Progress Made by the School since its Last Inspection
1.21
Satisfactory
progress related to the five main recommendations has been made since the 1999
inspection. Boarding houses have been
refurbished and the tutorial system has been reinforced. Plans have been drawn up for a new science
building. Progress has been slow in the
development of ICT. Recommendations to
review the artistic and creative elements in Year 9 and the science provision
in Years 10 and 11 have not yet been followed.
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 Requirements
1.22 No action is required.
1.23 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 While the school has no serious weaknesses, the following recommendation would enable pupils to reach higher levels of attainment.
R1 Strategies should be put in place to ensure that ICT is used appropriately in the classroom and across the curriculum. Staff should be trained in the use of ICT. ICT resources should be deployed suitably across the school.
3.1 Taunton School was originally founded in 1847 as the West of England Dissenters’ Proprietary School, accepting sons of nonconformist families at the age of 11, both as boarders and dayboys. It was renamed as Taunton School in 1899. Girls were admitted to the sixth form in 1971 and at all ages in 1973.
3.2 The school is organised as a preparatory school and a senior school, admitting boys and girls to day and boarding education from nursery to the sixth form. The two schools are separately administered, but the headmaster of Taunton School has ultimate responsibility for both schools and for the Taunton International Study Centre which is also independently administered and has its own principal. The senior school admits boys and girls at the age of 13, and was inspected separately.
3.3 The school is situated in an attractive and self-contained site of 50 acres to the north of Taunton and benefits from the spacious grounds.
3.4 There are, at present, 474 pupils in the senior school aged from 13 to 18, 280 boys and 194 girls. Of these, 287 pupils (174 boys and 113 girls) are in Years 9 to 11, and 187 pupils (106 boys and 81 girls) are in Years 12 and 13. The number of boarders is 193 (125 boys and 68 girls). One hundred and sixty seven pupils hold scholarships or bursaries. The majority of pupils come from professional, business, farming and services families in the south-west.
3.5
Nearly three-quarters of the
pupils come from Taunton Preparatory School.
The remainder come from other local preparatory schools or from
abroad. They gain entry to the school at
13+ by the Common Entrance examinations or through the school’s own English,
mathematics and non-verbal reasoning tests. Pupils at Year 12 are admitted on the basis of
interview and reasoning tests, and on the quality of their GCSE results. Results of a standardised test administered
in Year 9 show that the school’s intake overall approximates to a standard
well above that of the national average for all maintained schools.
3.6 No pupil has a statement of special educational needs (SEN), but 57 pupils (42 boys and 15 girls) have been identified by the school as requiring learning support. Forty six pupils have been identified by the school as having English as an additional language (EAL).
3.7 Approximately 30 pupils leave each year after GCSE, nearly all for further education. An equal number of pupils join the sixth form each year. Nearly all those leaving after Year 13 go on to degree courses, some after a gap year.
3.8 The school states that its aims include a commitment to uphold the founding principles of the school ‘rooted in the Christian faith,’ while recognising ‘the particular emphasis of its Free Church foundation on personal responsibility in the quest for faith and respect for all religious traditions.’ It regards ‘the quest for academic excellence as paramount to an effective education,’ and says that it aims to ‘provide a high quality of pastoral care and excellent relations between staff and pupils,’ and ‘to nurture respect between the sexes and between age groups, developing team skills and leadership ability wherever it can.’
3.9 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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School |
NC |
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School |
NC |
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3rd Form |
Year 9 |
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Lower Sixth |
Year 12 |
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4th Form |
Year 10 |
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Upper Sixth |
Year13 |
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5th Form |
Year 11 |
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3.10 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 (%) |
96% |
97% |
96% |
94% |
96% |
94% |
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Achieved 5+ @ A* - G (%) |
100% |
100% |
100% |
100% |
100 | |