|
INSPECTION REPORT ON |
|||
|
Town Close House Preparatory School |
|||
|
|
|||
|
Full Name of the School |
Town Close House
Preparatory School |
||
|
DfES Number |
926/6111 |
||
|
Address |
14
Ipswich Road, Norwich, Norfolk NR2 2LR |
||
|
Telephone Number |
01603
620180 |
||
|
Fax Number |
01603
618256 |
||
|
E-mail Address |
head@townclose.com |
||
|
Name of Headmaster |
Mr
G R Lowe |
||
|
Chairman of Governors |
Mr
J R L Beck |
||
|
Age Range |
3-13
years |
Gender |
Co-educational |
|
Number of Pupils |
466 |
Number
of Boarders |
None |
|
Inspection Dates |
November
28th – December 2nd, 2005 |
||
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 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 The whole-hearted approach of the pupils at Town Close House School enables them to share a love of learning and respond positively to the high expectations set in exciting and stimulating lessons. They thrive in this caring community and achieve well, both in their entrance examinations to academically selective senior schools and in their many other accomplishments. Much of their success stems from the sensitive leadership of the headmaster and the support of the loyal team of teachers and non-teaching staff; all are alert to the needs of their pupils, open to new ideas and methods, and willing to support one another. The generous provision of resources, information and communication technology (ICT) and facilities ensures that the broad curriculum reflects current best practice, though its organisation has some minor blemishes.
1.2 The school has many strengths; outstanding amongst these are the following:
· Pupils’ attitudes to learning and behaviour are very good: pupils collaborate whole-heartedly with their teachers; they are courteous, trustworthy and proud of their school.
· Teaching is very good: most of it reflects current practice and modern pedagogy, and makes effective use of ICT.
· The quality of the loyal, committed and hard-working teaching and non-teaching staff is very good.
· The provision of buildings, facilities, resources, ICT and the library is very good.
· Arrangements for pupils’ personal development and pastoral care are very good.
· Leadership by the governors, the headmaster and senior teachers is decisive, swift and effective.
What the School Should Do Better
1.3 The school has no significant weaknesses but consideration should be given to the following issues to improve further the good quality of education it already provides:
· separate management of the curriculum in the two sections of the school results in some discontinuity and imbalance of provision in Years 1 to 3;
· the structure of the timetable undermines equality of opportunity for some pupils;
· the policy for gifted and talented pupils has yet to be fully implemented.
Standards of Attainment and Progress in Subjects
1.4 Pupils’ attainment and progress throughout the school are good. All pupils do well whatever their gender or background.
1.5 Attainment by the end of the Foundation Stage is good. Pupils make good progress and all are likely to achieve the early learning goals by the time they are aged 5. In Years 1 to 8, pupils’ attainment and progress are good.
1.6 Attainment in national tests at age 7 is high in relation to pupils’ abilities. Results in national tests at age 7 over the last three years have been far above the average for all maintained primary schools. Standards in reading, writing and mathematics have been consistently high. The school has a good record of results in entrance examinations at 11+ and 13+ to academically selective senior schools.
1.7 Attainment is high in French, history, Latin, music and physical education (PE). It is good at the Foundation Stage and in English, mathematics, science, ICT and religious studies (RS). Attainment in geography is satisfactory. Insufficient evidence was available in other subjects to assess attainment and progress.
1.8 Progress is rapid in Reception and in science, French, history, Latin, music, PE and RS. It is good in the Nursery and in English, mathematics and ICT. Progress in geography is sound.
1.9 Pupils with special learning needs achieve good standards and their progress in good.
The Quality of Pupils’ Learning, Attitudes and their Behaviour
1.10 The quality of pupils’ learning, attitudes and behaviour is very good.
1.11 Pupils are very competent learners who respond positively in lessons. They are well motivated and co-operative. They sustain very good concentration, willingly enter into the spirit of the lesson, and collaborate whole-heartedly with their teachers. Pupils show respect for the feelings, values and beliefs of others, and they rally round to support those who appear to have a problem. Behaviour around the school is very good, and pupils are courteous and trustworthy.
1.12 The quality of teaching is very good. Teaching was often excellent, was very good or better in over half the lessons, was good or better in almost all lessons, and was never less than sound. Teaching is appropriate to the needs of all pupils and contributes well to attainment and progress. Teachers’ knowledge is good overall, and pupil management is always good; a very good rapport exists between teachers and pupils. Teachers’ expectations of pupils are generally high and stimulating teaching captures the pupils’ attention. Planning and organisation are always good, and the use of time and resources is efficient. The most effective teaching is alert to current practice and contemporary pedagogy, and makes appropriate use of the school’s extensive investment in ICT.
1.13 Teaching quality is very good in mathematics, science, art, design & technology (DT), French, history, ICT, Latin, music, PE and RS. It is good at the Foundation Stage and in English and geography.
1.14 The level of attendance is high and no unauthorised absences have occurred over the past year. The school’s admissions procedures fully satisfy regulatory requirements but those for registration are not fully met.
1.15 The quality of assessment and recording is very good. Systems for assessing pupils’ attainment and progress are efficient, thorough and suitable for the age of the pupils, their particular needs and their stage of development. The results are used to inform curricular planning and teaching, and when referring pupils to the special educational needs co-ordinator. A policy for gifted and talented pupils has not yet been fully implemented but standardised tests have been used to identify high ability pupils. Assessments have also been recently introduced to measure progress made by pupils in the school compared with national norms.
1.16 Assessment procedures and teachers’ marking are frequent, accurate, consistent and effective; books are occasionally unmarked in a few subjects. Pupils are increasingly aware of the marking and assessment criteria used and they understand the system of grades and rewards. They are encouraged in some subjects to review and assess their own work and to set targets. All standardised scores, effort grades and examination results are recorded on the school’s database.
1.17 The quality of the curriculum is good overall. The breadth of the curriculum is good and contributes well to pupils’ intellectual, physical and personal development. The balance of subjects on the timetable is generally good. Separate management of the curriculum in the two sections of the school results in some discontinuity and imbalance in Years 1 to 3.
1.18 Curriculum policy is supported by thorough, effective and appropriate documentation for every subject. The provision for pupils with special learning needs is good and teaching is carefully planned to meet their personal circumstances. Although all pupils have access to the full curriculum, the structure of the timetable undermines equality of opportunity for some pupils. The curriculum is enriched by an extensive programme of extra-curricular activities, school trips, visitors to the school, after-school clubs and activities in the holidays.
Teaching and Non-teaching Staff
1.19 The quality of the teaching and non-teaching staff is very good. Their numbers are sufficient and all are suitably qualified and experienced for the roles they undertake. They are effectively deployed. Teachers' happy relationships with pupils create the supportive environment that reflects the school’s ethos.
1.20 Staff development needs are identified by the senior management team and supported by generous funding. Training in the use of ICT underpinned the successful deployment of inter-active whiteboards. Appraisal is well established and regarded positively by teachers as an integral part of their professional development.
1.21 The provision of resources for learning is very good. The quantity and quality of books, equipment, materials and ICT needed to support teaching, learning, study and recreation for all pupils are very good. They are organised well and used very effectively.
1.22
Library provision is very good. The range, quality and accessibility of the
library stock are very good, and they support pupils’ attainment, progress and
quality of learning very well. Management by the librarian and
the team of pupil-assistants is very effective.
1.23 The buildings, accommodation and other facilities are generally very good for the numbers, abilities, ages and gender of the pupils. They enable the curriculum to be taught effectively and they make a positive contribution to pupils’ personal development, behaviour and welfare.
Links with Parents and the Community
1.24
Links with parents and the
community are very good. An excellent response to the
parental questionnaire, completed prior to the inspection, expressed a very high
level of satisfaction with the school’s work.
The school handles the very small number of parental complaints with due
care and in accordance with regulatory requirements. Pupils’ learning and personal development are
enhanced by very good links with the community.
1.25 Very good opportunities are provided for pupils to develop a system of spiritual beliefs and a moral code as well as developing socially and culturally.
1.26 The school’s provision for pastoral care, support and guidance is very good. It enhances pupils’ personal and academic development. Pupils’ health and well-being are safeguarded by suitable measures.
1.27 The governance and management of the school are very good. Leadership at all levels is good, and the school’s sense of purpose to promote effective teaching and learning is very good. A planning culture is in place, analysing and prioritising needs, and the school’s shared aims and values are reflected in thorough documentation. Communication is very good, and monitoring is good.
1.28 Routine administration is very good. The welcoming office team provides excellent support for pupils, parents, staff and visitors. The school is well served by loyal classroom assistants and the catering, cleaning, maintenance and grounds teams, all making a valuable contribution to the smooth running of the school.
Achievement and Quality in Activities
1.29 Achievement and quality in the very wide range of activities are very good for the ages, aptitudes and abilities of the pupils. The programme contributes strongly to their personal development.
Progress Made by the School since its Last Inspection
1.30 Very good progress has been made since the last inspection and all recommendations have been met.
Compliance with the Regulations for Registration
|
|
|
||
|
DfES Standard |
Does the school meet the regulatory requirements? |
||
|
1. |
Quality of education: |
1.(2) Curriculum |
Yes |
|
|
|
1.(3)-(5) Teaching |
Yes |
|
2. |
Spiritual, moral, social and cultural development of pupils |
Yes |
|
|
3. |
Welfare, health and safety of pupils |
It meets almost all of the requirements |
|
|
4. |
Suitability of proprietors and staff |
It meets almost all of the requirements |
|
|
5. |
Premises and accommodation |
Yes |
|
|
6. |
Provision of information |
Yes |
|
|
7. |
Manner in which complaints are to be handled |
Yes |
|
Actions Required for Compliance with the Regulatory Requirements
1.31 In order to meet all the requirements, the school must:
(1) complete the check with the Criminal Records Bureau on the appropriateness of its part-time teachers to work with children [Regulation 4(b)];
(2) ensure that the governors fully undertake their responsibilities for child protection as set out in DfES guidance, Safeguarding Children in Education, DfES publication 0027/2004 [Regulation 3(2)(b)]
(3) maintain attendance registers totally in accordance with legal requirements [Regulation 3(9)].
1.32 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 actions needed to comply fully with the regulatory requirements are specified in paragraph 1.31. The main recommendations are listed below.
R1
Improve management of the
curriculum to ensure full continuity and balance in Years 1 to 3.
R2 Re-examine the structure of the timetable to ensure equality of opportunity for all pupils in all subjects.
R3 Implement the policy for gifted and talented pupils.
3.1 Town Close House School is a co-educational day school for pupils aged 3 to 13 years situated in attractively wooded grounds close to the centre of Norwich. Founded in 1932, it is now a charitable trust managed by a board of governors. The school is based around two large town houses and their extensive gardens; the main house is early Georgian and the other mid-Victorian. Purpose-built classrooms and other premises and accommodation have been added, most in recent years.
3.2 There were 466 pupils on roll at the time of the inspection: 71 in Nursery and Reception, 130 in Years 1 and 2, 209 in Years 3 to 6, and 56 in Years 7 and 8. Although boys currently outnumber girls, the proportion of girls has risen to over a third in recent years and will continue to rise as pupils set to join the school arrive. Pupils are drawn mainly from the city of Norwich, but some come from the market towns and countryside of Norfolk and north Suffolk, and others from Great Yarmouth and Lowestoft. Most parents are employed in the professions, but the school population includes a wide socio-economic mix. A few pupils come from minority ethnic backgrounds: six families have English as their second language, but no pupils need special support. Non-verbal reasoning scores for pupils in Years 3 to 8 show that the pupils’ average ability is above the national average; if they are performing in line with their abilities, pupils’ national test results will be above the average for all maintained primary schools. The special needs teachers work with 65 pupils; there is one statemented pupil.
3.3 In recent years, about a fifth of the pupils have left at 7+ after winning places at local selective single-sex independent day schools, with about a third following at 11+. All other pupils take the Common Entrance examinations at 13+ for a wide range of independent schools, local day and national boarding.
3.4 The school aims to develop the full potential of each pupil. It is proud of its academic record, its renown for music, drama and art, and its reputation for sport.
3.5 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
3.6 Externally audited National Curriculum Assessments at age 7 (Key Stage 1)
|
|
|
|
|
||
|
|
|
2005 |
Average
for 2003-2005 |
||
|
Subject |
|
Level 2 or higher (%) |
Level 3 or higher (%) |
Level 2 or higher (%) |
Level 3 or higher (%) |
|
Reading |
Boys |
100 |
51 |
98 |
54 |
|
Girls |
100 |
71 |
100 |
63 |
|
|
All |
100 |
58 |
99 |
57 |
|
|
Writing |
Boys |
100 |
21 |
97 |
25 |
|
Girls |
100 |
57 |
100 |
58 |
|
|
All |
100 |
33 |
98 |
35 |
|
|
Mathematics |
Boys |
100 |
50 |
100 |
58 |
|
Girls |
100 |
52 |
98 |
46 |
|
|
All |
100 |
51 |
99 |
54 |
|
3.7 The school does not use the audited National Curriculum Assessments at age 11 (Key Stage 2).
3.8 Attendance for 2004-2005
|
|