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INSPECTION REPORT ON |
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Windlesham House School |
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Full Name of the School |
Windlesham House School |
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DfES Number |
938/6028 |
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Address |
Windlesham
House, Washington, Pulborough, West Sussex RH20 4AY |
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Telephone Number |
01903
874700 |
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Fax Number |
01903
874702 |
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E-mail Address |
office@windlesham.com |
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Name of Headmaster |
Philip
Lough MA |
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Chairman of Governors |
Noble
Hanlon FCA |
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Age Range |
4
- 13 |
Gender |
Co-educational |
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Number of Pupils |
307 |
Number
of Boarders |
252 |
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Inspection Dates |
May
9th – 13th 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 Windlesham House School is a most effective and successful school with many strengths. Pupils, who all board from the age of nine years, are happy, confident and articulate young people. They are very well looked after, in a warm family atmosphere, by adults who are totally dedicated to the happiness and well-being of the pupils in their care. Links with parents are very good. The highly committed pastoral, teaching and support staff promote very good standards of learning and behaviour which lead to good attainment and progress in relation to the abilities of the pupils. An excellent range of activities and very good resources support the curriculum. Academic links between sections of the school are not emphasised sufficiently in some subjects. The success of the school owes much to the exceptional beauty of its spacious well-kept grounds and the faith of the headmaster and governors in the importance of the boarding community.
1.2 Of the school’s many strengths, the following are the most important:
· Good teaching and very good learning, attitudes and behaviour lead to good attainment and progress. The provision for learning support is very good.
· The quality of leadership and management by the governing body and the senior management team is very good; the happy and positive ethos and sense of purpose enable the school to achieve its aims successfully.
· The provision for boarding is excellent. The pastoral care and the support and guidance given to pupils are excellent.
· Very good opportunities are provided for the personal development of pupils. Links with parents are very good.
· The quality and quantity of extra-curricular activities are excellent.
· The provision for and use of ICT are excellent. Resources for learning, including libraries, are very good.
What the School Should Do Better
1.3 The school has no significant weaknesses. In order to improve further the good quality of the education provided, the school needs to give attention to the following:
· Academic links between the sections of the school are not strong enough in all subjects.
· Monitoring of teaching and learning by heads of department does not extend sufficiently actively throughout the whole school.
· The revised system for professional review is not yet fully in place.
Standards of Attainment and Progress in Subjects
1.4 Throughout the school, the standards achieved by pupils are mostly good. Pupils’ attainment in national tests is satisfactory at age 7 and good at age 11, in relation to their abilities. At the age of 13, pupils’ successes in their examinations for senior schools indicate good, and often very good, attainment. In the Foundation Stage, attainment is good. In Years 1 and 2, and in Years 3 to 6, attainment in the majority of lessons was good and, at times, very good. In Years 7 and 8, attainment was very good in a significant proportion of lessons.
1.5 From the Foundation Stage upwards, pupils make good progress in lessons. They put their skills and knowledge and their competence in literacy and numeracy and ICT to good use. Scrutiny of books shows good progress over time in many subjects in both depth and quality.
1.6 Pupils of above average ability are very well extended academically. Those of average ability make gains in knowledge, understanding and practical and academic skills that are generally good in relation to their abilities. Pupils who require learning support or for whom English is an additional language (EAL) are extremely well provided for; they also achieve good standards and make good progress in relation to their abilities. Pupils are prepared very well for the next stage of their education.
The Quality of Pupils’ Learning, Attitudes and their Behaviour
1.7 The quality of pupils’ learning, attitudes and behaviour is very good. Pupils are well-motivated, attentive and thoughtful learners, who work very well both independently and in groups. They respond very well when required to think, to question and to discuss. Praise and encouragement are offered wherever due and this builds pupils’ confidence and self-belief. Relationships and attitudes are very good and pupils are considerate and well mannered, both in and out of the classroom. The combination of good learning and very good behaviour makes an important contribution to the academic standards achieved.
1.8 The quality of teaching is good overall; it ranges from excellent in some lessons in Years 4 to 8, where most of the lessons seen were good or very good, to sound in Years 1 to 3. Across the school, teaching in three-quarters of lessons seen was good or very good; very little teaching was unsatisfactory. The majority of teachers are very secure in their knowledge and understanding of their subject and teaching is well planned to meet the needs of pupils of all abilities, including those with particular educational needs or for whom English is an additional language. High expectations and challenging and interesting lesson content lead to a good standard of learning and achievement.
1.9 The average rate of attendance is very good. The school has no unauthorised absences. The high level of attendance enables pupils to take full advantage of the many opportunities. Pupils mainly arrive punctually to lessons and activities. Attendance registers are completed correctly at the start of each morning and afternoon session; the admission register is completed accurately and is up to date.
1.10 The quality of assessment and recording is good. The methods used for assessing and recording pupils’ achievements, progress and academic needs are carefully structured, thorough and effective. Clear documentation is contained in the staff handbook with details of the comprehensive school policy on assessment and recording. Assessment and recording procedures throughout the preparatory school are accurate, consistent and effective; they make a positive contribution to pupils’ learning, and to future curriculum development and planning. The pre-preparatory department follows a satisfactory, less formal programme. Marking of work in the school is regular, but written feedback to pupils does not consistently offer encouragement and suggestions for improvement.
1.11 The curriculum is good; it is broad and well balanced and contributes well to pupils’ intellectual, physical and personal attainment and development across the full age and ability range. The basis of the curriculum is directed to some extent by the school’s boarding ethos and associated culture, particularly with reference to the enrichment provided by the excellent range of extra-curricular activities. The director of studies has a clear overview of the curriculum and, through good liaison with heads of departments, manages effectively to ensure that all pupils, including any statemented pupils, have continuity in their curriculum and are given equal opportunities to learn and make progress. Arrangements are effectively made for pupils of high ability and for those requiring support for particular learning needs or for whom English is an additional language. All pupils are given the opportunity to achieve their full potential and receive a stimulating all-round education.
Teaching and Non-teaching Staff
1.12 The quality of teaching and non-teaching staff is good. Staff, including those involved in boarding, are sufficient in number; they are mostly well qualified and experienced for the roles they are required to undertake and they are effectively deployed. Nearly all academic staff have teaching qualifications in addition to their academic qualifications. Staffing ratios for children under five years of age are in line with current guidance. Policies and procedures for the induction of new staff and of newly qualified teachers are exceptionally clear and helpful. Updated arrangements for annual professional reviews are being introduced and are not yet thoroughly established. A generous budget is available for staff development. All staff make a positive contribution to the quality of education offered to the pupils and the educational standards achieved; they are dedicated to the welfare of the pupils.
1.13 The quality, quantity, organisation and accessibility of resources to assist the teaching, learning, study and recreation of pupils are very good. Resources for ICT are excellent. Resources are very well managed and used very effectively to promote the quality of teaching and learning. The boarding houses are thoughtfully appointed and equipped to give opportunities for study if required.
1.14 The two adjacent fiction and non-fiction libraries are very attractive and engender enthusiasm for reading. They are well-stocked and effectively used by all age groups and subjects. Most classrooms contain a very good selection of appropriate reference books. The libraries fulfil the needs of the pupils and staff in relation to resources for personal study and research, where they complement the ICT facilities available. They encourage reading for pleasure and support personal development, through encouraging a love of literature.
1.15 The attractive buildings, the well-maintained accommodation, the well-kept and extensive grounds and the classroom and other specialist facilities provide a very good environment for learning and for recreation for pupils of all ages and abilities. Sports facilities are very good and the boarding accommodation is very attractive and comfortable.
Links with Parents and the Community
1.16 The school has developed a very effective partnership with parents and worthwhile links with the community. Much information is provided for parents through the various handbooks, reports, newsletters and magazines, while the school website gives up-to-date information and news. The school puts great emphasis on effective communication which is greatly appreciated by parents, who are made very welcome when they visit. Parental responses to the pre-inspection questionnaire were overwhelmingly positive.
1.17 Provision for personal development is very good. The educational and boarding provision offer a very good range of suitable opportunities, through which its pupils can develop a system of spiritual beliefs and a moral code, as well as developing appropriately personally, socially and culturally. Parents, in their questionnaire replies, strongly agreed that the school promotes worthwhile attitudes and values and provides a good range of extra-curricular activities which also contribute to the personal development of its pupils.
1.18 The school’s care for its pupils’ well-being and development, through its arrangements for pastoral care, support and guidance, is excellent. The well-qualified and experienced staff are highly committed to the boarding ethos. Pupils are happy and secure and truly do benefit from the boarding experience offered by the school. Parents, according to their questionnaire replies, are also very happy with the help and guidance given. Measures to promote pupils’ welfare, health and safety are very good.
1.19 No Commission for Social Care Inspection team took part in the inspection.
1.20 The school benefits from very good, supportive leadership and management. The governance and management ensure that the school’s aims are met, that a good quality of education is provided and that planning is sufficient to secure the best possible resources for teaching and learning. The boarding provision offered by the school is excellent and very well managed.
Achievement and Quality in Activities
1.21 The range and quality of activities are excellent; the activities programme is very effectively managed and provides an additional, very positive dimension to the schools’ provision for its pupils. Levels of participation and achievement in activities are high; they play a valuable role in enabling the school to achieve its aim of providing a stimulating all-round education.
Progress Made by the School since its Last Inspections
ISJC/IAPS Review Inspection in October 1997.
1.22 The school has successfully acted upon the recommendations of this report.
OFSTED Nursery Inspection in October 2004
1.23 The recommendation concerning a review of the parents’ prospectus is being implemented.
CSCI Inspection of Boarding Welfare in March 2005.
1.24 The school is acting upon the small number of minor recommendations. It was recommended that parental permission is obtained for the administration of first aid and that a senior member of the school monitors the medical centre records.
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 |
It meets almost all of the requirements |
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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
1.25 In order to meet all the requirements, the school must:
(1) Give further consideration to ways of separating pedestrian and vehicular traffic. [Regulation 5.(j)]
(2) Improve the flooring in some areas of the main building. [Regulation 5.(s)]
1.26 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 1.25. The body of the report contains a number of points for action for the school to consider in its next stage of development. The main recommendations are listed below.
R1 Strengthen academic links between the sections of the school.
R2 Extend further the existing good practice in monitoring of teaching and learning.
R3 Implement the new professional review system more rapidly.
3.1 Windlesham House School is a coeducational day and boarding school for pupils from four to thirteen years of age. A small pre-preparatory department, Little Windlesham, has day pupils from age four to eight years. In the preparatory school, from the age of eight years, almost all pupils are boarders. The school is very pleasantly situated in its own buildings and spacious grounds in the Sussex countryside. It was founded in 1837 in the Isle of Wight by Charles Malden at the suggestion of Dr Arnold, headmaster of Rugby School. It moved to its present position in 1934 and became a charitable trust in 1963.
3.2 At the time of the inspection visit, the school had 307 pupils on the roll, aged from four to thirteen years old: 9 in the Foundation Stage, 16 in Years 1 and 2, 152 in Years 3 to 6 and 130 in Years 7 and 8. The number of boarders is 265, 103 girls and 162 boys. All pupils board from the beginning of Year 5. The school is non-selective and has a fairly wide cross-section of academic ability; all faiths are welcome. The school does not have an entrance test but pupils are assessed in reading, spelling and mathematics on their introductory days; they and their parents meet the headmaster and a reference is sought from the previous school. Nationally standardised assessments indicate that, although in some year groups a small percentage may be below average, ability levels of the majority are above the national average. Approximately two-fifths of pupils, mostly boys, are given additional support for mild dyslexia or other learning difficulties. One pupil has a statement of special educational needs. Where pupils are performing in line with their abilities, their results are expected to be above those of all maintained primary schools.
3.3 A small number of pupils, less than five per cent, come from ethnic groups other than English and only a few pupils do not speak English at home. Most pupils who have English as an additional language are confident and fluent in its use. Ten pupils receive regular specialist help in English as a second language. Pupils enter the pre-preparatory department from local nurseries and day schools and may choose not to transfer to the preparatory school if they do not intend to board. Pupils enter the preparatory school as boarders from a variety of day preparatory schools in London and the south-east. They generally come from business and professional backgrounds; the boarders from overseas are mainly children of British expatriate parents although between five and ten per cent may be foreign nationals.
3.4 The majority of Year 8 pupils continue their education in independent day and boarding schools. A minority transfer to local maintained schools at age 13+.
3.5 The school places emphasis on building confidence, motivation and self-esteem within a strong academic focus and prides itself on its strong pastoral ethos.
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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School |
NC |
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School |
NC |
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Reception |
Reception |
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Fives |
Year 4 |
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Year 1 |
Year 1 |
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Fours |
Year 5 |
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Year 2 |
Year 2 |
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Threes |
Year 6 |
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Year 3 |
Year 3 |
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Twos |
Year 7 |
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Ones |
Year 8 |
3.7 Externally audited National Curriculum Assessments at age 7 (Key Stage 1)
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Most
recent year |
Average
for the last three years |
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Subject |
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Level 2 or higher (%) |
Level 3 or higher (%) |
Level 2 or higher (%) |
Level 3 or higher (%) |
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Reading |
Boys |
100% |
83% |
92% |
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