INDEPENDENT SCHOOLS INSPECTORATE
INSPECTION REPORT ON
St George’s College Junior School
The senior school was inspected at the same time and a separate report published.
Full Name of the School	St George’s College Junior School
DfES Number	9396566
Address	Thames Street, Weybridge, Surrey, KT13 8NL
Telephone Number	01932 839400
Fax Number	01932 839401
E-mail Address	SGCJS@st-georges-college.co.uk
Name of Headmaster	Mr A J W Hudson
Chairman of Governors	Mr J F Rourke
Age Range	3 - 11	Gender	Mixed
Number of Pupils	598	Number of Boarders	None
Inspection Dates	31^st January – 4^th February, 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. MAIN FINDINGS

Overall Summary

1.1 St George’s Junior School has many strengths. It provides its pupils with a very positive environment where personal development, especially spiritual development, is at the heart of its work. Pupils’ personal development is very good and overall pupils achieve good standards. However, standards in religious education are not high enough. Pupils speak very well of their school and benefit from the good teaching and very good pastoral care. Very good leadership by the headmaster, together with good governance, has ensured that the rapid improvement in the past few years has been consolidated effectively.

What the School Does Well

1.2 The school has a considerable number of significant strengths:

· Pupils achieve good standards.

· Teaching and learning are good.

· The quality of pupils’ personal development is very good.

· The leadership of the headmaster is very good and provides encouragement for pupils and adults to give of their best.

· The very good level of pastoral care results from the very positive school ethos and the desire of the staff to do the best for the pupils in their care.

· Premises and accommodation are very good and these contribute significantly to the good standards pupils attain.

What the School Should Do Better

1.3 Only one major area of the school is weak.

· Pupils’ attainment in religious education is not high enough.

1.4 The following are areas for the school to consider in the next stage of its development.

· Arrangements for the withdrawal of pupils from lessons for extra support or music tuition are not organised effectively to minimise disruption to pupils’ learning.

· The information provided for parents about their children’s attainment and the curriculum is not as good as it could be.

· The lack of an overall strategic plan for the development of the junior and senior schools hinders planning for the long-term development of the junior school.

Standards of Attainment and Progress in Subjects

1.5 Pupils attain good standards.

1.6 The children in the Foundation Stage attain good standards. The standards attained by children in the Reception classes are high in their personal, social and emotional development and in their creative development. Standards are good in their communication, language and literacy, mathematical and physical development and in their knowledge and understanding of the world.

1.7 Pupils’ attainment in the national tests taken is good in relation to their abilities. Results in national tests at ages 7 and 11 over the past three years have been well above the national average for all maintained primary schools.

1.8 The standards pupils attain in religious education are not high enough.

1.9 Standards in literacy, numeracy and Information and Communication Technology (ICT) are good.

1.10 Pupils across the school generally make good progress. However, progress in religious education is unsatisfactory. Pupils that the school has identified as having a learning difficulty are well supported and make good progress. More able pupils generally make good progress, but progress in the development of their independent learning is less consistent. Pupils with English as an additional language who are at an early stage of learning English have good support and make good progress.

The Quality of Pupils’ Learning, Attitudes and their Behaviour

1.11 The overall quality of learning, attitudes and behaviour is very good and contributes considerably to the good standards pupils attain. The quality of learning is good. Pupils make good progress in explaining ideas and in gaining understanding. They readily recall previous learning and apply it effectively to the work in hand. Pupils have very positive attitudes to their learning and their school. In lessons, they listen attentively and concentrate hard on the work they have been given. Pupils generally try as hard as they can in lessons and are very keen to learn. They are very interested in what they are doing both in lessons and activities. When given opportunities, pupils readily learn independently. Standards of behaviour are very good. Relationships are very good. Pupils from different cultural backgrounds work and play well together. Racial harmony is very good. Pupils are courteous both to each other and to visitors. Behaviour in lessons and as pupils move around the school is very good.

The Quality of Teaching

1.12 The quality of teaching is good, but it varies from excellent to unsatisfactory. The quality contributes significantly to the good standards pupils attain. Across the school, teaching was good or better in seven in ten lessons observed. It was very good or excellent in one lesson in ten. The quality of teaching across the different year groups is generally even. Teaching is particularly strong in music and science, where good specialist knowledge is used very effectively. Overall, the teaching of religious education is sound. Where teaching is most successful, teachers have very good subject expertise that is used imaginatively and to good effect. The teaching has considerable strengths. The hard working teachers hold high expectations for their pupils who are keen to respond. Teaching is purposeful and well planned. Teachers know their pupils well and make satisfactory use of the information from their day-to-day assessment of pupils’ attainment and progress to plan the next piece of work. The teaching in a significant minority of lessons is sound but is somewhat pedestrian, and pupils do not have enough opportunities to think for themselves. In the very small proportion of unsatisfactory teaching, the pace of the lesson is too slow and pupils begin to lose interest. Good teaching support is provided for pupils identified as having a learning difficulty and for those with English as an additional language at an early stage of learning English.

Other Aspects of the School

Attendance

1.13 The level of attendance is not high enough. The last annual return to the DfES shows a level of authorised absence that is above the national average for maintained primary schools. The headmaster reports that the level of authorised absences is mainly because of the number of pupils who have holidays in term time or who are out of school for events such as special family occasions. Pupils’ punctuality is good. The completion of attendance and admission registers is satisfactory.

Assessment and Recording

1.14 Methods used for assessing and recording pupils’ achievements, progress and needs are sound: they are accurate, consistent and appropriate for the pupils’ ages and stages of development. Teachers know their pupils well. Assessment and recording in the Foundation Stage is very good. In Years 1 to 6, the quality of the arrangements for assessing and recording pupils’ attainment and progress varies between subjects, but is sound overall. Arrangements in English and mathematics are good. Assessment and recording are limited in history, geography, music, religious education and design and technology. The frequency and quality of marking by teachers are generally good. Much of the marking is consistent, providing clear pointers as to how pupils are progressing and providing valuable support. Sound arrangements are in place for the analysis of the results from the national tests. Target setting across the curriculum is being established. In most other subjects the use of information from assessment to plan the curriculum is limited. Good arrangements are in place to identify pupils with a learning difficulty.

Curriculum

1.15 The curriculum is sound and makes a satisfactory contribution to pupils’ intellectual, physical and personal development. It is enhanced by the teaching of French and personal, social and health education (PSHE) and a good range of extra-curricular activities. The curriculum in the Foundation Stage is good. In Years 1 to 6, the curriculum is planned effectively to provide good continuity in pupils’ learning. Timetabling arrangements are not always satisfactory; on occasions time for physical education is too short to allow sufficient teaching time after pupils have changed and lessons in religious education are shortened because they follow the weekly Mass, which often over-runs. Overall the equality of opportunity and access that pupils have to the curriculum allows them to learn and make progress. Good support is provided for pupils with learning difficulties and those with English as an additional language who are at an early stage of learning English. However, the current arrangement where these pupils are withdrawn from lessons, together with withdrawal of a good number of pupils for music tuition, disrupts learning.

Teaching and Non-teaching Staff

1.16 The provision of teaching and support staff is good. Staff are suitably qualified and experienced. They are hardworking, and fully committed to helping their pupils to achieve highly and make a good contribution to pupils’ academic and personal development. Staff are suitably deployed. Good use is generally made of specialist teaching. Very good use is made of specialists in the teaching of ICT. Staff development is good. The finances and health and safety aspects of the school are effectively overseen by the bursar. The matron provides good care for pupils. The high quality of the administrative, cleaning, care-taking and catering staff is evident in the smooth running of the school. The school meets almost all of the regulatory requirements. The references for a number of peripatetic music staff have not been taken up.

Resources for Learning

1.17 Overall, the quality of provision of resources is good. The provision for ICT is very good. Resources in the Foundation Stage are very good. The resources are used effectively to promote learning.

Libraries

1.18 Library provision is sound. The library is well managed with a good range of books. The facilities offer appropriate support for the curriculum but could be used more effectively by pupils for personal study.

Premises and Accommodation

1.19 The quality of the accommodation and facilities is very good and effectively supports the curriculum, teaching and learning and pupils’ personal development. The ICT suites, Chapel, swimming pool and playing fields contribute significantly to pupils’ academic and personal development.

Links with Parents and the Community

1.20 Links with parents and the community are good and benefit the pupils. Parents are very supportive of the school.  In the questionnaire completed prior to the inspection, parents particularly appreciated their children’s attainment and progress, the quality of teaching, the curriculum, the help and guidance their children receive and the attitudes and values the school promotes.  However, a sizeable minority had concerns about the quality of the information they receive and the opportunities to discuss their child's progress.  Inspection evidence confirms parents’ positive views. The information parents receive about the school is very good. However, the information provided about their children's progress is satisfactory in that it meets regulations, but is not as good as it could be. Written information about the curriculum is limited.

Pupils’ Personal Development

1.21 Very good provision is made for pupils’ personal development. Pupils’ spiritual, moral, cultural and social development is very good. The very positive ethos, drawn from the school’s Josephite heritage, provides a very good range of opportunities for spiritual development, a good moral code and respect for the cultural backgrounds of others.

Pastoral Care

1.22 The quality of the pastoral care is very good. Teachers know their pupils very well. The effective pastoral system ensures that pupils are happy and well cared for. The arrangements to promote and safeguard the health and safety of pupils and staff are good.

Governance and Management

1.23 The governance and management of the school is good and enables the school to broadly meet its aims. Governance is good. The governors have invested heavily in the development of the junior school and have high expectations for the standards pupils achieve and for the ethos of the school. Planning for the future is hindered by the lack of a clear strategic view from the governors of the long-term development of the junior and senior schools. The leadership of the headmaster is very good, especially in setting the ethos of the school. The management is good. The senior managers work well together and collectively have a good understanding of the strengths and weaknesses of the school and of the pupils. However, their effectiveness is over dependent on the quality of relationships rather than on clearly defined procedures and arrangements. The curriculum leaders generally have a good understanding of the strengths and weaknesses in their areas of responsibility. The school runs smoothly, and routine administration and organisation are very effective.

Achievement and Quality in Activities

1.24 The standards and quality in activities are good. They make a valuable contribution to pupils’ personal development and complement the curriculum. The range of activities is good with a good balance between games and sports and other activities. Staff give generously of their time and pupil participation is high. Pupils’ participation and success in activities are not formally reported to parents.

Progress Made by the School since its Last Inspection

1.25 The school was last inspected in 1997 by the Independent Schools Joint Council’s accreditation, review and consultancy service. The report made six recommendations, all of which have been implemented.

1.26 The nursery was inspected in 1999 by Ofsted. No significant weaknesses were found and the two points for the school to consider have been dealt with.

1.27 The school has made good progress since its last inspections.

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		Yes
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

1.28 In order to meet all the requirements, the school must:

(1) apply the same rigorous recruitment procedures to visiting music teachers as it applies to all other members of its staff with respect to the taking up of written references and checking qualifications. [Regulation 4(c)].

1.29 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. MAIN RECOMMENDATIONS

2.1 In addition to the actions needed in order to comply fully with the regulatory requirements, which are specified in paragraph 1.28, the following recommendations are for the school to consider in planning the next stage of its development.

R1 Improve pupils’ attainment in religious education by:

· ensuring sufficient quality time is given to the subject

· providing appropriate training about the particular Catholic elements in the curriculum.

R2 Establish effective arrangements to minimise disruption to pupils’ learning when they are withdrawn from lessons for extra support or music tuition.

R3 Improve arrangements for informing parents about their children’s attainment and progress and about the school’s curriculum.

R4 Establish a strategic plan for the long-term development of the school.

3. INTRODUCTION

Characteristics of the School

3.1 St George’s College Junior School has grown considerably since it was relocated from the College site a mile away in Addlestone. In September 1999, St Georges’s college purchased and took over St Maur’s school. In September 2000 St George’s College Junior school was transferred to the erstwhile St Maur’s site. It is a co-educational day preparatory school for pupils between the ages of 3 and 11. The majority of pupils go on to the College at age 11.

3.2 The total number on roll at the time of the inspection was 598 - comprising 261 girls and 337 boys. Sixty-nine children were in the Nursery and of these 24 attended the school on a part-time basis and 45 attended full time. Sixty-three pupils (30 girls and 33 boys) were in the Reception classes. Sixty-five girls and 89 boys were in Years 1 and 2. Of the 312 pupils in Years 3 to 6, 130 were girls and 182 were boys.

3.3 Children entering the Nursery are not formally assessed but attend an induction afternoon where they are observed. Children who wish entry to the school at Reception spend a morning in the school and undertake a verbal test. In Years 1 and 2, assessments are completed in English and mathematics. For entry in Years 3 to 6, pupils are tested in English, mathematics, reading and reasoning. The school selects children on the assumption that they are capable of attaining Level 4 in the national tests taken at the end of Year 6. The intake reflects a broad range of abilities but overall the range is above that of maintained primary schools. The profile of ability suggests that pupils are likely to achieve results well above those for maintained primary schools.

3.4 Pupils come from the local area of Weybridge, Walton, Cobham and Chertsey. The presence of a good number of multi-national companies in the area leads to a degree of mobility in the school population. For example, between October 2003 and June 2004, 35 pupils left the school and 27 joined. The cultural mix of the school is rich, with 54 percent of pupils in Years 1 to 6 having at least one parent of a cultural heritage which is not English. Sixty-one (13%) pupils in Years 1 to 6 speak a language other than English as their first language. The school has one pupil with a formal statement of special educational need and has identified 41 boys and 14 girls as requiring special education provision.

3.5 The school seeks to:

· Promote Christian values within a Roman Catholic context and the school’s Josephite tradition which encourages a strong sense of family.

· Create an environment where all pupils are valued and encouraged to attain academic excellence and to aim for the highest standards in their sporting and extra-curricular activities.

· Foster an atmosphere of mutual respect and compassion.

3.6 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.

Key Indicators

3.7 Externally audited National Curriculum Assessments at age 7 (Key Stage 1)

		2004		Average for the last three years
Subject		Level 2 or higher (%)	Level 3 or higher (%)	Level 2 or higher (%)	Level 3 or higher (%)
Reading	Boys	94	54	97	47
	Girls	100	54	100	47
	All	97	55	98