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INSPECTION REPORT ON |
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Oakfield Preparatory School |
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Full Name of the School |
Oakfield Preparatory
School |
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DfES Number |
208/6109 |
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Address |
125-128
Thurlow Park Road, Dulwich SE21 8HP |
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Telephone Number |
0208
670 4206 |
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Fax Number |
0208
766 6744 |
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E-mail Address |
bwigglesworth@cfbt.com |
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Name of Principal |
Brian
Wigglesworth |
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Proprietor |
The
Centre for British Teachers (CfBT) (Board of Trustees) |
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Age Range |
2
to 11 |
Gender |
Boys
and Girls |
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Number of Pupils |
567 |
Number
of Boarders |
N/A |
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Inspection Dates |
16th
to 20th May, 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 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 Oakfield Preparatory School offers day boys and girls between the ages of two and eleven an attractive, broad-based education of good quality in a distinctively happy, positive and multi-cultural environment. Pupils are very well prepared for successful entry to highly regarded senior schools and the school has developed an effective partnership with parents. Pupils are well motivated, and become competent and enthusiastic learners. Very good opportunities are provided for their personal development, and a successful team of well-qualified and experienced teachers and support staff provide high standards of pastoral care and much good and very good teaching. Some aspects of assessment procedures and the organisation of the curriculum are in need of attention, and the school should develop further some areas of management and improve the provision and use of some of its resources for learning.
1.2 The school has a number of strengths, of which the following are particularly notable.
· Pupils’ attitudes to learning at most levels in the school and their behaviour in lessons and around the school are very good.
· Well-qualified and committed teaching staff, very well supported by the non-teaching staff, provide a high standard of pastoral care and much good teaching.
· Opportunities for pupils’ personal development are very good.
· The school has established a strong and effective partnership with parents.
What the School Should Do Better
1.3 The school’s strengths considerably outweigh its weaknesses, but attention to the following areas will help the school to improve in future.
· Assessment is inconsistent from subject to subject and assessment data is not used sufficiently to track pupils’ progress or to help plan future work.
· Aspects of the curriculum are unsatisfactory in some subjects and year groups: the allocations of time, the length of lessons, and the clarity in curriculum leadership.
· The school has made significant improvements in recent years in its ICT provision but not yet successfully promoted the use of ICT across the curriculum.
· The Upper School library does not provide an attractive, well-stocked resource to encourage pupils’ independent learning and recreational reading.
· Some areas of management need attention to improve the definition of roles, the allocation of management time and the policy for staff training.
· A small number of regulatory matters need attention.
Standards of Attainment and Progress in Subjects
1.4 The standards of pupils’ attainment and progress are good in relation to their ages and abilities. In the Pre-nursery and in the Foundation Stage attainment is good. The children are on course to exceed the national Early Learning Goals by the end of Reception. Towards the end of their time in the Lower School, towards the end of Year 1, pupils’ attainment is good in all three of English, mathematics and science and, towards the end of Year 2, the majority of pupils are ahead of national expectations in literacy and mathematics. Levels of attainment during Years 3 to 6 are good in most subjects and, towards the end of Year 6, pupils’ attainment is very good in science, English, humanities, physical education (PE) and games. Pupils are very successful in their applications to senior schools and considerable successes are gained in inter-school competitions in music and sport.
1.5 All pupils make good progress throughout the Lower School. Literacy, numeracy and oracy skills are good and continue to be good as pupils move up the Upper School. High, average and low attaining pupils, including those requiring special provision are well supported and most progress well. The most able pupils are also identified and provision is made for them, although this is less systematic and sometimes the challenge in class to the most able is insufficient for them to make as rapid progress as they might
The Quality of Pupils’ Learning, Attitudes and their Behaviour
1.6 The quality of pupils’ learning, their attitudes in lessons and their behaviour in class and around the school are very good. In the Pre-nursery and Foundation Stage, the quality of learning and the attitudes of the pupils are mostly very good. In Years 1 and 2 a few pupils with a low attention span are sometimes a disruptive element in lessons but at the top of the Upper School pupils’ attitudes to learning are very good. Pupils are competent learners and respond positively, often enthusiastically, in class. They are well motivated and relationships with their peers and with teachers are constructive and warm. Behaviour around the school is very good. Pupils get on well with each other, are confident in themselves, and courteous and friendly to visitors.
1.7 The quality of teaching is good overall. In over half the lessons seen, teaching was good or better and in a fifth it was very good. Teaching is good throughout the Lower School and very good in the Pre-nursery. The teachers have very good relationships with the children and are sensitive to their individual needs. In Year 1, the quality of teaching is mostly good and teachers have a sound knowledge and understanding of the subjects they teach. In the best lessons, the pace of lessons is brisk and the variety of approaches maintains the interest of the pupils. Teaching meets pupils’ needs in the Upper School except where the most able are sometimes not sufficiently challenged. Teachers’ subject knowledge is good and teachers know their pupils very well. Pupils are managed well and expectations are high.
1.8 The levels of attendance are good. Regulatory requirements are met for attendance and registration, as they are for admissions. A very helpful service is provided to parents of prospective and new pupils. Pupils are punctual to lessons and events during the school day.
1.9 The methods for assessing and recording pupils’ achievements and progress are not wholly satisfactory. The systems for assessing and recording pupils’ attainment and progress are satisfactory for the ages of the pupils, their particular needs and their stages of development but, in both the Lower and Upper Schools, systems are not used effectively and consistently across different subjects of the school to adjust the curriculum and help in the planning of future work or to track individual progress. Pupils’ work is marked regularly and accurately in Years 1 and 2 and throughout the Upper School.
1.10 The curriculum overall is sound and is broadly based, suited to all pupils across the age and ability range. The school provides an appropriate curriculum which gives school age pupils experience in linguistic, mathematical, scientific, technological, human and social, physical, aesthetic and creative education. The school also provides a programme of appropriate activities for pupils below compulsory school age. All aspects of the National Curriculum including RE, personal, social and health education (PSHE) and French, ICT, music and drama have time allocated on the timetable throughout the school. All pupils have good opportunities to learn and make progress in preparation for the next stage in their education. The management of the curriculum, however, is not fully effective. No teachers have individual subject responsibilities to lead the development of each subject. Time allocations are not all appropriate but the curriculum is enriched by outings relevant to the pupils’ learning and by a satisfactory range of extra-curricular activities.
Teaching and Non-teaching Staff
1.11 The staff are well qualified and experienced for the roles they are required to undertake and are effectively deployed. The quality of teaching and the hard working contributions of the staff are largely responsible for the effective education and the good standards achieved by the pupils. Classroom assistants provide valuable support throughout the Lower School. At present staff training and development lack formal structure and direction, so that training is not always linked both to individual and to school needs. All the support staff contribute significantly to the well-being of the pupils.
1.12 Resources for learning are satisfactory overall. They are used effectively to support teaching, learning, study and recreation. The school has much improved its ICT provision within the last two years with a networked system of computers in an attractive room. ICT is taught successfully as a discrete subject to all classes and some use is made of ICT in a number of other subjects, but cross-curricular use of ICT is patchy and intermittent. Pupils do not have recreational access to the computers. Other resources are good in most subjects, although classrooms have limited storage and the number of televisions and overhead projectors is insufficient. Outside resources have been improved recently by the aeroplane ‘climbing frame’ in the Lower School, funded by the parents’ association, and by the very popular ‘trim course’ in the Upper School.
1.13 The library in the Upper School is unsatisfactory. Although the room has potential, it is not a welcoming area and is underused. The library is not often available for recreational use. The range of books and other resources is limited and no children’s magazines or newspapers are taken. Much old stock needs to be removed. The library is not large and its books need to be more appropriate and appealing.
1.14 Buildings, accommodation and other facilities are suitable for their purpose and adequate in terms of provision, quality and condition. They generally support the curriculum, teaching and learning, and contribute to pupils’ welfare. The existing accommodation is used well. Rooms are kept clean, tidy and free from litter. They are well lit and ventilated. The access to grounds is safe and secure and outside facilities in the school are good. Some shortcomings, mainly of space, exist in both sections of the school but it is planned that these will largely be overcome when the current building plans come to fruition. Many classrooms and corridors are enhanced by well-presented displays of pupils’ work and other appropriate material. No satisfactory rest area is provided for sick or injured pupils.
Links with Parents and the Community
1.15 The school has strong links with parents and good links with the community. Parents are well informed about the school. The response to the questionnaire distributed before the inspection was very positive, views which are endorsed by the inspection. New parents receive a comprehensive pack of information. Parents in the Upper School are well informed about their children’s progress. A termly calendar and regular newsletters give full information about school events. The school provides many opportunities for parents to be involved in activities and a thriving parents’ association strongly supports the school.
1.16 Provision for pupils' spiritual, moral, cultural and social development is very good. The school is very successful in developing in its pupils an appreciation of the needs of others. The open and positive relationships between staff and pupils in the Lower School contribute much to pupils’ personal development. Pupils understand and respond well to the high expectations of the staff. They learn to distinguish between right and wrong, they know how to conduct themselves and they are polite and considerate to others. Provision of moral development is very good in the Upper School and is a strength of the school. Moral issues are addressed directly within the curriculum as part of the PSHE programme, in English and in ‘circle time’ (when pupils gather for discussion with their teacher). The provision for pupils' cultural development is very good. Pupils celebrate their own diversity proudly and positively. The school's ethos stresses the importance of individual self-worth. Pupils have a keen sense of social responsibility.
1.17 The quality of the pastoral care, support and guidance is very good. The school cares effectively for the well-being, development, health and safety of all its pupils through its arrangements for pastoral care, support and guidance and its attention to their welfare. It promotes very well the personal and academic development of all its pupils. Throughout the Lower School, pupils’ development is overseen by the class teacher. The school’s systems provide supportive structures within which pupils live happily. Class tutors are the primary source of pastoral care in the Upper School, although pupils perceive all teachers as approachable. All teachers know their pupils well and open, positive relationships exist between teachers and pupils. The school has effective measures to ensure the welfare and safety of pupils. Lunches are prepared on site and provide a balanced diet with meat and vegetarian dishes. The school’s arrangements for medical support are good but there is no designated sick room in either section of the school. The school has comprehensive and appropriate guidance for safeguarding and promoting the welfare of pupils.
1.18 Leadership of the school and its overall management are good. However, some aspects of middle management are lacking at present or are unsatisfactory. Governance is performed appropriately by CfBT as the proprietor. The school is supported with regular meetings and the development director from CfBT is a regular visitor to the school. An enlarged management structure has been developed in the last few years and is beginning to work well in some areas but the roles of some middle managers are not clearly or sufficiently set out. Senior management effectively covers the day-to-day administrative and educational running of the school; but some senior staff have insufficient time for these roles and their other responsibilities. The current development plan sets out clear priorities. The school has an ethos of endeavour, individual worth and mutual respect, which supports good teaching and learning. The school’s aims are met, a good quality of education is provided, and adequate and appropriate resources are secured.
Achievement and Quality in Activities
1.19 Standards achieved and the provision of extra-curricular activities are generally good and contribute well to pupils’ personal development. Standards in representative sport and music are very good and in other activities they are good or satisfactory. The extra- curricular programme of some 17 different activities is good in most respects but the range of cultural and recreational activities does not match the number and variety of sporting and musical activities on offer. The after school care club in the Lower School is well run and provides a very welcome service to an increasing number of parents. The success of the activities programme owes much to the commitment and expertise of a very large proportion of the teaching staff.
Progress Made by the School since its Last Inspection
1.20 The last ISI inspection was in 1999. Numbers then were under 500 and standards of attainment, ethos, leadership and behaviour were all good. Problem areas were in ICT and DT. ICT resources have changed very considerably since then. A particular strength was music. Attention to more able pupils was said to be sometimes unsatisfactory. The school has addressed these issues subsequently and made good progress in all of them. It has developed particularly strongly under its new ownership. The Nursery was inspected most recently in 2004. The school received a strongly positive report, the only remaining issues being the length of time pupils are expected to sit still and listen, and the condition of some toys and games in the Foundation Stage.
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
1.21 In order to meet all the regulatory requirements the school must:
(1) adopt plans to provide disabled access to the school and a disabled toilet; [Regulation 5.(h)].
(2) provide appropriate facilities for pupils who are ill. [Regulation 5.(l)].
1.22 The action in (1) above is also to meet the provisions of the Special Education Needs and Disability Act.
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
The
actions need to comply fully with the regulatory requirements are specified in
paragraph 1.21. The more significant
areas for improvement are listed here in the form of recommendations.
R1 The procedures for assessment should be reviewed to:
· ensure consistency of approach in each subject;
· encourage more systematic use of assessment to improve curriculum planning.
R2 A number of aspects of the curriculum should be addressed including:
· the time allocation for some subjects, for example humanities and French;
· the provision of equal time for a subject in all classes in the year;
· the basic lesson time in the Upper School;
· clarification of curriculum leadership in both sections of the school.
R3 A future plan for ICT should be produced setting out appropriate developments in the medium term and to include:
· the effective extension of ICT across the curriculum;
· the best hardware provision to support this extension of ICT use;
· the training of staff.
R4 The school should establish what is needed for its main library resource and plan to meet those requirements as opportunity offers and funds become available.
R5 The new management structure should be developed further to:
· ensure that senior and middle managers have sufficient time to fulfil their management responsibilities;
· clarify and extend the roles of some middle managers and establish co-ordinators for the Foundation Stage and Key Stage 1;
· introduce effective subject leadership, with responsibility throughout the school;
· appoint a staff training co-ordinator, to implement an effective staff development policy and to enable staff training to meet the needs of individuals and of the school.
3.1 Oakfield Preparatory School is situated in what were originally four town houses. The buildings are on a long lease from Dulwich College which is just a little to the east. Considerable additions to, and reorganisation of, the accommodation, have taken place over the years especially in the Upper School. Both parts of the school enjoy very good sized outdoor areas. The Lower School, consisting of the Pre-nursery, the Nursery, Reception and Year 1, are on the south side of the South Circular and the Upper School, comprising Years 2 to 6, is on the north side of the road. The present principal was appointed by the previous proprietor who sold the school on to CfBT in 2002. CfBT own a number of schools, as well as having involvement in a variety of educational consultancy work, and also have interests overseas. They are concerned to provide ‘inclusive and affordable’ education. The fees throughout the school compare very favourably with the common cost of independent education in London. In the last few years, numbers have increased and the pupil mix has become more multicultural, reflecting the local population.
3.2 Pupils in the Lower School number 265: Pre-nursery (Nursery age 2 to 3) 17 boys, 30 girls; Nursery (Lower Kindergarten age 3 to 4) 38 boys, 30 girls; Reception (Upper Kindergarten age 4 to 5) 34 boys, 41 girls; Year 1 (Pre-prep) 48 boys, 27 girls. In the Upper School, pupils number 302: Year 2 (Transition) 40 boys, 37 girls; Years 3 to 6 (Prep 1 to 4) 133 boys and 92 girls, ranging from 48 to 63 pupils in each year. Approximately half the pupils are white British, a third are British Caribbean and rather less than a sixth are British Asian. The social mix as well as the ethnic range is quite wide. Often both parents are working and many children will have other adult carers. Most pupils come on from local nurseries, pre-preps or Montessori nurseries and some from the maintained sector. There is some movement at age 6 but otherwise the main entry is to the Pre-nursery or the Nursery; occasional places in other years are filled as vacancies occur. Entry is technically selective in that all pupils are assessed (informally in the Lower School). Pupils go on mainly to maintained grammar schools (30%), independent day schools (70%) and very occasionally to boarding schools. The numbers going on to the maintained sector has grown in recent years. Most of the 3 and 4 year olds receive the Nursery Grant and a small number of bursaries are awarded in cases of need.
3.3 Forty-five children are on the school’s learning support list but none has a statement of special needs. The school has a learning support co-ordinator and a part-time teacher comes in to give 1-1 and small group teaching. A number of pupils have English as a second language, mostly Asian or Chinese, but none requires specialist help at present.
3.4 The school does not yet do the national key stage tests, but is embarking on these this year. Pupils do regularly sit verbal reasoning and other standardised tests from Year 4. Results show that academically the majority of pupils are in the top half of the population, with usually between 10% and 15% in the next quarter of the population.
3.5 The prospectus sets out the school’s approach, which is to ‘develop far more than just academic skills’. ‘At Oakfield, pupils learn to think for themselves, to enjoy themselves and be happy and confident, and to learn tolerance, consideration and good manners. Life at Oakfield is based on mutual respect and self discipline. At Oakfield, pupils are treated as individuals. The school is characterised by strong pastoral care, a friendly and energetic atmosphere, enthusiastic staff and pupils, strong study skills, a structured curriculum, high standards of politeness and behaviour, and respect for traditional teaching methods.’
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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Lower School |
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Upper School |
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Nursery |
Pre-nursery |
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Transition |