|
INSPECTION REPORT ON |
|
|
Adcote School for Girls |
|
|
|
|
|
Full Name of the School |
Adcote School for Girls |
|
DfES Number |
893
6003 |
|
Registered Charity Number |
528407 |
|
Address |
Little
Ness, Shrewsbury, Shropshire SY4 2JY |
|
Telephone Number |
01939
260202 |
|
Fax Number |
01939
261300 |
|
Email Address |
secretary@adcoteschool.co.uk |
|
Headmistress |
Ms
Deborah J. Hammond |
|
Chairman of Governors |
Mr
Timothy Morris |
|
Age Range |
4
– 19 |
|
Gender |
Girls |
|
Inspection Dates |
20th
to 23rd November 2006 |
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 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, 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 carried out in conjunction with the Commission for Social Care Inspection (CSCI). The CSCI report is available separately (www.csci.org.uk).
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 Adcote School’s Mission Statement states that the school provides ‘An Individual Education for Life’. This is supported by five aims, which are to:
· “foster a caring environment and family atmosphere, leading to personal pupil happiness and good relationships between all members of the school community;
· deliver successful educational achievements through good teaching, leading to pupils meeting or exceeding individual academic expectations;
· nurture girls’ individual talents within small classes and safe, secure surroundings;
· provide a broad range of extra-curricular activities and events in order to offer further opportunities for pupil excellence, enthusiasm and experience;
· build self-respect and equip girls with the confidence and skills to tackle life in the 21st century.”
1.2 The school is situated about five miles northwest of Shrewsbury and located very attractively in 27 acres of parkland. It was founded in 1907 and is set in a Grade I listed country house built in 1879 for Rebecca Darby – a great niece of Abraham Darby and a member of the Ironbridge iron-master family. The current headmistress has been in post since September 2004. The school has varied significantly in size since the last inspection in 2000, and numbers were as low as 63 in 2003. Since the last inspection the structure of the governing body has changed significantly, a strategic plan has been re-introduced and the school has re-instated its Investors in People accreditation.
1.3 Day and boarding education is provided for girls aged from 4 to 19 years of age. At the time of the inspection, there were 98 pupils on roll, of whom 25 were in the Junior School (Reception to Year 6) and 73 in the Senior School (Years 7 to 13). The school has 38 boarders ranging in age from 8 to 19. Small numbers of pupils stay into the sixth form; this year the sixth form of seven includes six from overseas. Pupils are drawn mainly from professional and business families, or from farming backgrounds; most come from Shrewsbury, or the surrounding villages and market towns, and from across the border in Wales. Pupils leave mainly to further education at 16 or higher education at 18. Boarders come mainly from forces families or from Hong Kong, mainland China, Taiwan, Vietnam, Japan, Zimbabwe, Iran, Spain and Germany.
1.4 The school is non-selective. Standardised tests indicate that throughout the school the range of ability is wide, with a mean close to the national norm. Few pupils would qualify for places in a selective maintained school. Thus, if pupils perform in line with their abilities, their national test and GCSE results should be about the national average. At the time of the inspection, 13 pupils were identified by the school as having learning difficulties and disabilities (LDD), and one has a statement of special educational need. The school had 18 pupils whose first language is not English, of whom 16 have support for English as an additional language (EAL).
1.5 National Curriculum nomenclature is used throughout this report to refer to year groups in the school. The school has no Year 2 pupils. The year group nomenclature used by the Junior School and its National Curriculum (NC) equivalence are shown in the following table. The Senior School uses National Curriculum nomenclature.
|
|
|
|
School |
NC name |
|
J1 |
Reception, Years 1 and 2 |
|
J2 |
Years 3 and 4 |
|
J3 |
Years 5 and 6 |
The Educational Experience Provided
2.1
The
educational opportunities provided by the school are good and well suited to the
interests, aptitudes and needs of all pupils.
It successfully meets its declared aims and philosophy of providing an
academic curriculum complemented by a range of extra-curricular activities
designed to provide an all-round education.
The school has remedied the imbalances in the curriculum noted in the
report of 2000 and has improved the provision of information and communication
technology (ICT) across the curriculum.
2.2
The
curriculum is broadly based and balanced, and successfully provides for pupils’
linguistic, mathematical, scientific, technological, human and social,
physical, aesthetic and creative development.
Pupils have good opportunities to acquire speaking, listening, literacy
and numeracy skills, although only a limited experience of the handling of
resistant materials is available. The
school’s comprehensive policy documents set out the curriculum and promote its
implementation throughout the school.
2.3
The
curriculum encourages children to explain and discuss ideas, and opportunities
are provided in class for speaking.
Pupils in both the Junior and Senior Schools are successfully encouraged
to develop a wide variety of writing styles for different purposes across a
range of subjects. The Adcote School
Magazine and the Newsletters also provide useful vehicles for the development
of pupils’ literary expertise.
2.4
The
provision of a comprehensive range of extra-curricular activities and links
with the community, across both the Junior and Senior Schools, together with
work experience in Year 10, much enriches the pupils’ experiences. These activities are popular with the
pupils. The range includes archery,
circus skills, rowing, judo, gardening, gymnastics in addition to sports and
the boarders have an extensive range of weekend activities.
2.5 The school prepares the children well for the next stage of their development and for adult life. The junior school pupils are taught by some senior school teachers and a transition booklet, written by the pupils themselves, is prepared during the course of Year 6. Pupils in Years 10 and 11 are prepared well for further education and careers opportunities in conjunction with the Connexions careers service, and pupils in Year 13 feel that they have received valuable help with preparing for university and other higher education entry.
2.6
The
curriculum is effectively planned and provides equality of access and
opportunity for all pupils. Subject
schemes of work in the Senior School and subject guidance in the Junior School
are comprehensive and contribute to continuity of experience. In the Junior School, the teachers work very
well as a team on the planning of the curriculum on a two-year cycle to take
account of the combined classes, and to ensure the teaching of the full
curriculum to all pupils. Planning in the
Senior School is thorough and is the result of good staff teamwork. The range of subjects available to the pupils
in the sixth form is carefully tailored to their choices.
2.7
The school meets the
curricular requirements of all pupils identified as requiring special
provision, including those who require support for EAL, and those with a statement of special
educational needs. The learning
disabilities department is particularly well organised in providing for pupils
with LDD both through withdrawal of pupils from class and through its provision
of support for pupils in mainstream lessons.
2.8 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.9
Pupils
are very well educated in relation to their ages and abilities and regardless
of ethnic origin or circumstances. The
school fully achieves its aims to ‘deliver successful educational achievements
through good teaching, leading to pupils meeting, and generally exceeding,
individual academic expectations’. They
achieve good levels of knowledge, skills, and critical and creative
understanding in their subjects and activities, and learn to apply them
effectively as they develop essential skills and good attitudes towards work
and study.
2.10
In
lessons throughout the school, pupils progress well and show good and often
very good levels of knowledge and understanding. In many subjects, and at all ages, pupils
apply their knowledge, understanding and skills well and they think and act
critically and creatively in relation to these.
2.11
Pupils with LDD, or who require support for EAL,
achieve well and make
good progress because of carefully planned teaching and the excellent
relationships that exist between pupils and teachers.
2.12
The
results in national tests at 11 and 14 show that pupils have performed well in
relation to their abilities. Entries for
each of the years 2003 to 2005 have been low and it is not possible to make
valid comparisons with national averages for subjects or for individual
years. The aggregated results for years
2003 to 2005 indicate that at ages 11 and 14 the results have been good
overall.
2.13
GCSE
results have also been good overall in relation to pupils’ abilities; the
results are above the national averages for all maintained schools for the
three years 2003 to 2005. In English and
the modern foreign languages, results have been very good in relation to
abilities, being well above the national averages, and in art, history, ICT,
mathematics and food technology they have been good, being above the national
averages. In 2005 dual award science was
introduced and results immediately improved and are now good.
2.14
At
A level, numbers have been very small in individual subjects and it is not
possible to make reliable comparisons with national averages. In addition, a large proportion of pupils who
enter the sixth form do not have English as a first language. However, the school, with some justification,
is very pleased with the results on an individual basis.
2.15
The
school has a very good record of individual and team achievements, especially
considering its size, which are the result of the school's wide-ranging
activity programme together with the encouragement and support of dedicated
staff. The under-13 gymnastics team was
not only winner of this year's Midlands Independent Schools Gymnastics
Association (MISGA) team competition but between them the team members claimed
the gold medal, individual championship award and the next five place
medals. The under-11 gymnastics pupils
won the team silver medal and very good results were also obtained in the
individual championships. In senior
athletics, the school was represented in the Independent Schools Association
Midlands championships and success was achieved at the highest level in both
team and individual events. The judo
team are county silver medal winners and the schools has senior pupils who
dance with the National Youth Ballet Company.
2.16
A
number of junior and senior pupils, who are much involved in gardening, have
exhibited a show garden at the Shrewsbury Show and have been invited by a
television gardening personality to help produce another show garden at the
forthcoming Malvern Show.
2.17
Across
all ages, pupils are highly articulate; they talk fluently and confidently. They listen effectively to both their teachers and to other pupils in
lessons and read intelligently and fluently for their ages. Standards of writing are very good, and much
interesting and vibrant writing was seen, both on display (especially in the
Junior School), and in pupils’ work books across all ages. In considering the nature of evidence in Year
7 history, pupils produced excellent witness and newspaper accounts, when
writing for different purposes and for different audiences. In Year 9 geography, pupils wrote in a lively
fashion on life in the Amazon rain forests.
2.18
In
the Junior School, pupils acquire mathematical skills very well and make good
progress. In the Senior School, pupils
apply mathematics and mathematical concepts well in a wide variety of
situations, not only in mathematics but also science and geography. For example, pupils in Year 13 mathematics
lesson showed a good understanding of mathematical concepts such as the
quotient rule, and pupils in Year 10 science, exploring the efficiency of light
bulbs, gained a good understanding of the concept of electrical
efficiency. Pupils of all ages make very
good use of ICT in many subjects across the curriculum and use a range of
applications to extend their learning across the curriculum, for example by the
use of the internet for research.
2.19
Pupils
of all ages reason and argue cogently and are willing to think for themselves,
demonstrated for example in a frank and mature discussion about the
Crusades. Pupils are ready to take notes
in their own words, and this was seen to be done particularly well by pupils in
Years 5 and 6 following a visit to the Victorian brickworks at Blists Hill
Museum. Senior pupils benefit from study
skills lessons, and opportunities for note-making and working independently are
provided in a number of subjects, especially history, geography and religious
education (RE). Pupils in a Year 10
English lesson, analysing an extract from Billy Liar, worked independently and
showed very well- developed organisation skills.
2.20
Pupils
of all ages study and work effectively on their own, and they co-operate well
in pairs and in small groups. A group of
less able pupils in Years 5 and 6, for example, enthusiastically and
successfully carried out a rôle play in which they bought and sold items using
newly acquired French vocabulary.
2.21
Pupils’
attitudes towards their work across all ages are excellent. They settle and apply themselves well,
whether they are in Year 1 or the sixth form.
They are attentive to their teachers and persevere well with the tasks
set. Pupils are happy and enjoy the
learning opportunities offered and the activities in which they take part.
Spiritual, Moral, Social and Cultural Development of Pupils
2.22 Throughout the school pupils demonstrate well-developed spiritual, moral, social and cultural awareness. The school’s provision for this area of school life contributes very effectively to their personal growth and self esteem and to the fulfilment of the school’s aim to ‘build self-respect and equip girls with the confidence and skills to tackle life in the 21st century.’ The pupils’ assurance and self confidence are sustained by the calm and ordered school community within which positive relationships are encouraged and pupils’ personal development is carefully nurtured.
2.23 Pupils’ spiritual awareness is strong; development of the non-material aspects of human life is very well catered for, and they develop a clear sense of identity and self worth as well as personal insight and meaning and purpose in life. The beautiful grounds and surroundings of the school are spiritually uplifting and promote an awareness of natural beauty, a part of school life that is much appreciated by the pupils. The school gives good opportunities to explore values and beliefs and the way these affect pupils’ lives. Junior and Senior School assemblies, and Sunday attendance by boarders at a local church, are important and effective elements in this exploration. In junior school RE, pupils examine elements of faith, such as miracles, and ‘Circle Time’ and ‘Thought for the Week’ promote strong spiritual awareness. In RE in the Senior School, much exploration of pupils’ spirituality takes place in an imaginative manner and aspects of English, music and art also provide elements that encourage pupils to reflect on life. In history, for example, visits to the First World War battlefields were reported by pupils as having provided an intense spiritual experience for them.
2.24 Pupils’ moral awareness is strongly developed and their sense of right and wrong is outstanding. Staff, and pupils who have responsibilities, set very good moral examples for others. Throughout the school, pupils willingly accept school rules and infringements are rare. Pupils are strongly intolerant of injustice and to any incidence of teasing and bullying; a group of Year 10 boarders said that Adcote is a ‘non-bullying school’. The curriculum provides many opportunities for developing moral attitudes, as in RE, geography, history and personal, social and health education (PSHE). These subjects include consideration of topics such as global inequalities and prejudice; they enable pupils to develop morally, to distinguish right from wrong and to respect the law. Some English lessons are used to very good effect to help to develop a sense of empathy with others less fortunate than themselves. Raising money for charity demonstrates consistent encouragement of pupils to consider the circumstances of others and to reflect further on their own situation.
2.25 Pupils’ excellent social awareness develops from an early age when they accept responsibility for their actions and behave well towards each other. The active and effective School Council provides opportunities for elected members from the Junior and Senior Schools to consider issues and to comment in a responsible fashion, and pupils understand how they can make a positive contribution to community life. Pupils show their consideration for others by being well mannered and polite, holding doors open for adults and for each other. Pupils respond well to the high expectations of behaviour that the school has for them.
2.26 Throughout the school, pupils are culturally well aware. The school makes good provision to broaden the cultural horizons of all its pupils and is especially successful in providing overseas pupils with a varied taste of the British way of life. In the Junior School, visits to historical sites, theatre workshops and visits to the theatre and art galleries are all important in raising pupils’ cultural awareness. In the Senior School, musical events, visits to the theatre, art galleries, concerts and exhibitions also widen pupils’ cultural horizons. Pupils are aware of, and understand, the cultural needs of others: the Chinese New Year is celebrated; recently the school had a Japanese Cultural Exchange Visitor for a year; themed social evenings and cultural assemblies are led by the pupils. Pupils derive good insights from their association with pupils from the other cultural heritages that comprise the school community, for example, a Year 10 boarder was learning Cantonese from her room mates.
2.27 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.28 In both parts of the school, the quality of teaching is good overall, and in many lessons, as well as in the work that was scrutinised, the teaching was outstanding. Teaching meets pupils’ individual academic needs, thus fulfilling the aims in the school’s Mission Statement. Since the last inspection, the use of ICT throughout the school has been effectively integrated into the curriculum in many subjects and a comprehensive assessment; recording and reporting policy has been introduced and is used throughout the school.
2.29 Teaching enables pupils of all ages and abilities, including those needing special support, to gain new knowledge, make progress according to their ability and develop their skills. Teaching is challenging for pupils of all abilities, and small classes, taught by dedicated teachers, aid this process. For pupils with LDD and for those who require help associated with EAL, targeted support is available in many subjects, and tasks are often tailored to the needs of individual pupils or particular groups. For example, in the Junior School, tasks are carefully designed to meet the learning needs of less able pupils where they are very well supported by teaching assistants, and in A-level chemistry, worksheets have key words written in both English and Chinese.
2.30 The teaching encourages the pupils to apply intellectual effort, take pride in their work and to think and learn for themselves. In a Year 7 geography lesson on weather, pupils worked in pairs to give a weather forecast, having researched and observed television forecasts at home. The positive encouragement given to pupils, together with their research, enabled very good progress to be made. In many areas of the curriculum across all ages, teaching encourages very good physical effort in physical education (PE) and sport, and creative effort not only in art, drama and music, but also in writing in many subjects.
2.31 Lessons are well planned and generally effective, and teaching is well supported by comprehensive schemes of work and departmental policies. These help provide good continuity across all age groups.
2.32 Teachers and non-teaching staff know the pupils very well and teaching shows a good understanding of the aptitudes, needs and prior attainments of the pupils. The excellent contribution of the special needs department is significant in supporting and advising teachers how best to meet the needs of all pupils.
2.33 The teachers demonstrate good knowledge and understanding of the subject matter in all years, and attendance at relevant in-service training courses is good, particularly those relating to curricular change, for example in preparing for the introduction of new science courses.
2.34 Teaching is supported by a good quality and adequate range of resources that is used effectively. The teaching of French in the Junior School is good and in the Senior School has been much improved since the last inspection; in both cases very good use is made of resources. A new mathematics scheme in the Junior School has strengthened pupils’ progress in the subject. Computers and digital projectors are being integrated into classroom teaching in many subjects, both in the Junior and Senior Schools, and a portable interactive whiteboard is available for use in lessons. In a Year 7 mathematics lesson these facilities were put to good use to show the result of reflecting an image across both x and y axes. Pupils’ imagination was instantly caught and resulted in an increase in their enjoyment of the lesson and their understanding.
2.35 The school policies for assessment and marking are well considered and implemented. Very helpful target sheets are used for tests in science in the Senior School, and this encourages pupils to achieve their individual targets. Information from assessment is used well to plan teaching so that pupils can progress. In the Junior School, effective cross-curricular planning has broadened teaching.
2.36 Teaching engenders an ethos of respect between teachers and pupils that encourages pupils to behave responsibly and courteously. An aspect of this very good relationship was seen and felt in a Junior School assembly where the local vicar spoke quietly to the pupils about the awesome life expected for a young yew tree he had brought in a pot. The feeling of calm established by the morning assembly routine set an ideal working atmosphere in which to begin the day.
2.37 The school makes good use of a range of standardised tests, as well as the results of national tests and GCSE and A level examinations to evaluate pupils’ performance. In the Junior School very good progress has been made since the last inspection in the development of a cross-curricular record-keeping system which enables staff to monitor pupils’ progress and ensure progression through the Junior School and into the Senior School. In the Senior School tracking of progress is carried out in many subjects but this is not, as yet, co-ordinated across subjects.
2.38 The school meets the regulatory requirements for teaching [Standard 1].
3. THE QUALITY OF CARE AND RELATIONSHIPS
The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
3.1 The pastoral care provided by the school is outstanding and fully meets the aims set out in its mission statement. The standard of care ensures that children are very well supported. Health and safety measures are well documented and effective.
3.2 Teachers and non-teaching staff provide outstanding care for all pupils’ well-being and development. All staff know and understand the pupils well and they provide effective support for them. During their interviews, pupils spoke highly of the support they received from teachers. They felt that they would have no hesitation in approaching teachers and matrons for help and that any concerns would be dealt with fairly. Guidance at all levels is of high quality, especially with regard to careers advice and university entrance.
3.3 Staff are very well assisted by the excellent pastoral arrangements. The systems of tutors in the Senior School and form teachers in the Junior School are effective and provide well-informed and effective support. Boarders value the outstanding pastoral support and guidance provided by the boarding house staff.
3.4 The quality of the relationships between staff and pupils and among the pupils across all ages is excellent. In lessons, mutual respect and an excellent rapport exist between teachers and pupils and this produces a very good learning environment in which pupils feel supported and can grow in confidence.
3.5 The measures to promote good behaviour and discipline are effective and perceived by the pupils as fair; infringements are rare. A variety of rewards is available for good behaviour and the emphasis is on the recognition of positive behaviour. In the Junior School, the pupils can earn stickers, stars and house points, and in the Senior School they are given merits, leading to award certificates presented in assembly. This system is much appreciated by the pupils of all ages. Sanctions exist in the form of yellow and red stickers in both parts of the school, but the use of these is infrequent.
3.6
The school has a well-written
anti-bullying policy and associated guidance that is implemented
effectively. The pupils feel that bullying is not an issue in the
school and are confident that any concerns would be dealt with promptly. Pupils are comfortable going to staff to
discuss concerns but also have the option of writing it down and placing the
note in a special confidential box.
3.7
Measures to safeguard and
promote pupils’ health and well-being are successful. Child protection measures are in place and
comprehensive and detailed guidance is provided.
3.8 All necessary measures to reduce the risk from fire and other hazards have been taken and regular fire practices are held and recorded. The Junior School holds extra practices in order to keep the procedure clear for very young children, making use of different exits and positions for imaginary fires.
3.9 Arrangements to ensure health and safety are effective and the school has due regard for its health and safety obligations. Health and safety measures are well documented and adhered to. This extends to such elements as the monitoring of the food choices the pupils make in the dining room, aimed at encouraging healthy eating, and the wet grass rule for the climbing frame in the Junior School. Four staff have received recent first aid training and a second member of staff in the juniors provides back- up during breaks and after-school care.
3.10 The school meets the regulatory requirements for the welfare, health and safety of pupils [Standard 3].
The Quality of Links with Parents and the Community
3.11 The school has an effective, positive and very worthwhile partnership with parents and good links with the wider community. It is clear that the school’s aim to work in partnership with parents and carers is fully achieved. The strong links mentioned in the previous inspection report have been maintained and strengthened further.
3.12
The
school strives positively to develop a good working relationship with parents,
and its success in achieving this makes a positive contribution to the success
of the school. The
replies to the pre-inspection questionnaire indicated that the parents of both
junior and senior pupils had a very high level of satisfaction with the
education and support provided by the school.
These
sentiments were corroborated by both formal and informal discussions with
parents. The
school’s intention, made in its Inclusion
Statement, of ‘dealing with parents and carers with honesty, trust and
discretion; taking time, sharing information, listening and valuing
contributions in meetings’, is fully met.
3.13 Parents have many and varied opportunities to be involved in activities in the school and in the work and progress of their children. Many social and fundraising events with parents are organised by the active Parents’ Association, including balls, ceilidh and new parents’ social evenings. A Halloween disco for pupils in Years 9 to 11, and a ‘Spring Fling’ for pupils in Years 7 and 8 are organised by parents of girls in these year groups. More formal links include assisting with school visits in the Junior School, and in the Senior School parents are invited to speak about their profession and some assist by providing work placements in conjunction with the Connexions careers service. A parent has recently come in at the weekend to help boarding pupils bake Christmas cakes.
3.14 Parents are provided with good, wide-ranging information about the school. The daily diaries serve as a useful means of communication between home and school. Reports provide much useful information on the pupils’ achievements. Parent-teacher meetings are timed to link in with the issue of reports. Other effective means of communication include an informative half-termly newsletter, parents’ information boards in both the Junior and Senior Schools, a good informal network to inform parents of school events and a hostess friendship system for new parents. In addition new parents, once registered, are sent a comprehensive pack which includes relevant policies and other important literature.
3.15 Parents’ concerns are well and speedily handled by the school. It has a properly constituted complaints procedure and any complaint is handled appropriately.
3.16 The school promotes valuable links with the wider community. It makes good use of its status with National Heritage and the National Gardens scheme. There are numerous other links including a Summer Concert, Textiles Exhibition, Fun Rides for the local community, Show Jumping and the Shropshire Star Garden Safari. Pupils regularly go on outside visits linked to their curriculum and sixth-form pupils regularly visit local businesses as part of their A-level business studies.
3.17 The school meets the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 and 7].
The Quality of Boarding Education
3.18 The quality of the boarding experience for the pupils is outstanding and supports very well their education and development. The contribution made by boarding to the school’s aim to provide a safe and homely environment to enable each child to become a self sufficient and independent young woman, fully equipped to face the challenges of life in the 21st century, is fully achieved.
3.19 Relationships within boarding are excellent. Between the boarding house staff and boarders and among the boarders themselves, they are warm and supportive. Older boarders socialise and mix very well with the younger ones who appreciate their support and friendship. Boarders are happy and cheerful and much appreciate the provision made for them; they speak very happily of their boarding experience. A new boarder said she was glad to be a boarder as there was a lot to do and she was surrounded by friends. This reflects the attitudes and approach of all boarding staff and, in particular, of the housemistress. Pupils from overseas are fully integrated into the life of the boarding community and the cultural mix makes an invaluable contribution to the personal and social development of all the pupils.
3.20 A very good range of activities is offered to the boarders, especially at weekends. Regular Saturday afternoon visits are arranged to Shrewsbury; the Junior School boarders attend a craft club, and older boarders take part in fitness activities and go swimming. Once a month boarders attend a local church and may attend more often if they so wish. Parents occasionally come in and take activities such as cake making.
3.21 The quality of boarding accommodation and boarders’ resources is good. The accommodation is well decorated, is kept in a clean and tidy state and is warm and cosy. Boarders take a pride in making their rooms homely with personal effects such as photographs and posters.
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The governing body provides excellent, forward-looking leadership, effective oversight of the school and a clear sense of direction. It has been much strengthened since the inspection of 2000 and has enabled the school to develop the facilities to provide the pupils with a good education that reflects the school’s aims.
4.2 The arrangements for governance and the structure of the governing body are appropriate; the full governing body meets termly and its subcommittees more frequently. Governors bring a wide range of experience to their work, including educational, financial, and legal expertise. A further important perspective is brought to the governing body through the inclusion of both a teacher representative and a parent representative, and several others have had children at the school. Governors are well informed about the school through the termly headmistress’s report, and through visiting the school. Minutes of governors’ meetings are businesslike. Many governors give much time to the school.
4.3 The governors are well aware of their responsibilities and are closely involved in educational development and financial planning, and these are effective in ensuring educational provision and continuing investment in resources. Financial planning has been modernized, and strategic planning – with an emphasis on financial management – has been re-instated.
4.4 Relationships between the headmistress and the chairman are very good and productive, and good relationships have also been developed between the governors and staff at the school. Governors sometimes dine in the school with the staff. As a result, the staff and governors know each other well and governors have developed a particularly good insight into the working of the school and are well aware of educational developments and provision.
The Quality of Leadership and Management
4.5 Leadership is enlightened and perceptive and, with strong and effective management, provides clear educational direction. Being a small school, the members of the senior management team (SMT) each carry a heavy teaching load. Nevertheless, they have developed and implemented excellent policies and procedures that have been key elements in the improved performance of the school. This success is reflected in the quality of education, the excellent care and personal development of pupils, the ethos of the school and the fulfilment of the school’s aims.
4.6
The leadership has a clear
vision for the school’s development. The
headmistress knows her staff and pupils very well. She is very well supported by the members of
the SMT, who provide strong and effective leadership and work very well
together in both the day-to-day running of the school and in the longer-term
strategic planning. The rôles of the
4.7 The strategic development plan is very much SMT directed with governors being involved; it is comprehensive and well structured. Its seven sections are concerned with major areas of continuing development and these appropriately include curriculum, assessment and reporting, community and links with parents as major priorities. Evaluation of progress is an important element and is carried out on a termly basis. Members of staff are also involved in the production of the strategic plan, generally through the termly meetings to review and discuss priorities.
4.8
The school has been effective
in securing and supporting well-qualified, experienced staff who are committed,
hard-working and caring, and who fully embrace the aims and the objectives of
the school. The school emphasises the
importance of all its members being valued and working together as a team and
all staff feel a valued part of the school community. Appropriate checks are carried out on staff applying for posts in the
school, although some checks on gaps in references have yet to be
completed. The school is aware of this
shortcoming.
4.9 The school follows the statutory arrangements for the induction of newly qualified teachers (NQTs), and has a well-structured formal appraisal system for teachers. The system includes peer review and this forms an important element of the 2006 – 2009 Strategic Plan. The school is accredited through Investors in People; members of the non-teaching staff are much-valued members of the school community, and are encouraged to study for further qualifications and take part in in-service training.
4.10 Financial resources are very carefully managed under the effective control of the bursar, and the school is able to provide adequate and often good quality resources for teaching. Spending on resources is carefully monitored.
4.11 The day-to-day running of the school is effectively managed by the administrative staff, although the prevalence of part-time teachers presents some challenge for communication within the school. The headmistress and senior management are aware of this and effectively lessen any inefficiency that could arise. The headmistress and other senior management make a conscious effort to communicate with and involve all staff in decision making. The maintenance and cleaning staff keep the school in a safe and clean condition.
4.12 The school meets almost all of the regulatory requirements for the suitability of proprietors and staff [Standard 4]. In order to meet all the requirements, the school must:
(a) ensure that any future gaps in the employment history of staff applying for posts at the school are routinely checked [Regulation 4.(c)].
4.13 The school meets the regulatory requirements for premises and accommodation [Standard 5].
4.14 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.