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INSPECTION REPORT ON |
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The Arts Educational School, London |
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Full Name of the School |
The Arts Educational
School, London |
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DfES Number |
313/6064 |
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Registered Charity Number |
311087 |
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Address |
Cone
Ripman House, 14 Bath Road, Chiswick, London W4 1LY. |
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Telephone Number |
0208
987 6600 |
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Fax Number |
0208
987 6601 |
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Email Address |
head@artsed.co.uk |
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Headmaster |
Mr
Robert Luckham |
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Chair of Council of
Management |
Mrs
Diane Yeo |
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Age Range |
11
– 18 |
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Gender |
Mixed |
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Inspection Dates |
30th
October – 2nd 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 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 Arts Educational School is a specialist performing arts school for boys and girls aged 11 to 18. It provides an academic education and a vocational training. It is attended by 148 pupils, 27 boys and 75 girls are in Years 7 to 11 and 11 boys and 35 girls are in Years 12 and 13. It is located in Chiswick, London.
1.2 Since the previous inspection the age range has changed from 8 to 16 to 11 to 18. Many pupils join the school in Year 12 from a wide range of schools. Pupils are drawn from a wide geographical area, many have long journeys and some of the sixth form are living away from home. The school does not provide boarding facilities. Year 13 leavers move on to drama or dance schools or to universities. Some take a gap year before moving on to the next stage of their education or training. Year 11 leavers generally progress to sixth form colleges where they can study subjects not available at the Arts Educational School.
1.3 The school aims to develop the full potential of every pupil, to encourage pupils’ greater understanding of people, and to provide a secure and caring environment in which pupils recognise their own and others’ creative impulses.
1.4 The school is part of The Arts Educational Schools, which comprise The Arts Educational School, The School of Acting and The School of Musical Theatre, the Saturday School and the Short Courses and Summer School. The school has its own accommodation within the same building as the other schools and shares some of the facilities. The Arts Educational Schools are a charitable trust governed by a council of management. The dean is the chief executive and the headmaster is responsible for the management of the school.
1.5 Admission is granted to pupils who demonstrate aptitude for the performing arts. Pupils’ academic ability is not formally assessed. Pupils have a wide range of academic ability. Pupils’ academic ability is above the national average overall. If pupils perform in line with their abilities their results in public examinations will be above the average for all maintained secondary schools. Seven pupils have been identified as needing learning support but none have statements of special educational needs. A few pupils have English as an additional language; however they are fluent English speakers and no additional provision is therefore made.
1.6 The headmaster has been in post since 2003. The main priorities for the future are maintaining high standards and seeking alternative accommodation to allow the school to expand.
1.7 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1 In keeping with its aims the school provides a broad general education which becomes increasingly vocational as pupils progress through the school. The academic curriculum is sound but needs some minor adjustment; the vocational curriculum is of high quality. School self-evaluation correctly recognises that the balance of the curriculum has improved since the previous inspection.
2.2 The curriculum provides many opportunities for pupils to develop their reading, writing, speaking and listening skills. Pupils are given many opportunities to write for a wide range of purposes and audiences. Throughout the curriculum, teachers emphasise literacy and provide many opportunities for discussion and speaking. Most teachers encourage pupils to listen closely. Most subjects include substantial opportunities for reading. Mathematics and English are taught in ability sets from Year 8. This is beneficial because it enables work to be set at an appropriate level for the groups. French is taught within the curriculum and opportunities are available for pupils to study Spanish after school or during lunchtimes.
2.3 Insufficient mathematics lessons are provided in Years 7 to 11. Teachers provide additional sessions after school or during lunchtimes which enables pupils to cover the syllabus. Subjects such as geography and science provide useful opportunities for pupils to apply their mathematical skills. Scientific understanding is developed through general science in Years 7 to 9 and human biology in Years 10 and 11. The range of sciences is too limited in Years 10 and 11 because only human biology is taught.
2.4 Technological development is satisfactorily provided through Information and Communications Technology (ICT) lessons in Year 7 and thereafter as part of other subjects. Music makes extensive use of ICT for composing and pupils often use computers for word-processing and internet research in many subjects. Design and technology is not taught but art and design provides well for pupils’ practical development and design skills. The humanities give pupils considerable insight into human and social development.
2.5 In keeping with its central tenets the school provides outstandingly well for aesthetic and creative development. Pupils follow either a dance or drama stream in Years 7 to 11. Expressive arts is taught in Years 8, 9 and 10 and enables pupils to explore the relationships between the arts and to take GCSE expressive arts in Year 10. Dance provides well for physical development of pupils in the dance stream but drama students have insufficient such opportunities. There are no sport or games lessons.
2.6 In Year 10, in addition to a core of English, mathematics and biology, a wide range of optional subjects are available. An increasingly broad range of vocational subjects such as dance, drama and theatre studies is offered. In the sixth form, the range expands to include a very wide range of vocational and academic subjects. However, the school does not provide any additional activities to extend students’ experience outside the arts.
2.7 Personal, social and health education (PSHE) also includes religious education and citizenship. It is a well planned programme that includes topics such as sexual health, personal relationships and dealing with bullying. Individual tutorials support older pupils very effectively in preparing for public examinations and making decisions about the next stage of their education or training.
2.8 Most subjects benefit from robust policies and schemes of work. These provide a sound basis for teachers to plan their lessons.
2.9 With a long day, long journeys for some pupils and rehearsals for the many school productions, the time available for extra-curricular activities is limited. Nevertheless, some clubs and societies take place such as the Christian union and Spanish lessons, but most are arts related, such as choir, instrumental tuition or rehearsals, thus providing pupils with limited opportunities to extend their experience into other areas of learning.
2.10 Substantial links exist with the arts with trips to the theatre and visits from performers. Close links exist with the two colleges that occupy the same building, both of which have students who are at more advanced stages in their training and who share their experiences and expertise with pupils at the school. Voluntary service is not available and work experience relates largely to the many productions the school presents. The vocational subjects prepare pupils well for further training in the performing arts. Careers education is part of the PSHE programme. One-to-one mentoring in Year 11 effectively advises pupils about subsequent education and training. Pupils are thoroughly prepared for auditions and interviews.
2.11 Pupils have equal access to the curriculum and an increasing element of choice ensures pupils are fully committed to their studies. Those pupils who have been identified as having learning difficulties have full access to the curriculum but the school provides limited support for their needs and this affects their progress. It provides in-class support but it makes clear to parents no further provision is available. If pupils have a specific learning difficulty they are directed to external agencies for support. This is generally effective because the school maintains close links with these agencies. Pupils identified as academically gifted and talented receive accelerated learning and are enabled to take an early GCSE in Year 10 in subjects such as mathematics or modern foreign languages and proceed to AS level in Year 11. The school has no pupils who are at the early stages of learning English as an additional language; it therefore makes no provision in this respect.
2.12 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.13 Standards are good and have improved since the previous inspection when they were in line with pupils’ abilities. The school achieves its objective of enabling pupils to achieve their potential. Pupils excel in the performing and creative arts and they achieve well in the other subjects. The school is correct in attributing pupils’ academic success to the beneficial influence of the creative and expressive arts on their self-esteem and thus their determination to succeed. School self-evaluation is correct in its positive assessment of pupils’ achievements. The limited support provided for pupils with learning difficulties results in them making modest progress.
2.14 Pupils are lively but highly focused, once engaged, they settle and apply themselves very well, they persevere, which is the main reason why they achieve so well. Most importantly, they really enjoy their work and many said they ‘love it here’ because they enjoy the work so much.
2.15 They have well-developed language skills which they display throughout the curriculum. Their scientific knowledge and understanding is well developed in Years 7 to 9 but is limited to human biology in Years 10 and 11. Vocational skills and understanding are soon established in Year 7 and become increasingly developed as they progress through the school. Pupils are very creative and use their critical skills well in many subjects. They analyse the work of others thoroughly and assess their own performance very honestly. This enables them to improve their work and make rapid progress.
2.16 Pupils’ attainment in national tests at age 13 is good in relation to their abilities. Over the last three years results have been well above average in English and mathematics and above average in science. Pupils’ attainment in GCSE is good in relation to their abilities. GCSE performance over the last three years has been well above average in most subjects. It has been well above average in dance, drama and expressive arts and above average in art, English language and English literature and French. It has been above average in geography, history, mathematics and music. It has been below average in biology. There have been insufficient A-level candidates to enable reliable comparisons to be made with national averages in subjects. All students achieve pass grades. Pupils with learning difficulties achieve very well. All achieve at least 5 A*-C GCSE grades. No discernable variation in attainment exists in relation to gender or ethnicity.
2.17 Outstanding standards are achieved in externally assessed speech and drama examinations and in dance and musical instrument graded examinations. Some pupils have achieved professional standards and have performed with professional companies and orchestras. One or two pupils are involved with sports outside the school where they achieve well. Pupils achieve outstanding standards in the considerable number of dance and drama productions that take place. Most are well on their way to becoming accomplished performers or artists themselves and are keenly aware of the discipline and perseverance necessary.
2.18 Pupils are highly literate, they write well, spelling, grammar and handwriting are usually of a high standard. They write for a wide range of purposes. Critical appraisal and analytical writing are particularly well-developed. They read widely and confidently for pleasure and research. They read and speak aloud extremely well and are confident and speak with expression and well-developed intonation. Pupils listen attentively to their teachers and each other and ask well considered questions. They use their mathematical skills well in subjects such as science and geography. They are confident and competent users of ICT. Much of the older pupils’ work is word-processed and their research is often undertaken using the internet. Contrary to the views of some parents, this is not excessive.
2.19 Pupils reason and argue cogently, and are used to thinking for themselves. For example, in a science lesson Year 10 pupils discussed the meaning of mutation. They made perceptive links to the popular movie, Spiderman, discussed their ideas in pairs and researched relevant texts prior to writing and giving spoken responses. In subjects such as English, media studies and art pupils analyse their work and that of others in considerable depth, often appraising complex and subtle matters such as, in media studies the use of camera angles and editing techniques and their impact on the dialogue. They take thorough notes, study and organise their work increasingly well as they progress through the school.
2.20 A particularly noteworthy feature is the excellent way pupils’ work together. Group work is an integral part of most subjects, pupils support each other very well, they prompt and guide and where necessary, offer constructive criticism. They vigorously encourage each other.
Spiritual, Moral, Social and Cultural Development of Pupils
2.21 Pupils display outstanding cultural and social development and very well-developed spiritual and moral awareness. This is an improvement from the previous inspection when pupils had less well-developed skills in these areas. The school achieves its objective of encouraging pupils to understand people and recognise the creative impulse in themselves and others. Contrary to school self-evaluation, the curriculum makes many references to non-western cultures.
2.22 Pupils display very well-developed spiritual awareness. The school develops pupils’ self-confidence and self-esteem very effectively, pupils express views confidently, they criticise their work and others and assess their performance openly. In dance and drama lessons they interpret complex themes such as slavery with insight and compassion. They show a keen understanding of beauty throughout the creative arts. The curriculum enables them to develop considerable self-knowledge with many subjects asking them to reflect. Speakers address the Christian union and pupils are introspective in yoga and Alexander technique lessons. Assemblies provide good opportunities for spiritual development, for example, pupils were asked to meditate on the silence between the words of the first line of the Lord’s Prayer to give them a sense of inner peace. Philosophy lessons provide a valuable opportunity for Year 12 and 13 pupils to consider spiritual matters. Performances often contain a spiritually uplifting element. The choir rehearsal for the carol service, for example produced a distinctive and controlled performance of A Child’s Credo.
2.23 Moral awareness is very well-developed. Pupils explore issues that have a moral dimension in several subjects. In English and drama they display a keen awareness of issues of right and wrong. They confidently discuss moral issues very maturely. For example, in science they discuss the use of fossil fuels and in geography they talk maturely about issues associated with immigration. Pupils show empathy for those less fortunate than themselves and raise considerable funds for the charities of their choice. Drama and dance pieces in assembly showed pupils’ well-developed understanding of moral and ethical issues. For example, dance and drama performances showed a deep understanding of human rights issues in colonial India and included a moving piece on the philosophy of Mahatma Ghandi.
2.24 They exhibit outstanding social skills. Pupils behave well in class, and around the school. They are naturally lively in breaks but, in class, they are very positively motivated and well behaved. They are very keen and able to take initiative, for example Year 13 students very confidently direct their own drama rehearsals. The student council very effectively enables pupils to participate in the process of democratic decision making. They undertake their roles and responsibilities as prefects well. Citizenship lessons and visits to the House of Parliament give pupils some insight into the public institutions and services in England. Year 11 pupils listen to younger pupils read and act as mentors for them. This is highly beneficial for all concerned as the older pupils learn to help others and the younger ones gain much from getting to know an older pupil as well as being helped with their reading.
2.25 Cultural development is outstanding. Pupils show extremely highly developed awareness of a wide range of cultures. Pupils demonstrate a deep understanding of the work of many creative artists. For example, following a visit to an exhibition of the work of Kandinsky Year 10 pupils explored the artists’ techniques in their journals prior to undertaking their own interpretation. Year 11 drama students prepared a piece which showed a perceptive understanding of the work of Harold Pinter. Pupils study a widening range of non Western art. In art they base their work on Islamic art; in drama they study the mythology of dreamtime in Aboriginal culture. Year 12 students analysed a Spanish poem in some depth and produced an impressive improvised performance of a bullfight.
2.26 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.27 The quality of teaching is good and some is outstanding. The school has maintained the high standards of teaching from the previous inspection. The main strengths of teaching are the enthusiasm and passion that teachers bring to their lessons. This is infectious and highly motivates the pupils and ensures that the school achieves its objective to develop the full potential of pupils. Teachers often demonstrate considerable commitment to the pupils and to the subjects they teach. School self-evaluation is correct in recognising the contribution small group teaching makes as teachers provide close individual attention to pupils.
2.28 Teachers take account of the range of ability in each class and provide suitable work and challenge for all pupils. In vocational lessons, where pupils have particular talents for the subject, teachers provide an excellent example, modelling movements and techniques to challenge the most able. The limited support provided for pupils with learning difficulties results in them making modest progress.
2.29 Teachers often model the level of commitment necessary for each discipline. Pupils mirror this and, as a direct consequence, pupils work very hard. Most subjects, but particularly the vocational subjects, require pupils to think and act for themselves. Pupils are required to research for themselves and apply what they have found to their own work.
2.30 Lessons are usually very thoroughly planned; teachers have an extremely good knowledge of their subjects and how to teach them. They employ suitable methods, such as demonstration, discussion, and very clear explanation to help pupils understand. For example, in a Year 8 drama lesson, pupils were asked to read a scene aloud, then engage in role-play and undertake a hot-seating session and finally to plan the next scene. Most teachers use praise and encouragement to good effect. Well-focused questions probe pupils’ understanding and lead them to greater levels of understanding. For example, insistent questioning in a Year 10 art lesson very effectively deepened pupils’ knowledge and understanding of the paintings of the artist, Kandinsky. Most lessons are varied and interesting and progress at a brisk, though not hurried pace. In this way pupils accomplish much during a lesson and over the course of time. Relationships are very positive; most lessons are good humoured yet businesslike. High standards of behaviour are expected and achieved. Regular homework is set and marked. More challenging work is set for pupils who have been identified as gifted and talented.
2.31 In most respects sufficient resources are available, these are generally used well. For example, in a media studies lesson the teacher reviewed test essays, having provided detailed written feedback. Focus sheets and revision notes were used to reinforce key points. ICT is increasingly used but the school does not have interactive white-boards or data-logging equipment and some ICT equipment is unreliable.
2.32 Assessment arrangements are generally effective. Pupils are given informative oral feedback. Marking, though regular, is somewhat inconsistent, ranging from constructive criticism to rather cursory, sometimes negative comments. Regular external examinations in the vocational areas such as ballet and drama ensure pupils make consistent progress. Teachers usually assess pupils’ level of understanding at the beginning of most lessons. Assessment for learning is beginning to be used beneficially whereby learning objectives are made clear to pupils and they are encouraged to review their own performance in relation to them. Standardised tests are not used to assess pupils’ abilities when they join the school or thereafter. Consequently, the school does not have a clear enough picture of baseline ability against which to monitor progress and this affects progress in Year 7. Teachers keep thorough records. These effectively inform the target setting arrangements for individual pupils. Teachers take pupils’ performance into account when planning subsequent lessons or courses. Form tutors’ overall comments on reports to parents thoroughly record pupils’ performance in relation to school objectives.
2.33 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 As in the previous inspection, the school provides high quality pastoral care and ensures the welfare, health and safety of its pupils. This is in accord with its aims: to provide a secure and caring environment. School self-evaluation correctly recognises a strong ethos and good relationships to be strong features.
3.2 Pastoral arrangements are straightforward and highly effective. Pupils say they have confidence in their form teachers, they feel they can turn to them for support and guidance if necessary. Generous amounts of tutor time ensures they can discuss concerns if needs be. The quality of relationships between staff and pupils and between pupils and pupils is excellent.
3.3 Pastoral care arrangements monitor pupils’ academic and social development very effectively. Where pupils are giving any cause for concern their needs are discussed by the relevant staff and, where necessary, additional support is provided. Parents are contacted at an appropriate stage if necessary. A target setting day in Years 9 and 10 involves discussions between parents, pupils, and form tutors based on the summer term report. Targets are agreed and reviewed the following year. In Years 7 and 8 pupils negotiate targets for improvement with their form tutor in form-time and write them in their record books. Progress towards these is monitored each term.
3.4 School rules are straightforward and generally respected by the pupils. Merits are awarded for achievement and effort and demerits and detention are effective sanctions. Pupils respect the system and avoid sanctions. An anti-bullying charter is widely known to the pupils and is circulated to parents. The full policy clearly defines bullying and details the stages of dealing with it. Anti-bullying is given a high priority, and features widely in PSHE and drama lessons. Pupils use their well-developed acting skills to play out what it is like to be a bully, or one who is bullied. They have contributed to the school charter and are therefore committed to its success. No evidence of bullying was found during the inspection.
3.5 Pupils and parents expressed concern that pupils do not get enough fresh air. Although the school has no outside play space pupils are sometimes taken to neighbouring parks for exercise. However, more visits such as these are needed, particularly in the winter. School meals are nutritious and portions are plentiful.
3.6 Child protection measures are in place and successful. Though the school’s practice meets legal requirements the written policy omits several important points. It does not include: details of training the staff are given, safe recruiting procedures or that governors review policy annually. Teachers have received recent training and particular attention is given to issues particular to this type of school, such as physical contact with pupils in dance and drama.
3.7 In most respects the school makes adequate provision for pupils who are ill. However, it does not have a suitable room for pupils to use when they are unwell. Such a room should have a sink, be close to a toilet and afford privacy. Sufficient staff are first-aid trained, a suitable first-aid policy is in place and arrangements are in place to care for pupils who are unwell, until their parents arrive to take them home. Suitable arrangements are in place for the storage and dispensing of medicines; thorough records of accidents are kept.
3.8 Attendance and admissions registers comply with legal requirements. Unexplained absences are immediately investigated. In addition to registers electronic gates record pupils’ attendance when they enter the building. They swipe their cards to obtain access to the academic corridor. These features together with security cameras ensure a high level of security.
3.9 All necessary measures to reduce risk from fire and other hazards have been taken. Termly fire practices are undertaken and recorded. An outside agency concluded fire safety is sound but that a few fire exists had been blocked. These have now been rectified and regular checks are now made. Arrangements to ensure health and safety are effective and the school has due regard for the health and safety regulations. External consultants judged health and safety arrangements to be satisfactory noting only minor omissions such as items stored on top of lockers. No such hazards were evident during this inspection. Regular risk assessments are undertaken for most aspects of provision but not for day trips. Accredited sites are used for residential visits. The school does not have a disability access plan.
3.10 The school meets most of the regulatory requirements for the welfare, health and safety of pupils [Standard 3]. In order to meet all the requirements, the school must:
(a) write a more detailed child protection policy [Regulation 3.(2)(b)];
(b) prepare risk assessments for day trips [Regulation 3.(2)(c)];
(c) write a disability access plan [Other Legislation].
The Quality of Links with Parents and the Community
3.11 Constructive partnerships exist with parents and beneficial links are evident with the community. This is an improvement since the previous inspection when some shortcomings were noted in relationships with parents. The dialogue with parents makes a strong contribution to the school achieving its aims. The school is correct in identifying the need for a parents’ guild and to encourage still more parental involvement.
3.12 The parents’ questionnaire showed that most parents are content with the quality of education the school provides. A few were concerned that the school makes inadequate provision for pupils with learning difficulties. This is born out by inspection findings. Though some in-class support is provided, and some withdrawal support for handwriting is provided the provision is limited. Inspectors agree with some parents that the range of extra-curricular activities is too small; more could be done to expand the existing range to include non arts topics. Some parents feel that the school does not encourage them enough to be involved. This concurs with inspection findings and school self-evaluation, both of which identify the need for further development in this respect. Plans exist to introduce a parents’ guild.
3.13 Attractive prospectuses and a web-site present a positive and informative impression of the school to parents. A welcome pack provides useful information regarding general matters such as uniform and code of conduct. However, parents are not informed that they can have access to the child protection policy, the full health and safety policy, the full anti-bullying policy and particulars of academic performance during the preceding school year, including the results of any public examinations. Letters from the headmaster keep parents informed as to more immediate matters. Reports for parents are very thorough and informative, and are generally encouraging for pupils but can be quite harsh when pupils are deemed to be underachieving. As part of reports pupils identify areas for improvement and list their achievements. This ensures pupils take responsibility for improvement. They receive a short report at Christmas, a parents’ evening takes place during the spring term, and a full report is provided at end of the summer term. Appointments can easily be made to see the headmaster if parents have concerns. The pupil record provides space for parents to comment or share concerns with the school. This is a valuable channel of communication.
3.14 The school handles the concerns of parents with due care. A compliant parental complaints policy is sent to parents which outlines the process. Thorough records are kept of concerns and of the steps that were taken to address them.
3.15 Many links exist with the performing arts. Concerts are given in outside venues and pupils from other schools are invited to rehearsals and productions. Pupils participate in a local community festival and perform in outside theatres. Extensive involvement in charity work ensures strong links with several charities. Visitors come in to talk to pupils. Youth workers visit the school and guest teachers work with the pupils. Several teachers are professionals themselves and therefore present a realistic, first-hand picture of the theatre to the pupils. The older students from the two post 18 colleges in the building provide useful insight and positive role models for the pupils.
3.16 The school meets almost all of the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 and 7]. In order to meet all the requirements, the school must:
(a) inform parents that they can have access to the full child protection policy, the full anti-bullying policy and full health and safety policy [Regulation 6.(2)(h)];
(b) inform parents that they can have access to particulars of academic performance during the preceding school year, including the results of any public examinations [Regulation 6.(2)(i)].
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 Though governance is adequate, it is too remote from the school and as a consequence the council of management’s knowledge and understanding of the school and its priorities are limited. Weak financial planning has resulted in shortages in some areas such as the provision of library and ICT facilities. However, as in the previous inspection, governance enables the school to achieve its aims. School self-evaluation states the headmaster has considerable freedom to run the school according to his own vision. Though this is true, he does so within clear and firm parameters established by the governors.
4.2 The board of trustees oversee the entire organisation of which the school is a part. The council of management is responsible for the governance of the whole organisation including this school. Council of management minutes show that the main agenda items relate to the organisation as a whole or to higher education rather than to matters pertinent to the school. The dean represents the school at council of management meetings with the headmaster providing written reports and occasional presentations to the council of management. An overall business plan guides the organisation as a whole and a school development plan provides a direction for the school. This is presented to the governing body for their approval.
4.3 Within the general terms of reference, the governors confidently delegate decisions relating to the educational direction of the school to the dean and headmaster. In most respects this works well. The council of management are aware of the need to review the salary structure, and to improve accommodation and ICT facilities. The headmaster can make representation to the council of management for such matters and they are given due consideration.
4.4 Positive relationships exist between the board of trustees and the school. They visit productions. Similarly, the council of management visit when they can, and the chair of the council is developing a positive relationship with the headmaster. However, no formal links exist between individual council members and members of the school staff who have responsibility for particular aspects, such as child protection, the curriculum, or academic progress. They therefore have insufficient knowledge or awareness of these areas.
The Quality of Leadership and Management
4.5 In most respects the school benefits from purposeful leadership and effective management. The management structure has been strengthened since the previous inspection; the headmaster is now supported by an effective senior management team. As before, leadership and management ensure the school achieves its objectives.
4.6 A very positive ethos is widely evident; a clear focus on all round high achievement is apparent. A very positive team spirit pervades the staff and relationships are very positive. A collegial approach is adopted whereby teachers are consulted and contribute meaningfully to the overall direction the school takes. As a result the staff are very committed to providing the best they can for the pupils and morale is high. The senior management team provides good support for the headmaster and generally provides vigorous leadership. Additional sixth form pastoral support is particularly beneficial. Communication has improved since the previous inspection. Sufficient meetings are scheduled for information to be transmitted or for consultation to take place. Most communication is face-to-face and is generally effective.
4.7 Though adequate policies provide sufficient guidance for teachers in most respects, the child protection policy lacks the necessary detail. Policies are drafted by the headmaster and senior management team and are reviewed annually.
4.8 The school recruits well qualified teaching staff. Performance appraisal for teachers is planned to be introduced. Teachers’ effectiveness is not therefore currently formally assessed and their training needs are not identified. The in-service training sessions attended relate mainly to examination syllabuses or to whole-school issues rather than individual career development. The school checks the backgrounds of all staff with the appropriate authorities.
4.9 Monitoring arrangements are at an early stage of development. The headmaster is keen to introduce peer lesson observation so that effective practice can be shared. Inspection findings concur that such effective practice exists and it could be shared beneficially. Lessons are observed by the headmaster and marking is monitored by members of the senior management team. Though teaching and marking are of a generally high standard, they are inconsistent, indicating that such monitoring is necessary.
4.10 Though sufficient up-to-date books and learning resources are available and are used well financial planning has not ensured sufficient investment in ICT and libraries. The school ICT network is unreliable and though a few classrooms have data projectors none have interactive white-boards. Though there are some class libraries and a central collection is maintained in one classroom, Years 7 to 11 pupils do not have access to library facilities. Years 12 and 13 can use the post-18 library. The introduction of a sixth form has placed additional pressure on the accommodation, however most classes are small and accommodation is used to the full. All classrooms and specialist facilities are in good decorative order and are clean and feature attractive display. Unfortunately, the school has no outside space; however, pupils are taken to local parks for exercise occasionally.
4.11 The school is very efficiently administered. The school office provides an excellent service to the school. It is the first point of contact for parents, pupils and teachers, all of whom comment very favourably about the way they are treated.
4.12 The school meets the regulatory requirements for the suitability of proprietors and staff [Standard 4].
4.13 The school meets almost all of the regulatory requirements for premises and accommodation [Standard 5]. In order to meet all the requirements, the school must:
(a) provide appropriate facilities for pupils who are ill in accordance with the Education (School Premises) Regulations 1999 [Regulation 5.(l)].
5.1 The school fulfils its aims. It enables pupils to achieve their potential, it enables pupils to develop a greater understanding of people, and it provides a secure and caring environment in which pupils recognise their own and others’ creative impulse.
5.2 Enthusiastic teaching enables pupils to achieve good standards. Pupils excel in the creative and expressive arts and this raises their self-esteem and determination to succeed in their academic studies. Pupils say they ‘love it here’. The vocational curriculum is of high quality. The rest of the curriculum, though sound, needs some adjustment in the time allocated to physical development for drama stream pupils, the range of sciences offered in Years 10 and 11 and in the range of extra-curricular activities. The provision for pupils with learning difficulties is limited and results in them making modest progress. Examination results are good in relation to pupils’ abilities. They display outstanding cultural and social development and well-developed spiritual and moral awareness. The school provides high standards of pastoral care and ensures the welfare, health and safety of its pupils. A constructive partnership exists with parents and beneficial links are evident with the community. Though governance is adequate, it is too remote from the school and as a consequence the council of management’s knowledge and understanding of the school and its priorities are limited. In most respects the school benefits from purposeful leadership and effective management.
5.3 The school has improved since the previous inspection: the headmaster is now supported by an effective senior management team. Though all of the imbalances that were identified in the curriculum have been fully addressed some further imbalances are now evident. Relationships between parents and the school have improved considerably.
5.4 The school complies with most of the regulatory requirements, but does not at present meet Standard 3 (welfare, health and safety of pupils), Standard 5 (premises and accommodation) and Standard 6 (provision of information).
5.5 The main recommendations are listed below.
1. Improve the balance in the curriculum by:
· providing a more balanced science education in Years 10 and 11,
· providing more physical activities for drama stream pupils;
· extend the range of extra-curricular activities outside the arts.
2. Increase the provision for pupils with learning difficulties.
3. Improve governance by linking it more closely to the school.
5.6 In order to meet all the regulatory requirements, the school must:
(1) write a more detailed child protection policy [Regulation 3.(2)(b)];
(2) prepare risk assessments for day trips [Regulation 3.(2)(c)];
(3) write a disability access plan [Other Legislation];
(4) inform parents that they can have access to the full child protection policy, the full anti-bullying policy and full health and safety policy [Regulation 6.(2)(h)];
(5) inform parents that they can have access to particulars of academic performance during the preceding school year,