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INSPECTION REPORT ON |
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Beachborough School |
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Full Name of the School |
Beachborough School |
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DfES Number |
825/6002 |
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Registered Charity Number |
309910 |
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Address |
Westbury,
Brackley, Northamptonshire NN13 5LB |
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Telephone Number |
01280
700071 |
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Fax Number |
01280
704839 |
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Email Address |
office@beachborough.com |
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Headmaster |
Jonathan
Whybrow |
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Chairman of Governors |
R.
Faccenda |
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Age Range |
2˝
- 13 |
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Gender |
Mixed |
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Inspection Dates |
February
6 – 9th, 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 not carried out in conjunction with the Commission for Social Care Inspection (CSCI) and the report does not contain specific judgements on the National Minimum Boarding Standards. It comments on the progress made by the school in meeting the recommendations set out in the most recent statutory boarding inspection and evaluates the quality of the boarding experience and its contribution to pupils’ education and development in general. The full CSCI report can be found at 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 Beachborough was founded in 1912 in Surrey and, after a series of moves, is now located at Westbury near Brackley. It moved to its present very spacious and attractive site during World War 2. The school has a board of governors and a parents’ association. The present head was appointed in September 2005 upon the retirement of his predecessor.
1.2 A new classroom block for pupils aged two and a half to nine years is to be opened in the next few months; existing accommodation will then be converted to improved, refurbished facilities for science and information and communication technology (ICT) teaching, with older pupils being taught in the main building, an old manor house.
1.3 The number of pupils on the roll at the time of the inspection was 238, of whom 52 are occasional boarders. The pupils are taught in two parallel classes from Years R to 4, with setting for English and for mathematics in Years 3 and 4. Pupils in Years 5 to 8 are taught in two streamed classes. 92 pupils are in the pre-prep department (of whom 28 are part-time) and 146 in the prep department (Years 3 to 8). Over two-fifths of the pupils are girls. This is not an academically selective school, although pupils joining the prep department are interviewed if it is likely that they will require assistance from the school’s learning support department. Pupils are not offered places if the school is thought to be unsuitable for them. The ability range of the pupils is very wide; however, standardised tests show the pupils’ average ability to be above the national average, with a few high ability pupils in most years. Entry to the school is chiefly at two and a half, and at seven, years of age. Apart from those whose families relocate to other areas, nearly all pupils stay at the school until moving to independent senior schools at the age of 13.
1.4 Most pupils live in villages within 15 miles of the school, and their parents are engaged in professional occupations, especially the farming or motor industries. A good number of pupils come from the nearby American diplomatic community. One-tenth of the pupils receive fee assistance from the school, and many of the youngest receive help from the government-funded nursery scheme. A small number of pupils have a minority ethnic heritage; five pupils do not have English as a first language but do not require specialist help. The school has identified 52 pupils as requiring individual, or small group, specialist support with specific learning difficulties; each pupil has an individual educational plan, nearly always supported by an educational psychologist’s report. Two pupils have a statement of special educational need.
1.5 Beachborough aims to prepare children for transfer to secondary schools. The school:
· values the best efforts of all individual children whilst rewarding the best;
· values children who try their hardest and who consider the needs, values and cultures of others and not just their own;
· values children who get involved with a range of activities;
· encourages manners and self-discipline and a ‘play hard, play fair’ attitude in competitive activities;
· encourages its community to strike a balance between work and play.
1.6 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 tables:-
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School |
NC name |
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Kindergarten |
Pre-nursery |
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Nursery |
Nursery |
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Reception |
Reception |
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Pre-prep 1 |
Year 1 |
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Pre-prep 2 |
Year 2 |
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Form I |
Year 3 |
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Form II |
Year 4 |
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Form III |
Year 5 |
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Form IV |
Year 6 |
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Form V |
Year 7 |
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Form VI |
Year 8 |
The Educational Experience Provided
2.1 The educational experience offered to pupils is largely successful in reflecting the school’s aims and philosophy. Good quality teaching and learning is the norm. The academic, sporting and cultural curriculum is enhanced by a good range of physical and creative activities. However, the school recognises that its desire to strike a balance between work and play is not satisfactorily achieved within the present pattern of the week. Insufficient time is allowed for movement between activities. Within the context of a long and demanding school day, the pupils’ enjoyment is obvious, and they display very good manners and a sense of purpose as they move around the school.
2.2 The curriculum is wide-ranging and well balanced. French is taught from Year 1 and Latin for some pupils from Year 6. Spanish is taught to all Year 6 and to some pupils thereafter. Since the school’s last inspection, the curriculum has broadened to include drama and personal, social and health education (PSHE). The PSHE programme in the pre-prep is especially strong in setting clear goals for pupils, and a new scheme has operated this year within the prep department; however, only those pupils not learning Latin in Years 6 to 8 receive PSHE lessons. The length of the school day enables all subjects to receive a realistic time allowance. However, each day is conducted at a frenetic pace, with little time at lunch for activities, for pupils to play, or staff to liaise and draw breath. Half-hour lessons are frequently combined as a double; when they are not, the resulting lesson is often reduced to an insufficient 25 minutes. The different times of lessons and breaks for the pre-prep and prep departments limit occasions for staff liaison or opportunities for making the best use of staff. A new pattern of the week is to be introduced in September to reduce these problems.
2.3 Extra-curricular activities, largely at the end of the day, are wide-ranging for most year groups, and are supported enthusiastically by pupils. Activities as diverse as badminton, musical groups, Guides and Brownies, and electronics were observed, as well as the more unusual but inspiring ‘forest school’ for the younger ones. Some activities rotate on a ‘circus’ basis, allowing pupils to experience three activities within a term. The new American studies activity relates to the history of that country and caters very well for the cultural needs of the American pupils.
2.4 Pupils’ linguistic and cultural experiences are enhanced by residential trips to northern Spain and to Normandy, where pupils participate in language-centred activities, and visit local markets and centres of interest. The school also organises a skiing trip to Austria. On a residential field trip to Wales, Year 7 pupils focus on the ecological aspects of the science and geography syllabuses. Pupils in Years 3, 4 and 8 enjoy residential trips to outdoor pursuits centres. The pupils spoke very enthusiastically of a recent overnight stay in London, where they hired HMS Belfast for a ‘sleepover’. The small number of day outings has begun to be increased, building towards an ideal of one outing for each year group every term.
2.5 Pupils in Year 8 are well prepared for Common Entrance and scholarship examinations to their senior schools. At present, opportunities for individual research and investigative work are limited, and the pupils’ lives are rather regimented; the new pattern of the week will include a time for the oldest pupils to organise their study time as they think best.
2.6 Subject handbooks and schemes of work are in place, or are being developed, in all subjects. The current pre-prep plans from Nursery to Year 2 are good examples of clear, accurate documentation. Very little monitoring of teaching and of pupils’ work occurs, and this is an area recognised by the school as being in need of development. The implementation of the new timetable arrangements is designed to provide more time for monitoring by heads of department, and by the director of studies. Links between the prep and pre-prep departments are also underdeveloped in some subject areas, and in the general administration of the school.
2.7 The extra help provided in the prep department for pupils with learning difficulties is very good. Each pupil enjoys the support of several members of the special educational needs (SEN) staff, often during an hour-long session working on four different skills, with a member of staff specialising in each of these. In order to achieve this, some senior pupils are withdrawn from all their lessons in French, Spanish or Latin. In the pre-prep department, pupils receive appropriate individual support lessons in the morning and classroom help in the afternoon.
2.8 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.9 Pupils are well educated in relation to their ages and abilities. They are well grounded in the knowledge and skills of their subjects. Throughout all years, achievement is good and sometimes very good. Pupils show real understanding of work covered, especially in mathematics and science. The good standards noted in the previous inspection have been fully maintained. Pupils respond very well in lessons, although learning is rarely enhanced by use of their ICT skills.
2.10 No significant differences in the relative attainment of boys and girls were noted in any subject or at any age. Most pupils progress at an appropriate rate, both in lessons and over a period of time. Some pupils with special educational needs, as well as some of the more able pupils, do not always progress as rapidly as they might in a few lessons when the work is not sufficiently matched to their abilities.
2.11 By the end of the Foundation Stage (Nursery and Reception classes) most pupils have successfully mastered the Early Learning Goals (national targets for five year olds). Good development of children’s oracy skills in these classes is extended into their written work as they grow older. The English work of Year 2 shows good descriptive detail and sentence construction, and the range and variety of work increases in Years 3 to 6, with pupils’ comprehension skills increasing appropriately; much of the work in Years 7 and 8 is linked to drama, with insufficient attention to comprehension and discussion of books. However, a stimulating range of vocabulary and sound control of narrative was noted when Year 8 pupils wrote their stories entitled ‘The Stranger’. The most able linguists are attaining excellent standards in French and Spanish, whilst the less able can produce simple sentences. Pupils enjoy Latin and appreciate its significance as the basis of other languages, but relatively little written work was evident.
2.12 Pupils perform consistently well in relation to their ability. In entrance examinations at 13+, pupils are successful in securing places at their first choice of senior school. Each year about half a dozen awards are won by pupils to senior schools for academic excellence or extra-curricular abilities.
2.13 The level of achievement in art and design technology (DT) is high, and impressive results are attractively displayed around the school. Nearly all pupils in Years 3 to 8 are learning a musical instrument; good grades, and occasionally exceptional ones, are gained in Associated Board examinations. This excellence has been recognised in most recent years by pupils gaining music and art awards at age 13. Achievement in hockey is often high, with county recognition being gained by a number of girls this year, and by boys in the previous year.
2.14 Pupils are articulate and most are confident speakers. They listen very well to teachers and to one another, and always participate with enthusiasm in class. The standard of handwriting is generally good. Good levels of literacy are evident in English, history, geography and divinity. History pupils in Year 6 have produced interesting accounts about life in a monastery. Pupils read well relative to their abilities, and are able to discuss texts intelligently and recall their stories accurately. The youngest children in the Nursery enjoy a range of pre-reading activities and have their own work trays, with individual workbooks giving them a sense of the importance of acquiring literacy skills.
2.15 Pupils acquire a range of mathematical skills, and are able to apply concepts accurately and effectively. Their work is neatly presented and of a good standard. Pupils spoke of their love of mathematics and their enthusiasm for the subject was obvious. Practical mathematics in the pre-prep enhances children’s enjoyment of their lessons. Computers are used occasionally in science lessons, and by some teachers of modern languages and English, and also in projects after the Year 8 examinations.
2.16 Pupils are able to think critically and creatively; this is actively encouraged by teachers. Pupils of all ages can reason, debate and act with a high level of maturity. They were seen working well in pairs in a Year 8 art lesson, treating each other’s ideas with respect. A Year 7 class were observed thinking analytically about French grammar. Pupils are given time to complete tasks, and the Reception children are encouraged with lots of praise to develop independent skills, such as being able to dress themselves. Pupils are able to organise their work independently, although this is rarely required until they are in Years 6 to 8. In general, however, pupils are not often asked to make notes, research topics or complete independent extension work.
2.17 Pupils work well in class, both on their own and with others, as for example, when Year 8 science pupils worked in pairs on the relative reactivity of metals. Very effective co-operation was also seen when Year 6 pupils worked very profitably alongside those of Year 1 in an English lesson, leading an exercise to describe dinosaurs. Good team spirit was observed in cross-country and on the netball court; the less able were encouraged to join in and try their best, rather than worry about performance levels.
2.18 Pupils settle quickly in their lessons and apply themselves to learning in a conscientious manner, and they understand that a high standard of discipline is expected of them. Most written work is completed, with pupils making corrections as required by their teachers. Pupils said they enjoyed many of their lessons and proudly showed inspectors their work.
Spiritual, Moral, Social and Cultural Development of Pupils
2.19 Pupils’ spiritual, moral, social and cultural development is most effectively nurtured by the school. Throughout the school, pupils’ development is aided by the quality of their relationships with staff and the ethos that prevails; the school’s aims regarding manners, self-discipline and attitudes to one another are well met.
2.20 Circle time in the pre-prep department offers opportunities for reflection and discussion, and assemblies inspire spirituality by encouraging pupils to think about themselves and others. Through discussions with inspectors it was clear that the prep pupils were able to consider questions about the meaning of life, truth and values, and were developing good self-knowledge, self-esteem and self-confidence. This is reinforced by the awarding of credits for work and conduct for their Club (house), and by gaining merit certificates. The divinity syllabus has a sound balance between factual information and time for discussion and reflection. Year 3 pupils have recently looked at prayer and have written their own prayers based on the Lord’s Prayer. The prep department assemblies usually have a religious theme although the recently appointed head has used some assemblies to reinforce school policies. New links have been made with the local parish church and the vicar now leads an assembly every month. Prayers are said thoughtfully in assemblies and grace is said at the beginning and end of each lunch sitting. Further opportunities for pupils to transcend the mundane, and gain a sense of awe and wonder, occur in music and art. Teachers help pupils’ self-esteem by valuing their questions and respecting their views and opinions.
2.21 The school successfully engenders a strong moral code through its ethos, its curriculum and through the staff acting as very good role-models. School rules are attractively displayed in the communal resource area and moral behaviour is reinforced in circle time. High expectations from all the teachers and support staff to value and respect individuals and their property results in a trustworthy environment, with all pupils aware of right and wrong. Older pupils understand the need for laws and rules, both in school and in the wider world. Citizenship is taught as part of the history syllabus. Pupils are encouraged to raise money for various charities, which helps them to be aware of the needs of those less fortunate than themselves, showing care for others and moral responsibility. The Guides have been very active in raising money through a cake sale, busking in the entrance hall at pick-up time, and a planned sponsored walk. The new PSHE programme is starting to make a contribution to pupils’ moral and social development in the prep department, and it is intended all pupils be taught PSHE next year.
2.22 A strong ethos of care and mutual respect permeates the school. Very good relationships exist between the staff and pupils. Over half the Year 8 pupils have a post of responsibility as head boy/girl, prefects and heads of houses and sports team captains. However, the prefects do not have defined roles. Pupils’ self-confidence is increased by participation in sports teams, drama productions and musical groups. Pupils share each other’s successes, especially in assembly where those who have performed well are publicly congratulated. Pupils become increasingly confident and interact appropriately with each other and the staff, showing respect, courtesy and care.
2.23 Pupils are encouraged to appreciate their own cultural traditions and the diversity and richness of others. Visits have been made to the National Space Centre, Stoke Bruerne Canal Museum and the Globe Theatre. In addition, a world language day was held and the catering staff have provided a variety of themed days, for example a French breakfast and a Greek lunch. Various religious festivals are celebrated especially in the pre-prep, where Divali, Chinese New Year and Ramadan have all been introduced to the pupils, these often being enhanced by visual aids, such as an Islamic prayer mat. Thanksgiving Day is recognised throughout the whole school.
2.24 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.25 The teaching has a number of strong features and is good throughout the school. The standards observed in the previous inspection have been maintained. In a number of outstanding lessons pupils were thoroughly engrossed and entertained by the teaching. Two-thirds of lessons were graded as good or better. The remaining lessons were satisfactory and had some positive virtues, but were either too teacher-led or took little account of the differing abilities of pupils within the class.
2.26 Teaching enables all pupils to acquire new knowledge, develop their skills and make good progress. Much of the teaching is effective and some is inspiring, especially in mathematics, science, history, physical education (PE), art and DT. Teachers are aware of individual pupils' needs and are kept well informed by the learning support department. Pupils with learning difficulties are very well served in withdrawal sessions and additional, specialist help is provided for them in some classroom lessons. The most able pupils are particularly well challenged in lessons in science, French, history and music. This is also true in Year 7 mathematics. A very high proportion of help was given in a Year 3 mathematics lesson when pupils were split into three ability groups. However, few other examples were seen of teaching planned specifically to provide different tasks or approaches for pupils of different ability levels. Able pupils said that in some lessons, they had to work at the pace of the class with extension work or greater challenges not forthcoming. In a small minority of lessons, all pupils are required to copy the same work from the board.
2.27 Teaching motivates pupils; they work hard and enjoy many of their lessons. Pupils are encouraged to think for themselves and to work through a varied range of tasks. The History room inspires interest and enthusiasm for the subject, being decorated entirely as the interior of a castle. Pupils' positive approach and good effort reflect the school's aim to value those who try hard to do their best.
2.28 Lessons are usually well planned; most teachers use a variety of approaches and activities, and maintain an appropriate pace in lessons. Many use question and answer sessions very effectively to develop understanding and to monitor pupils' knowledge. Teachers manage class-time effectively, although half-hour lessons are often reduced in length while waiting for pupils to arrive. However, ICT is very little used by subject teachers or their pupils. Although the extension of these facilities is planned as a key development in the near future, greater use could be made of the existing facilities when they are not required for ICT lessons.
2.29 Teachers' subject knowledge is always sufficient, and in some cases it is very good. Teachers answer questions in appropriate detail, and offer sufficient support to boost pupils' confidence, whilst also encouraging them to use their own skills to solve problems. All departments are well resourced; however, the prep library facilities remain inadequate for use by pupils for learning and research; plans are in place for new library facilities. The pre-prep library is very well organised and used effectively. Most teachers use worksheets judiciously, as an appropriate alternative to free writing or note taking by pupils; however, they are over-used in Years 1 to 3. Instrumental provision for class music is good, and science resources are generally good. Pre-prep resources are plentiful, well organised and used frequently.
2.30 Assessment procedures include annual examinations for pupils in Years 3 to 8, and standardised testing of vocabulary from Year 1, reading and spelling levels from Year 3 upwards and cognitive ability tests from Years 4 to 7. The school plans to introduce standardised mathematics testing. Relatively little standardised information is gathered about older pupils, and assessment methods vary; departments grade work according to their own expectations, which does not allow comparative assessment between subjects.
2.31 As noted in the previous inspection, the implementation of the school's marking policy is not totally consistent across all departments. In most cases work is very well marked, but a few instances were found where marking was cursory or not evident at all. Although marking and grading systems vary between departments, pupils understand their grades and how they can improve. The warm relationships between staff and pupils are reflected in the encouraging and constructive comments in pupils' books that are evident in most subjects.
2.32 Good behaviour is expected and generally achieved without fuss, in line with the school's aim to encourage good manners and self-discipline. Pupils are encouraged to express themselves freely and to ask questions.
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 The care that staff devote to the well-being of their pupils continues to be a strong feature of the school, while the attention given to welfare, health and safety has improved significantly since the previous inspection. Good relationships exist between staff and pupils, and a caring atmosphere prevails throughout the school.
3.2 The recently written staff handbook contains all relevant pastoral policies and these are implemented appropriately. Behaviour and anti-bullying policies are clearly understood and a copy is printed each term in the calendar. Pupils feel the school deals effectively with any bullying; both staff and pupils say very little bullying occurs. Work in form and tutor time, as well as in assemblies, helps to underline appropriate attitudes and behaviour.
3.3 Form teachers, and tutors in Years 5 to 8, are the key people in caring for pupils and ensuring their welfare. They know their pupils very well, and pupils respond to the encouragement they receive and feel well supported. The sense of family and community, and the mutual support between staff and pupils, is very evident. One pupil said to an inspector, “the teachers are very friendly and helpful and I can always talk to a teacher if I have a problem.”
3.4 The school provides a safe, healthy and happy environment in which the pupils thrive. Satisfactory measures exist to deal with risk from fire and other hazards. Regular tests and practices are undertaken. All risk assessments are organised by the bursar, who monitors health and safety matters satisfactorily each week. Since the last inspection, a health and safety committee has been formed; it meets each term with representatives from key areas in the school taking part.
3.5 Procedures for child protection are in place. The head is the appointed child protection officer and a member of staff has the role of advisor in the school on child protection issues and is soon to attend a full training day. All staff have recently taken part in a training day for child protection.
3.6 Health care is thorough and pupils who fall ill or suffer an injury are extremely well cared for by the matron. Since the last inspection, many more staff have been trained in first-aid. Appropriate accident and incident books are kept by the deputy head and in the matron’s office. The quality of food provided by the in-house caterers is good and very much appreciated by the pupils who say it is “great”.
3.7 The school complies with the requirements for maintaining admission and attendance registers. The registers in the prep department are returned to the central office in the morning and afternoon, and contact made at once with parents for any unexplained absences. During the inspection the pre-prep department adopted this good practice. The school has a written disability policy.
3.8 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
3.9 Parents are very supportive of the school and are pleased with many aspects of it. However, since the last inspection the promised handbook for parents has not materialised; the new head is in the process of rectifying this. The school has worthwhile links with the community.
3.10 The parents of three-quarters of the pupils responded to a questionnaire before the inspection and many favourable comments were made. In particular, more than nine out of ten parents made a positive response to the questions relating to the teaching, the curriculum, the attitudes and values of the school, the range of activities and the quality of the boarding. A significant minority of parents believe they are insufficiently informed about their children’s progress.
3.11 In addition to effort grades for older pupils in October and March, parents receive written reports in December and June. These reports detail very fully the work a child has covered and their efforts and progress, but they are often rather vague and they lack statistical information other than for the summer examinations. Brief reports are also sent to parents of new pupils in October. Parents find the meetings with staff in the Spring term, with an appointments system, helpful occasions; an extra Autumn one is arranged when pupils are in Year 8. The inspectors support the view that the number and style of the reports and meetings need improving. Very good provision has been made this year for parents to decide on appropriate senior schools at age thirteen: the head discusses the options with parents, and senior school representatives are available on a second occasion to answer questions about their schools.
3.12 There is no handbook for parents, who say that their children joining the school has been an initiative test, only resolved by time and by asking other parents what to do. The parents’ tea party before the September term does alleviate these anxieties to some extent, as did a recent question and answer session. Each term parents are sent details of their child’s curriculum, but pupils do not have diaries in which to record their homework. The newsletters are, however, an effective means of communicating each week with parents, mentioning events past and future, and giving helpful reminders to parents. The production of a school magazine has ceased since the previous inspection. The first edition of a very welcome bulletin, giving details of school changes and aspirations, has recently been produced.
3.13 Parents are invited to matches, concerts and drama productions, and the parents association is very active in organising many social events. Some parents would like to offer more of their time and abilities for the benefit of the school; the school has begun to respond by inviting parents to speak to the pupils about their professional lives, and by welcoming the help of four parents with the Guides and Brownies. The parents association has raised money to support a local hospice, and also contributed to the cost of such things as the artificial grass pitch, a loudspeaker system and retractable hall seating. Class representatives host parties for new parents of younger children, and generally help parents and school to come closer together. The presence of many parents and children mingling in the spacious, front hall with staff at the end of each day adds appreciably to the welcoming, family atmosphere of the school.
3.14 Any parental concerns are dealt with promptly by the head and his staff. Parents appreciate the head’s ready availability and willingness to listen to their concerns. They welcome his obvious presence at the beginning and end of each school day. Appropriate records are kept of matters of a serious nature. Parents have not felt the need to invoke the recently devised complaints procedure, which includes an appeal to a conciliation committee, independent of the school, in line with regulatory requirements.
3.15 The school promotes some positive links with the community, and local groups and maintained primary schools use the school facilities. Soccer and netball tournaments for local primary schools are hosted. The local horticultural society borrows school furniture and crockery for its annual show. Pupils’ residential trips in the United Kingdom, and to Spain and France, aid their experience of the wider community.
3.16 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
3.17 The homely and supportive ethos of the boarding arrangements safeguards and promotes pupils’ welfare, and makes a very positive contribution to the pupils’ educational experience. A visit by CSCI in October 2005 confirmed that all their previous recommendations had been met.
3.18 The leadership of the boarding community is strong and clear, giving direction and support to the boarding staff, enabling them to provide a consistent and effective level of care, which is very much appreciated by the boarders and their parents.
3.19 The pupils are very positive about their boarding experience, enjoying the social aspects and the family atmosphere. They are well looked after in a happy and pleasant environment. They respect each other’s rights; their trustworthy nature is illustrated by all the individual sweet drawers being placed alongside one another in a corridor.
3.20 Very good supervision is provided by the resident housemaster, his wife and the matron; they are assisted by a GAP student and by some non-resident staff. The pupils understand the welfare arrangements. They know whom to approach if they have any concerns and they have ready access to a telephone. The medical arrangements are well ordered and efficient records kept. Breakfast and supper are eaten in the school dining room and are very well supplemented by bedtime snacks.
3.21 The upper floors of the manor house provide boarders with spacious accommodation. The small dormitories are comfortable and of reasonable quality, and the wide corridors provide plenty of room for the indoor games that are frequently played. The toilet, showering and washing facilities are adequate. Boarders also use many of the school’s sporting and creative facilities during their activities sessions. Off-site trips add to the attractions of boarding. The arrangements for accommodating staff do not facilitate easy access to the matron for boys who are unwell during the night.
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The governing body helps to set appropriate aims and values for the school and provides sufficient oversight and guidance. Since the previous inspection, the management committee has been deemed to be superfluous and has been disbanded. The chairman is very well informed about the school and maintains regular and frequent contact with the head.
4.2 The governing board is well defined, with appropriate terms of reference and properly minuted meetings; these enable them to support and oversee the school. Governors take their roles of maintaining the ethos, quality and development of the school and of ensuring compliance with regulatory and legal requirements seriously. The governing body meets each term to discuss financial and academic matters and plan investment in resources, and two governors sit on the school’s health and safety committee. No other occasions exist for governors to discuss issues formally, advise the head or hear presentations from members of staff; this limits the opportunities for the head and his staff to take full advantage of governors’ knowledge and experience. The governing body has yet to appoint one of its members to oversee the child protection policy and its implementation.
4.3 Governors play a leading role in building and planning issues, to secure the school’s longer-term future and direction. The governors are committed to the school, with the majority being either old boys of the school or parents of former pupils; the governing body has been strengthened recently by the appointment of a preparatory school head. The governing body now has expertise in all relevant specialist areas except law and medicine. The head has provided governors with more detailed, good quality reports this year. The governors’ direct links with the school are centred on the chairman’s close relationship with the head, with the chairman-elect attending all their meetings. The governing body delegates the day-to-day running of the school fully to the head.
4.4 The chairman knows the school well and is a frequent visitor. Other governors are perceived by staff and parents as rather remote, and they rarely see the school in action. However, governors did attend more events last term and met staff socially; it is intended to continue this trend and to keep governors more fully informed about the school in future.
The Quality of Leadership and Management
4.5 Strong leadership is giving a very clear educational direction to the school. A caring ethos is reflected throughout the school. The head’s vision for the school is shared by many staff who are excited by the improvements and possibilities opened up for all by the building developments. As a result of the quality of leadership, the school fulfils its aims well and, where it does not yet do so fully, as in the monitoring of teaching and professional development of staff, the senior managers have plans well in hand to tackle them by the start of the next academic year. Since the previous inspection, the senior management team has been much more fully utilised and all issues are now debated before decisions are made. Improvements in in-service training (INSET) and staff appraisal have only recently begun to be implemented. The role of middle managers is insufficiently developed.
4.6 The senior management team (SMT) has begun this year to meet each week, with everyone playing a full role in decision-making and in analysing the school’s needs. In addition, the head holds individual meetings with all four SMT members each week. The head is very well supported by his senior managers. However, the responsibilities of the deputy head and director of studies are largely confined to the prep department, with the pre-prep head running her own department. This has led to the two parts of the school developing different policies and procedures, and acting in isolation. Whilst this is sometimes appropriate because of the different age ranges involved, often whole school policies and a greater flexibility in sharing of human and physical resources would be more effective.
4.7 A brief organisational meeting is held each week in the prep department, which does not provide enough time for discussion of pupils and staff concerns; an additional half hour meeting is planned for next year, to match the present length of the pre-prep meeting. Following a whole staff INSET day last September when issues were raised, a one-year development plan was produced. Six working parties, considering some twenty topics of varying degrees of importance, were set up with nearly half the staff accepting the invitation to take part in discussions. A major consideration was to review and adjust the pattern of the week.
4.8 Heads of departments have produced handbooks but do not regard their roles as including monitoring of colleagues’ teaching, and few liaise with the pre-prep department, which has its own, detailed, schemes of work. Subject co-ordinators have recently been appointed in the pre-prep department, but not all heads of department are aware of this development.
4.9 Senior management is aware of the lack of monitoring of teaching and steps are being taken to rectify this and to improve staff development, partly through the appointment of an extra deputy head allowing some reallocation of responsibilities among senior managers. Some staff appraisal has begun this term in a very limited way, and is to be extended to include self-evaluation and classroom observation. Individual INSET has been limited in recent years, not linked to school needs, and been rather uneven with regard to attendance on courses. New members of staff are well briefed by senior managers but only newly qualified teachers (NQTs) are currently observed teaching. An experienced member of staff is providing very good support and encouragement for the NQT.
4.10 Resources have improved significantly since the previous inspection and are now good throughout the school. They are effectively managed and easily accessible. The school makes full use of its lovely site, and the less desirable elements of the teaching accommodation will be radically improved when the building alterations are completed.
4.11 The required staffing checks have been carried out during the past year. Contracts for staff have been devised and are currently in the hands of the school’s solicitors. Staff job descriptions are being introduced and those for heads of department now exist in outline. Staffing levels are generous and enable appropriate support to be given to pupils, including those who have learning difficulties. Many of the staff are experienced teachers and help set good standards and instil traditional values. Communications between staff within the two sections of the school are good, and all staff receive the minutes of SMT and staff meetings.
4.12 The two nursery nurses and three classroom assistants make an important contribution to the progress of the younger pupils. The work of the non-teaching staff is very supportive and well directed. The school secretary supports the school very well and makes a major contribution towards its smooth day-to-day running. Pupils, parents and visitors appreciate the friendly and very efficient response they receive. The matron is very well known to all the pupils and their parents, and plays an important and very visible role in their pastoral care.
4.13 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.14 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
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