INDEPENDENT SCHOOLS INSPECTORATE

INSPECTION REPORT ON

Beechwood Park School

 

Full Name of the School

Beechwood Park School

DfES Number

919/6045

Registered Charity Number

311068

Address

Markyate, St Albans, Hertfordshire AL3 8AW

Telephone Number

01582 840333

Fax Number

01582 842372

Email Address

patkinson@beechwoodpark.herts.sch.uk

Headmaster

Patrick Atkinson

Chairman of Governors

Douglas Pirie

Age Range

2½-13 years

Gender

Co-educational

Inspection Dates

May 15th – 18th, 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.              INTRODUCTION

Characteristics of the School

1.1            Beechwood Park School is a co-educational day and boarding school for pupils aged 2½ to 13 years.  It is situated in an eighteenth-century Grade 1 listed mansion set in 37 acres of rural parkland.  The nearest centres of population are in Dunstable, Harpenden and St Albans.  About half of the pupils, mainly girls, leave at 11+ after winning places at local selective independent day schools.  Most of the remainder stay until 13+ before transferring to selective independent schools, nationally as boarders or locally as day pupils.  A few transfer at 11+ to maintained schools in the three neighbouring counties.

1.2            Founded in 1964 by the amalgamation of two schools, Beechwood Park is now a company limited by guarantee with charitable status that is administered by a governing body.  The education is founded on Christian principles and practice.  Children of other faiths and of no faith are welcomed, though they and their parents are asked to support the school’s ethos.

1.3            Since the previous inspection in 1999, the governing body has elected a new chairman, a new headmaster was appointed in 2002, the senior management team has been extended and its role more closely defined, a nursery situated one mile from the main site has been acquired, and pupil numbers have increased significantly.

1.4            There were 489 pupil in the school at the time of the inspection: 32 in the nursery, 167 in the junior department (Reception and Years 1 and 2), 163 in the middle department (Years 3 to 5), and 127 in the senior department (Years 6 to 8).  Year groups vary from 32 to 59; boys outnumber girls.  Weekly boarding is provided for 38 boys and 17 girls.  Many pupils come from Harpenden, St Albans and the surrounding villages.  Most are from families in which one or both parents are engaged in professional or business occupations, often in London.  The parents of 27 pupils have ethnic minority backgrounds or previously lived abroad.

1.5            Admission to the school is selective.  Pupils are assessed before entry in a manner appropriate to their age to ensure that they are well matched to the school’s curriculum.  Non-verbal reasoning scores show that pupils’ average ability is well above the national average and, if they are performing in line with their abilities, pupils’ national test results at ages 7 and 11 will be well above the average for all maintained primary schools.

1.6            The special needs teachers work with 42 pupils, one of whom has a statement.  Another pupil, with English as the second language, receives support.

1.7            The school aims to combine the best of traditional and contemporary teaching methods in order to nurture the full potential of each child, to foster and reward excellence in all areas of the curriculum, to inspire good citizenship, and to prepare pupils for the next stage of their education.  The school is proud of its academic record, its reputation for music, the breadth of provision, and the strong contribution made by boarding.

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

2.              THE QUALITY OF EDUCATION

The Educational Experience Provided

2.1            The provision of education is good.  Its rich diversity largely reflects the aims and philosophy of the school.  Substantial progress has been made since the last inspection.

2.2            The strongly Christian and caring ethos underpins the education provided, determines the quality of relationships and impacts on the everyday life of the pupils.  The school realises its aims to foster excellence, to cater for the all-round needs of its pupils, and to provide a secure and happy environment.

2.3            The broad and generally balanced curriculum contributes well to pupils’ literacy and numeracy, and to investigative, physical and creative skills.  Pupils from Years 1 to 8 appreciate the range of subjects taught.  Year 3 pupils said they would not change anything, and Year 4 pupils were excited about starting Latin.  The length of lessons is effective, meeting a recommendation from the previous inspection.  Assemblies provide good opportunities for speaking and acting.  Drama lessons contribute effectively to pupils’ personal development.  Academic provision is so planned as to provide pupils with opportunities to apply and explore their subjects, as seen in experiments on combustion carried out in Year 4 and in the prediction of outcomes in Year 6.  Physical development is supported through well-structured physical education (PE).  The most talented are given ample opportunity to excel in sporting teams, though the less able have fewer such opportunities.  Art, design & technology (DT), and music make strong creative and expressive contributions.  Lessons in personal, social and health education (PSHE) and citizenship have been recently introduced to good effect, satisfying the previous inspection’s recommendation, and further development is planned.  The provision for boarding pupils meets the school’s aims to promote self-reliance and camaraderie within a residential community, to offer extra academic support, and to foster enjoyment through recreational activities.

2.4            Music practices before school and at lunch-time and a wide range of extra-curricular activities after school involve many pupils.  The provision for instrumental and choral music is outstanding.  Sports, dance, drama, art and technology are well catered for.  Academic extension activities challenge the gifted and reward the enthusiast.  Pupils in Years 5 to 8 generally were able to join activities of their choice, whereas some in Years 2 to 4 were disappointed.  Here staffing constraints limit the range of activities and produce waiting lists for popular ones.  The Wednesday afternoon programme successfully occupies pupils not chosen for sports matches, but does not answer the ambitions of some to play more frequently in school teams.  The school is aware of this and is striving to arrange more fixtures for the less able games players.  The observation from the previous inspection that activities should run smoothly has thus not been fully addressed.  Boarding provision is outstanding, and the recommendations made at the last CSCI inspection have been fully implemented.  Boarders are very happy with the provision of evening activities.  The school has developed excellent links with the community, at home and overseas, and the provision for out of school visits is stimulating: trips to enhance classroom work, cultural activities in London and Stratford, concerts in cathedrals, and sporting or choral tours abroad.

2.5            Pupils are thoroughly prepared for the next stage of their education.  The school has a successful record of pupils winning places at highly selective senior schools.  Interviewees in Years 7 and 8 acknowledged the support and guidance provided by their teachers through examination preparation and for life at their next school: lessons learnt in PSHE were particularly memorable.  These pupils showed appropriate presentation, organisation and self-evaluation skills, and demonstrated high aspirations.  Positions of responsibility are open to pupils in Year 8.  Almost half the pupils leave after Year 6, especially girls, and the school is examining whether to address the different entrance examination demands at 11+ (narrow) and 13+ (broad) through separation of pupils from Year 5.

2.6            Thorough planning, regular review meetings, annual subject analyses and focused targeting are largely successful in creating an effective curriculum.  Subjects are supported by comprehensive documentation; music and religious studies (RS) represent best practice, but their quality is not matched in all areas.  Teaching seen was often at its strongest when the planning was meticulous, as in Latin.  The curriculum, based initially on the Early Learning Goals and later on the National Curriculum and the demands of Common Entrance, offers a wide range of subjects.  Transition between the four departments of the school is carefully scrutinised but is not equally smooth for all pupils; the school is aware that more needs to be done.  The recommendation of the previous inspection is thus partially addressed.  Pupils from Reception to Year 8 are distributed across several forms.  Here the provision is occasionally uneven, for some pupils enjoy greater challenge than others: this is being addressed by the school.  The school is aware that opportunities for pupils to learn through the use of information and communication technology (ICT) vary greatly.  Library provision for research, extension study and independent learning is good: this meets a requirement from the previous inspection.

2.7            Curriculum planning has improved since the last inspection and now generally takes account of the different needs of pupils of all abilities.  The provision through extension tasks and extra tuition for gifted pupils is good and is set to improve still further, whilst that for pupils with learning needs is outstanding.  By the time they enter Year 3, all pupils are screened for dyslexia, dyscalculia and dyspraxia; the special needs of some pupils will have been detected earlier.  Individualised programmes for pupils with learning difficulties are devised jointly by the special needs teachers and form teachers, and shared with all teachers.  One pupil receives help with English as an additional language.

2.8            The school meets the regulatory requirements for the curriculum [Standard 1].

Pupils’ Learning and Achievements

2.9            The school realises its aim to ensure that pupils, no matter what their abilities, are well and broadly educated.  They acquire secure foundations in literacy and numeracy, together with the essential knowledge, skills and understanding related to the subjects they study.  They also apply and think intelligently and independently about what they have learnt, and organise their work effectively.  Standards achieved in most subjects are high for most age groups; they are satisfactory for others because of inconsistencies in provision.  As at the last inspection, pupils achieve high standards across a wide range of activities.

2.10         Pupils achieve well.  They achieve outstandingly well in some areas.  The school is aware that a minority of pupils could attain better and is examining how this might be accomplished.  Foundations in knowledge, understanding and skills are secure in subjects and activities provided: pupils can apply these effectively, and think and act critically and creatively.  Attainment in science is consistently high, whilst that in English and mathematics is generally so.  Year 1 pupils knew the terms ‘author’ and ‘illustration’ and understood the link between the bodily spine and a book’s spine.  Many Year 2 pupils could spell the names of animals in French.  Notational skills displayed during music lessons in Years 3 and 6 were accurate.  Year 7 pupils in science were conversant with the fire triangle; in French they applied indirect objects appropriately.  Good subject knowledge and understanding were evident in subjects taught by specialist teachers in Years 6 to 8: the excellent mathematical knowledge shown by Year 8 pupils was outstanding.

2.11         Most pupils make good progress but not all pupils are able to achieve to the full because of variations in provision.  Standards attained by Foundation Stage pupils were high in some classes and satisfactory in others because teachers had different expectations.  Some pupils in Years 2 to 5 had work which was adequate but less challenging than their contemporaries in history and geography, but were taxed more in mathematics.  Expectation and achievement are uneven in English as pupils progress from Year 4 to Year 6: appropriate action is already underway.  Boys and girls generally made equivalent progress, as do pupils from minority backgrounds.  The progress of talented pupils and those receiving learning support is as well matched to their abilities and needs as is that of pupils in general.

2.12         Pupils achieve well in national tests, public examinations and standardised measures of progress.  All pupils are expected to achieve the Early Learning Goals before the end of the Reception year, and some exceed them.  Results in national tests at ages 7 and 11 over the past three years have been far above the national average for all maintained primary schools, and are good in relation to pupils’ abilities.  Success rates in entrance examinations at 11+ are high and even higher at 13+, although these are not nationally standardised.  The number and range of academic scholarships and awards have increased over the last three years to the current high level.  The high quality of musicianship in the school is corroborated by pupils’ success in graded music examinations.

2.13         The school is a strong community where individual and group achievements are encouraged and valued.  Ample success is recorded in sporting fixtures and local tournaments for boys and girls.  Choirs and ensembles perform with distinction in concerts and competitions.  Senior pupils have achieved well at local, regional and national competitions in science, mathematics and general knowledge, whilst a Year 8 team has currently reached the final of a DT competition.

2.14         Pupils’ skills and attitudes for work and study are good.  Standards have at least been maintained since the last inspection, aided by improved provision for PHSE.

2.15         Pupils throughout the school are articulate and listen effectively; many read with intelligence.  Much fluent writing was evident, particularly in English in Years 6 to 8, and in French in Year 7.  However, opportunities for extended writing were missed in history, geography and science in Year 3.  Pupils in all years spoke confidently and effectively about their work.

2.16         Pupils apply mathematical knowledge efficiently and use their skills accurately.  Calculation is quick and sure at all ages.  Pupils in Nursery estimated which containers could hold most beans; those in Reception counted using coins.  Challenging and open-ended mathematical activities were evident in Year 2.  Pupils in Years 5, 6 and 8 used tables and graphs appropriately to analyse the results of investigations in geography and science.

2.17         Pupils show a growing confidence and competence in their use of ICT for a wide range of functions across the curriculum.  Attractive work illustrating Great Expectations showed imaginative use of ICT for display.  Reception pupils created pictures of chameleons with a graphics program.  Year 6 pupils used word-processing, data-handling and graphics for their geography fieldwork.  Pupils in Year 7 send work in English and RS to their teachers by email.  Pupils in a Year 8 mathematics lesson tracked stocks and shares.  Digital photographs record completed projects in DT.  Boarders make good use of ICT for study and leisure.

2.18         During interviews about their work and in lessons, pupils reasoned effectively, discussed matters cogently, and exhibited independence of thought.  Pupils in the Nursery decide what they want to work with, get it themselves, and later put it away.  Those in Reception selected percussion instruments to characterise colours.  Year 3 pupils reasoned well in PSHE on kitchen health hazards.  Pupils in Year 5 offered thoughtful comments in RS beyond the literal.  In Year 6, science pupils reasoned why candles burn longer in larger jars, whilst Year 7 historians contrasted primary and secondary evidence.

2.19         Most pupils study and organise themselves well.  Much written work is immaculately kept, particularly in Years 6 to 8, though some senior pupils have difficulty coping with files spanning several years.  Pupils in Years 2 and 3 are careful with their own and classmates’ work.  In Year 5, however, organisation and presentation were inconsistent across subjects and forms.

2.20         Pupils work sensibly on their own and, when given the opportunity, with others.  Effective paired-work was seen in science and geography investigations in Years 5 to 8; teamwork in relays and tennis was demonstrated in PE.  Nursery pupils worked well together on manipulative tasks, including cutting up fruit; Year 2 pupils shared tools in art, discussed their work, and helped each other critically.  Opportunities for collaborative work were, however, often missed for older pupils.

2.21         Pupils thoroughly enjoy their school life and seize the opportunities provided for their education.  They settle quickly to their tasks and apply themselves; they persevere and enjoy their work and activities.  Lessons in art and DT, for example, were filled with smiles.  Pupils are very keen to participate; this was a notable feature of English and French lessons.  Pupils in Year 6 left an ICT lesson declaring ‘that was fun’.

Spiritual, Moral, Social and Cultural Development of Pupils

2.22         The overall quality of pupils’ personal development is outstanding and has improved since the last inspection.  The school’s aim to develop self-esteem is evident in all areas of school life.

2.23         Pupils’ spiritual development is a striking feature of the school.  Their sensitivity, attentiveness and ability to reflect are promoted by a leadership that is strongly committed to the value of faith.  Great care is taken to make assemblies and services valuable: Year 4 pupils led an assembly on moral choices, and Year 7 pupils said prayers.  Anthems sung by choirs provide stimulus for reflection.  Poetry, music and visual images help pupils to develop an awareness of the intangible, as in a house assembly where a pupil’s photographs aided reflection on the wonder of the world.  Pupils of all ages are deeply attentive and their singing is uplifting.  Bible stories in RS lessons are linked to pupils’ own experience, enabling them to develop their own value system.  In a Year 7 class, pupils reflected on a figure in recent history and moved from a literal understanding of her life to an appreciation of deeper issues as they discussed what qualities make someone great.  The school community is further supported by prayer groups for staff, boarders and parents.  Sensitivity is developed in lessons: Year 3 pupils showed surprise in science as coloured dye travelled up plant stems, and marvelled in art at the effect of paint in batik work.

2.24         Pupils give careful consideration to moral issues and are able to distinguish right from wrong.  Junior pupils offered thoughtful responses to the dilemma of finding something valuable which is not theirs, linking this to the Ten Commandments and writings of Confucius.  Those in Year 2 appreciated that whether an action is right or wrong may depend on how it affects someone else.  In PSHE lessons pupils of different ages show a developing grasp of issues related to health, relationships, the environment, and citizenship.  A willingness to help pupils express their views on moral issues is woven into the relationship between staff and pupils, and ethical issues are discussed in subjects such as English and geography.  Drama lessons allow pupils to explore moral, social and cultural issues.

2.25         Pupils, both day and boarding, develop confident social skills, helped by the warm and relaxed relationships with adults in school.  Social development is good.  Year 8 pupils assume responsibilities in houses, sports and as heads of school.  Younger pupils are keen to be ‘helping hands’ and sensibly perform such tasks as delivering registers.  Cards recording achievement are a universal reward system and pupils talk proudly of their successes.  Responsibility for the environment is developed in geography, as where Year 5 pupils looked at recycling and the countryside code.  Senior pupils have ample opportunity to develop their awareness of public institutions and services.  Those in Year 8, for example, visit the Houses of Parliament with the local MP and attend a workshop organised by a magistrate.  Play at break-times is fair.

2.26         Outstanding provision enables pupils to appreciate their own culture as well as that of others.  Excellent musical opportunities, with an extensive range of choirs and instrumental ensembles for all stages of musical development, enable pupils to realise their full potential.  Choir trips to Prague and elsewhere permit pupils to take the unifying quality of music to other cultures, and their visits to local churches and cathedrals allow them to experience the enrichment performance brings and to offer their gifts to the community.  Pupils become immersed in Gallic culture during French lessons, as when those in Year 8 gave presentations using ICT on Charles de Gaulle; or as others in Year 5 served their parents in Le Café du Lion.  Literature and art are promoted successfully when pupils visit theatres in Stratford and London, as well as galleries such as Tate Modern.  The spoken word is fostered in verse-speaking competitions and the Shakespeare festival.  Whilst there are few pupils from other cultural backgrounds in the school, racial tolerance and harmony is nevertheless encouraged through the introduction of aspects of other traditions into the curriculum.  Pupils learn about other faith systems in RS and can compare these with Christianity: those in Year 3 learnt about the main religions of India.  Year 2 pupils looked at tie-dyeing from Gambia in art.  When senior pupils study blues music, they learn of the impact of slavery; while working on West Side Story, they discuss racial tension.

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         The quality of teaching is good.  Much of it is of a high quality and one-sixth of the lessons observed were outstanding.  Teaching has improved since the last inspection and now only a lack of confidence in the use of ICT by some teachers has to be overcome to satisfy the school’s aims to combine the best of traditional and contemporary teaching.

2.29         The high quality teaching enables pupils to make rapid progress.  The teaching of mathematics in Year 2 was particularly effective because tasks set were carefully matched to the expectations of individual pupils.  Pupils in the top science set in Year 8 were challenged to design plants that would adapt to nutritionally poor soil.  The needs of pupils who require learning support were effectively met, as when Year 1 pupils with individual education plans made rapid progress through targeted literacy support from a teaching assistant.

2.30         Many examples were seen where teaching allowed pupils to apply themselves effectively.  Pupils in a Year 8 geography lesson were made to recall earlier work on volcanoes accurately and to use precise language to explain their findings.  Year 7 pupils in RS applied their understanding of ethical values well to link them to religious beliefs.  Excellent teaching of PSHE in Year 3 had pupils enthralled by the study of head lice.

2.31         The majority of lessons observed showed good planning and wise use of time.  All science teaching places emphasis on practical work, so enabling pupils to learn effectively through first-hand experience.  Teachers’ plans include clear aims and set the context of each lesson within recent and future work.  Those for PE included appropriate warm up exercises.  Monitoring by subject heads has detected wide variation in teaching methods for similar tasks, some more successful than others.  This is confirmed by the scrutiny of work for pupils in parallel classes in Years 2 and 3, and by lesson observations throughout the school.  Most teaching contains pace, and pupil management is sure, but a lack of variety undermines stimulus in some areas.  Evidence of the use of ICT for research, word-processing, data-handling and graphic design was seen in many displays around the school, even though little use was seen in lessons.

2.32         Aptitudes, needs and prior attainments of pupils were generally taken into account by teachers.  Tasks set in ICT and DT lessons for Year 6 were well matched to pupils’ ability, allowing lessons to progress rapidly.  Teaching of science in Years 2 and 3 and for mathematics in Year 5 was bland in comparison.  Teachers are generally aware of the learning support and gifted registers, and these are increasingly used to aid lesson planning.  Teaching assistants are deployed effectively in classes of younger pupils and contribute well to their learning and development.

2.33         Throughout the school, teachers have a secure knowledge and understanding of subject matter.  Many teachers demonstrated passion for their subjects, so inspiring pupils by their enthusiasm: art, DT and science provided notable examples in lessons observed.  Much teaching of French is conducted in the language, and the mastery of knowledge displayed by teachers of music and RS was exceptional.

2.34         Teaching is well supported by the good quality, number and range of resources.  Specialist facilities, including those for music, PE and science, contribute effectively to the good learning.  The extensive grounds are well used.  Rooms are suitably equipped: examples include ample percussion instruments for music and a wide range of tools and machinery for DT.  The provision for ICT has increased significantly since the last inspection, though not all staff make as effective use of it as they might.  Some teachers lack the skills and confidence to use inter-active whiteboards effectively.  GAP students provide enthusiastic support in PE and games lessons.

2.35         Policies guide teachers on presentation, correction and marking of pupils’ work, but these are not consistently applied: some marking in history, for example, was cursory.  Classroom evaluation of pupils’ progress was widely seen to be effective, and the introduction of self-assessment, peer-evaluation and target-setting, as has happened in geography, has raised standards.  Foundation Stage profiles are thorough, providing valuable information for Year 1 teachers.  Pupils in Years 1 to 8 are regularly assessed against agreed norms on attainment, effort and presentation and the results are published on record cards.  The school intends that assessment should use National Curriculum levels for all subjects: English, mathematics and science already have this in place.

2.36         An atmosphere of industry and calm is promoted, and this generally encourages pupils to behave responsibly.  Classroom management is secure, and teachers regularly remind pupils of the specific requirements for their subjects, such as the wearing of goggles during science experiments and careful use of machines and tools in DT.  Pupils respond positively: Nursery pupils happily tidied up their areas; those in Reception took turns sharing practical resources for mathematics.

2.37         Procedures for measuring and recording attainment are effective.  Data for English, mathematics, science and music is analysed by appropriate systems and the findings are used to guide teachers’ planning and to set pupils’ targets.  Less sophisticated systems exist for other subjects.  The combined findings provide an overview of achievement and progress for all pupils, with attainment judged against national criteria.  Senior managers use this information wisely to track pupils’ accomplishments across subjects and over time, to decide priorities for future learning, and to indicate general issues that need special attention.  The school is aware of the need to provide staff training so that best practice is extended to all subjects, and that all subject heads combine robust curriculum planning with accurate pupil monitoring.

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            Provision for care and welfare is outstanding and attention given to health and safety is excellent.  The quality has improved since the previous inspection and now fully satisfies the school’s aims.

3.2            Teachers and non-teaching staff are committed to the care of their pupils and they provide good role models.  The atmosphere in the school is relaxed.  In general, pupils know where the boundaries of behaviour lie, though some behaviour in the corridors could be more respectful.  The rapport between teachers and pupils is strong: one teacher supported a Year 5 pupil’s ambition to be a cartoonist by bringing material from home, and a Year 2 teacher dealt with several incidents in a sensitive manner.  Time allocated to form teachers before morning assembly is used well for pastoral tasks in the junior department, but is less effective for older pupils.  The comings and goings to practices and rehearsals result in a fractured start and denies teachers the opportunity to conduct whole class pastoral responsibilities and to develop PSHE issues.  Registration is efficient: this satisfies a recommendation of the previous inspection.

3.3            The form teacher plays an important role in the pastoral care of every pupil.  The junior department has many ways to reward pupils and appropriate sanctions are also in place.  The middle and senior departments share a merit system of credits and debits: this is greatly valued by pupils and weekly scores are eagerly awaited and celebrated in house assemblies.  The house system provides excellent opportunities for pupils to work together across year groups.  Teachers conduct regular tutorials for older pupils approaching entrance examinations; these serve as subject clinics and provide pastoral support.  Senior managers meet regularly to discuss the care and welfare of individual pupils, and relevant information is quickly disseminated to appropriate teachers.

3.4            The relationship between staff and pupils is good, teachers know their pupils really well, and pupils were very complimentary about their teachers.  All are able to share a sense of humour in their dealings with each other.  Such relationships are enhanced through the school’s strong commitment to the boarding ethos.  Pupils in the Nursery and Reception classes feel very secure; and pupils of all ages reported that if they had a problem they would be happy to approach any member of staff.

3.5            Junior department pupils follow the Golden Rules and, in interviews, they explained how these determine correct behaviour.  They understood that loss of Golden Time is a consequence of making a wrong choice, so learning to take personal responsibility.  Middle and senior department pupils agree their own class rules and thus appreciate the importance of abiding by them.  Not all pupils in the middle and senior departments were aware, however, of school rules relating to their movement around the buildings.  All unacceptable behaviour by pupils is logged and dealt with quickly and constructively.  Pupils and teachers are aware of the comprehensive policy to tackle bullying, and a system checks any such behaviour and looks for patterns.

3.6            Child protection measures are in place and effectively monitored.  All members of staff have undertaken relevant training in the last two years.  There is an identified Child Protection Officer, appropriately trained and known to staff.

3.7            Pupil safety is given a high priority.  The bursar and senior managers work with an outside agency to ensure that all areas that may present a potential hazard are covered with comprehensive guidelines.  All necessary measures have been taken to minimise the risk of fire: tests and practices are undertaken regularly and comply with regulations.  The use of hazardous materials in science and other subjects is effectively controlled.  In all areas checked, risk assessments were in place and are reviewed regularly.  These measures address several issues raised at the last inspection.

3.8            An appropriate number of members of staff have received first aid training.  The well-equipped medical room is supervised by a full-time matron and she is responsible to the school’s medical officer on all health matters.  The first aid policy and record-keeping are exemplary.  The headmaster chairs the health and safety committee, meetings are held regularly, and minutes are forwarded to governors for inspection.

3.9            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

3.10         The school has an effective partnership with parents.  Worthwhile links have been developed with the local community and abroad.  School aims are generally met, and standards have at least been maintained since the last inspection.

3.11         Parents returned 279 questionnaires before the inspection.  Most responses were positive, indicating a high overall level of satisfaction.  These included near universal approval for the quality of teaching and learning and unanimous praise for boarding provision.  Two points of concern, however, were raised by a substantial minority.  The first was the perception that the school did not handle worries and complaints well.  The school was already aware of the need to listen to and consult parents more carefully; systems now address such matters appropriately and sensitively.  Secondly, some parents reported that they were not encouraged to be involved in the life and work of the school.  Improved communication has increased such opportunities and the parents’ association thrives.  Its committee includes co-opted members from every form, and its work enjoys strong staff support.

3.12         The parents’ association encourages a healthy partnership between school and home through its social and fund-raising activities.  All parents and staff are automatically members, and forthcoming events are advertised in the school’s newsletter.  The summer ball is an annual highlight.  Fund-raising partly finances school projects, as with the covering of the swimming pools, but is largely and most generously directed at local charities.  The commitment of the whole school community to a hospice for children who are terminally ill greatly impressed the inspectors.  Parents keenly support religious services, prayer groups, concerts, plays and the annual prize-giving.  Others offer their help by assisting on educational visits, addressing pupils about their work, and through promotion of citizenship.

3.13         Parents are provided with helpful publications about the school.  The prospectus is attractive and informative.  Comprehensive newsletters and termly calendars keep parents fully apprised of events and activities.  Information about children's progress is shared via half-term grade slips, twice-yearly reports and half-yearly consultation evenings.  Comprehensive and well-presented written reports contain helpful and realistic information about subject matter taught, skills acquired, and an evaluation of attainment and progress.  Grade slips summarise achievement, effort and presentation, and homework diaries assist effective two-way communication.  Additional evening meetings are arranged for new parents and parents choosing senior schools.  Electronic communication with parents is planned for September 2006.

3.14         Parental concerns are now addressed promptly and with care and consideration.  The school’s complaints procedure meets regulatory requirements.  Several governors are parents of current or former pupils and are able, when needed, to see issues from a parent’s point of view and give appropriate advice.

3.15         The school has forged extensive links with the local community, largely through fund-raising and church-based activities.  Concerts and plays enable pupils to use their talents for the enjoyment of the elderly and infirm.  All are actively involved in charitable support: pupils in the senior and middle departments fund the education of children in India, whilst those in the junior department play a similar role in Africa.  Other national and international charities for children receive help annually.  The sale of a calendar produced through co-operative work in art has benefited a national charity for epilepsy.  These and other examples extend the school’s curriculum and enrich pupils’ experiences.

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 quality of the boarding education is outstanding.  It fully meets the school’s aims and has improved still further since the last ISI inspection and the recent CSCI inspection.

3.18         Boarding is regarded as a key option for pupils to experience the opportunities it affords for initiative and community life.  Relationships within the boarding community are most positive and highly supportive.  A happy and lively atmosphere prevails.  The boarding house is full with many pupils on the waiting-list eager to start boarding as soon as possible.  A strong management and organisational structure is in place: excellent care is provided for pupils by house tutors and other support staff, including GAP students, under dynamic leadership.  Boarders regularly raise issues that concern them, both informally and through termly questionnaires.  The school is aware that this could now develop into a school council, where all pupils have the chance to express their views.

3.19         The school offers boarders an extensive range of activities in the evenings when they can take advantage of the school’s excellent resources.  The structure in place enhances pupils’ educational experience.  They can, for example, utilise the ICT room for their homework, and seek assistance and advice on their work from staff on duty.  One pupil at interview particularly relished the opportunity for boarders to ‘study in a working environment’.  Supervised groups have the run of the school’s sporting and other facilities for their recreation and leisure.

3.20         The accommodation and resources for the boarders are of the highest standard.  The recommendations made at the last CSCI inspection have been fully implemented.  The quality of provision greatly enhances and extends boarders’ educational experience.

4.              THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT

The Quality of Governance

4.1            The school is well governed.  Governors meet their declared aims.

4.2            Management arrangements are well defined.  Meetings of governors and sub-groups are regular and suitably recorded.  Governors represent a wide range of professional skills: several governors have experience of senior educational management.

4.3            Governors are aware of their legal, financial and educational responsibilities.  They work in harmony with the headmaster to devise, implement and monitor overall strategies and development plans.  Close liaison with the bursar supports sound financial planning and effective budgetary control.

4.4            Systems to inform governors are used effectively.  Communication between the chairman and the headmaster and bursar is regular and open.  Performance management appraisal of the headmaster is thorough and constructive.  Governors visit the school regularly and meet with staff occasionally.  Teachers and non-teaching staff welcome the encouragement they receive, are pleased that governors wish to strengthen their support, and appreciate the trust given to them to run the school without undue interference.

The Quality of Leadership and Management

4.5            Leadership of the school is strong; management is good, with some areas of strength and some areas which need to develop.  Both leadership and management have improved since the last inspection.  The school is determined to achieve its declared aim to become outstanding in all areas.

4.6            The headmaster has a clear vision for the school’s direction.  He has welded the school into one community and won support from senior managers, so satisfying recommendations of the previous inspection.  The intention to consult is ever-present; decision-making is sure; communication is swift and informative.  Middle and lower management structures, however, remain insufficiently clear and many are unsure of their responsibilities.

4.7            Senior managers have identified needs and implemented responses, but much other management depends on individual initiative.  Some briefs state responsibilities, but others lack precision.  The previous inspection’s recommendation has therefore been partially addressed.

4.8            Management of the four phases of the school is good but uneven.  The director of studies and subject heads acknowledge their responsibilities extend throughout the school, but their practice of monitoring teaching and learning is variable.  It is this unevenness and variation that prevents an equally smooth transition between phases for all pupils, and allows pupils of similar abilities in parallel classes to attain at different levels.  Other policies, in contrast, are uniform, and evaluation of systems for pupils’ care is thorough.

4.9            The high quality of teachers has a direct bearing on the education provided.  Newly qualified teachers and GAP students are properly inducted.  Strong support for professional development satisfies a recommendation from the previous inspection.  The introduction of performance management, including monitoring of teaching and learning, has raised standards.  The school provides a happy working environment for its employees.

4.10         Finances are well managed.  Budgeting is sure, based on historical data and bids by teachers.  Provision of resources is generous, but not all teachers use them to the full.  Accommodation and other facilities are extensive; everything is well maintained.

4.11         Administrative support is excellent and the reception team is welcoming to all.  The quality of catering, cleanliness, decoration and maintenance is high.  Teaching assistants and other support staff are used effectively and valued greatly.

4.12         The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].

4.13         The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.