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INSPECTION REPORT ON |
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Chesham Preparatory School |
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Full Name of the School |
Chesham Preparatory School |
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DfES Number |
825
6027 |
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Registered Charity Number |
310642 |
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Address |
Two
Dells Lane, Orchard Leigh, Chesham, Bucks, HP5 3QF |
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Telephone Number |
01494
782619 |
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Fax Number |
01494
791645 |
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Email Address |
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Headmaster |
Mr
James Marjoribanks |
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Chairman of Governors |
Mr
John Axon |
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Age Range |
4
to 13 |
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Gender |
Co-educational |
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Inspection Dates |
May
2nd – May 5th
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 Chesham Preparatory School undertakes to give its pupils a broad, balanced and excellent education. It aims to:
· provide an environment which encourages endeavour, achievement and enjoyment amongst pupils and staff alike;
· provide a learning environment which is stimulating, rewarding, safe and secure and one in which pupils and staff feel respected, valued, supported and encouraged to make the best of their talents and opportunities;
· provide a co-educational environment which caters to the needs of both boys and girls;
· foster a genuine feeling of school community based on strong family and Christian values;
· prepare all pupils in such a way that they are able to transfer to and thereafter thrive at their secondary schools;
· focus on pupils’ strengths rather than their weaknesses, to celebrate their successes and achievements and to provide positive encouragement to all pupils.
1.2 The school’s prospectus states that it was founded on traditional Christian family values. The motto: “Each for all and all for each” exemplifies the feeling of togetherness and the family values which continue to guide the life of the school. Children from all faiths are welcome. The school has established a well-deserved reputation for academic success and also for the high standards achieved by its pupils in music, art, drama, sport and swimming.
1.3 Christina and Ernest Adlington founded the school in Chesham in 1938; three years later, it moved to its present position on the outskirts of a nearby village. Originally, numbers were small and the school was run along altruistic lines, with the wish to provide a private education to as wide a number of local families as possible. The school buildings, a Victorian house and stable block, were purchased in 1967 and a charitable trust, run by a board of governors, was established. Mrs Adlington retired as headmistress in 1971 and a headmaster was appointed. During the 1970s and 1980s, an assembly hall and new classrooms were built. In the 1990s, major developments took place; neighbouring orchards were purchased and a dining room, science and art block, playing fields, tennis courts and a large car park were added. In 2001, a year after the previous inspection, the present headmaster was appointed, only the third in the school’s history. Since then, developments have included new classrooms, staff rooms and offices, the spacious learning support department, library and computer suite, the refurbishment of the original classroom block and additional administrative offices in the original house. A splendid new sports hall was opened in 2004, together with an all-weather surface and a new music block.
1.4 Numbers in the school increased significantly throughout the 1970s, 1980s and into the 1990s, and reached 385 in 2000. Numbers have fluctuated since the previous inspection, partly because of changes in the transfer age to local secondary schools and are now steadily rising. At present, there are 368 boys and girls in the school; 109 in Reception to Year 2, the lower school, with two classes in each year group; 228 in Years 3 to 6, with three classes in each year group and 31 in Years 7 and 8. The overall ratio of boys to girls is 3:2. Virtually all pupils have English as their principal language; a small proportion of pupils come from minority ethnic groups.
1.5 The school is not academically selective on entry and has a wide range of academic ability from below average to far above average. The assessment procedure for entry to Years 3 to 8 is more formal than for entry into the Foundation Stage or Years 1 and 2. Pupils’ average ability is above that of the national average. If pupils are performing in line with their abilities, their results will be above the national average for all maintained primary schools. The proportion of leavers who go on to selective schools, both maintained and independent, is high. Special educational provision is made for gifted and talented pupils, in addition to those who may have a specific difficulty. Appropriate learning support is offered, often just for a short time to boost confidence or overcome a temporary problem, and sometimes over a longer period for difficulties of a dyslexic nature.
1.6 Pupils come from a variety of backgrounds; the majority of parents are in business, local, national and international, or in professions such as medicine, law, accountancy, engineering and surveying. The homes of the majority of pupils are in Buckinghamshire or Hertfordshire; few parents live more than ten miles from the school.
1.7 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1 The educational experience offered by the school is of high quality and is a positive reflection of its aims and philosophies, which are very successfully met. All aspects of a pupil’s needs are catered for through curricular and extra-curricular activities which are wide-ranging. Pupils follow a broad curriculum offering a very suitable range of educational activities and they enjoy the work they do. The environment in which pupils work is friendly, supportive and very stimulating; this results in pupils who are confident and articulate about both their work and their school. The previous report in June 2000 found that not all areas of the school were as good as they could be; in particular, the use of and resources for information and communication technology (ICT) in the curriculum were limited; academic standards were uneven between subjects and stages and management was not sufficiently effective. The improvement across the school in the intervening years is outstanding. The high standards of Early Years education referred to in the February 2005 Ofsted Nursery report have been maintained.
2.2 The school provides a very appropriate and well-balanced curriculum which gives pupils every opportunity to develop their full potential in language, mathematics, science and technology. Their creative, aesthetic, physical, human and social development is carefully encouraged; much attention is paid to their personal development. Pupils are given solid foundations in the essential skills of numeracy, literacy, speaking and listening and this leads to very good results in National Curriculum assessment tests at ages 7 and 11.
2.3 An extensive variety of clubs and activities is offered by the school to all pupils. Parents are in almost unanimous agreement that there is a good range of extra-curricular activities. Some of these take place at lunchtime but most are held after school. Participation in clubs is optional, although much encouraged, and the high uptake indicates their popularity and their quality; sports clubs, in particular, are very well supported. A few activities, such as choir, are by invitation only. Pupils meet with much success at local and national levels both academically and in music, sport and chess. Their achievements in different fields are well recognised and rewarded.
2.4 The school generously supports a number of charitable endeavours through its house system; older pupils are much involved in choosing the charities and organising activities. Links with the local community have been improved since the last inspection, and the community is now supported in a number of ways; for example, local Scout groups are allowed the use of the school mini-buses.
2.5 Preparation for the next stage of education is very well considered. Pupils are successfully prepared for the competitive entrance examinations they will be required to sit at 11+, 12+ or 13+, depending on their choice of senior school. They make visits to their future schools, spending a day there in the summer term. Reciprocal visits are made by the Heads of Year from these schools and during their visit they spend time meeting the pupils who will be joining them in September. Careers advice and work experience appropriate to their age are offered to the pupils in the senior forms in the school.
2.6 Curriculum planning is very thorough and is capably carried out. Planning in the lower school, in particular, is exemplary. Parents are virtually unanimous in their opinion that pupils are offered an appropriate curriculum, which includes French from Year 3. The teaching of study skills is introduced in Year 5; German is taught in Years 6 to 8. An extensive range of excursions and field trips, home and abroad, visiting workshops and speakers enriches the curriculum. Classes in Years 3 to 8 are mostly mixed ability; setting, or teaching to groups arranged by ability, is introduced in mathematics in Year 4 and English in Year 5. Such divisions are given careful consideration in order to give equal opportunities to pupils of all ages and abilities. Music, ICT and physical education are taught by specialists in the lower part of the school and the number of specialist lessons gradually increases until, by Year 5, all the pupils are taught entirely by subject specialists.
2.7 The curricular needs of those requiring learning support, or special provision in any way such as those who may have English as an additional language, continue to be well met. Both support and challenge are provided. The help offered by the well-organised and forward-looking learning support department is very competent and enables those pupils who require assistance, in the short or long term, to make progress in all their subjects. A policy for teaching the gifted and talented is relatively recent; careful thought has been given to their needs. In addition to scholarship tuition at the top of the school, excellent provision is made for those who are talented in sport, and a special mathematics class has been introduced for younger pupils. Each subject has been required to identify the five per cent of its most able pupils and the special provision which should be made for them. The response of the physical education department is exceptional in the range and scope of the opportunities it offers to talented pupils.
2.8 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.9 Pupils are very well grounded in knowledge, skills and understanding in all subjects and activities which the curriculum provides. The school’s aims are achieved in that examination results indicate that pupils are very well prepared for their transfer to their senior schools at the end of Years 6, 7 or 8, and they have the confidence to meet with success once there. Academic achievement and progress are good and, at times, very good, in relation to abilities; in addition, pupils have much reason to be proud of their sporting results. The previous report praised standards in the lower school and in art, music and physical education; it also referred to a good success rate in entrance to grammar schools. In recent years, higher standards have been achieved across the curriculum and an even better success rate of entry to selective schools.
2.10 At the end of their year in Reception, children are very well prepared to move into Year 1. A wide range of learning activities and resources ensures that pupils in Years 1 and 2 have a very secure foundation on which to build. They are able to write creatively and pupils of all abilities achieve well. Pupils of below average ability could explain clearly their previous work in science; and the writing skills of those of above average ability far exceeds national expectations for their age. Records show good achievement in both reading and literacy.
2.11 By Year 6, pupils demonstrate a variety of writing styles for different audiences and purposes, including empathy for historical causation and good discursive writing. Year 8 pupils were able to write persuasively about the death penalty, and discursively about the war in Iraq. In discussions about their work in mathematics and science, pupils showed a thorough understanding of the work they had covered and this was evident also from perusal of their written work.
2.12 High standards achieved in physical education, music, art and design and technology at all levels in the school reflect the breadth and range of opportunities offered, and especially the benefits derived from the excellent provision of new buildings and facilities in the last five years.
2.13 Overall achievement is higher relative to age in Year 6 than in Year 8 because a significant number of the most able pupils leave at 11+ to transfer to local selective senior schools.
2.14 In national tests at age 7, pupils’ attainment is high in relation to their abilities. Over the three-year period to 2005, results in national tests at age 7 in reading, writing and mathematics have each been far above the national average for all maintained primary schools.
2.15 In national tests at age 11, pupils’ attainment is also high in relation to their abilities. Over the three-year period to 2005, results in national tests at age 11 have been far above the national average for all maintained primary schools. Results in national tests over the last three years have been well above the national average for all maintained primary schools in English and far above this average in mathematics and science.
2.16 The pass rate at 11+ in 2006 for entry to local maintained selective schools was 60%. Annually at 11+, 45 pupils, who represent 75% of the year group, pass entrance examinations to selective schools, maintained and independent. Approximately, a further 12% of the original cohort transfer at 12+ to selective schools, maintained and independent. Year 8 pupils are successful in reaching the level required at Common Entrance for entry to their first choice of independent school. A number of scholarships and awards for senior independent schools are achieved each year.
2.17 Much success in many different activities, at individual and team levels, is achieved by pupils. Chess players are ranked nationally at both Under-9 and Under-11 levels and significant team successes at local, district, regional and national levels have been achieved in cricket, netball, hockey, athletics, swimming, rugby and cross-country. The school choir has recently been selected from an initial entry of over 300 to take part in the National Music for Youth Festival.
2.18 In conversation and in class, pupils are very articulate and able to express their ideas and opinions readily. They are good listeners who discuss issues seriously and thoughtfully at all ages. Fluent and effective writing was seen in all year groups. Year 3 pupils wrote sensitively about springtime, stimulated by blossom, flowers, leaves and appropriate music.
2.19 Successful application of mathematical concepts was seen in a Year 4 lesson on the seven-times table, where pupils enjoyed a game of spotting the relationship between addition and multiplication. Year 6 pupils handled calculators competently and Year 8 pupils successfully applied their mathematical knowledge to the design of a land yacht in design and technology.
2.20 The school has very recently upgraded its information and communication technology facilities. The effects of this further investment are beginning to be realised and very good use is made of the ICT suite for specialist lessons but, partly due to circumstances beyond the control of the school, the use of information, communication and control technology is not yet fully effective across the curriculum. However, pupils in Reception are very competent and independent users of the computers in their classrooms; good work by Year 1 pupils is on display in the ICT room and Year 6 pupils were observed using computers successfully in a mathematics lesson to consolidate their work on place value with large numbers.
2.21 The ability to reason and argue cogently is evident throughout the school, but most especially amongst older pupils. However, their ability to study and work independently, using well-developed information retrieval skills is less evident. The well-organised and welcoming library offers the opportunity for class research during lessons but few teachers, as yet, are using this facility regularly. Some pupils do carry out individual research but note-taking and independent learning skills are not fully developed. The librarian has had some success in encouraging pupils to use the splendid facility which is available to them by introducing many pupil librarians and organising book-based competitions.
2.22 Pupils are given many excellent opportunities to work co-operatively, as was seen in a music composition lesson in Year 6. Year 3 pupils worked together to make structures and design posters. Much of the tremendous sporting success achieved by pupils comes from their good team work.
2.23 Both pleasure and perseverance, stimulated by some very good teaching, were observed in lessons and activities at all levels in the school. Year 7 pupils persevered with isometric drawing, and those in a Year 5 oral French lesson were completely absorbed and had great fun at the end of a very hot day. All pupils spoke highly of their school and of how much they enjoy their learning, which indicates the successful achievement of the school’s first aim in its prospectus.
Spiritual, Moral, Social and Cultural Development of Pupils
2.24 An undoubted strength of the school is the personal development of pupils; their spiritual, moral, cultural and social awareness is very well-developed. Pupils are encouraged to value themselves and the contribution they can make; the success of this approach is evident in their open, happy, purposeful approach to school life and their well-developed sense of awareness of the need to respect and support each other. The underlying recognition of the importance of family and Christian values also contributes to the fulfilment of the school’s aims. The previous report refers to suitable provision for spiritual, moral, social and cultural development and this has been built upon over recent years to achieve the present well-considered and successful approach to personal, social, health and citizenship education and personal development.
2.25 Evidence across the age range confirms that the school contributes significantly to pupils’ spiritual development. Assemblies are special times which give opportunities for thoughtfulness and reflection, with the result that pupils themselves have appropriately heightened spiritual awareness. Also, pupils are able to explore with their teachers the important non-material aspects of human experience. For example, Year 8 pupils discussed the nature of death, both from a personal perspective and from the point of view of different belief systems. Pupils of all ages are very aware and appreciative of the natural beauty of their surroundings; Year 3 pupils responded creatively to evidence of springtime all around them during an English lesson.
2.26 The school attaches very real importance to moral education and pupils have a well-developed understanding and ability to distinguish between right and wrong and discuss moral issues thoroughly. Parents, in their responses to the questionnaire, were virtually unanimous in their agreement that this is the case. While Year 8 could focus their discussions on justification of the death penalty and of war, younger pupils could comment thoughtfully about the fairness of rules, rewards and sanctions. The music and physical education departments have contracts and mission statements which remind pupils about respect for others and the importance of behaving correctly.
2.27 The school makes a very significant contribution to pupils’ social development. Pupils become aware of social issues; the importance of understanding how relationships can break down and of the need to say ‘sorry’. They show a willingness to comment positively and constructively about each other’s work. An informal discussion of contemporary politics was heard during form-time and concern for the environment was also expressed. From an early age when children in Reception watch a police dog catching a ‘burglar’ and retrieving ‘stolen property’, pupils are aware of the role of the police in society and begin to develop their knowledge of public institutions and services.
2.28 The multi-cultural dimension of school life is well considered and their work in literature, modern languages, art and music helps pupils develop awareness, respect and appreciation for other cultures and a mutual respect and tolerance. Traditionally, the four Houses are linked to charitable work for countries in the ‘four corners of the world’ and pupils speak with enthusiasm about their fund-raising activities. While a display of African musical instruments arouses great interest in the music room, pupils are collecting unwanted musical instruments from friends and families in this country to send to schools overseas. Although only a few pupils come from other countries and faiths, the school invites parents to talk about their different backgrounds and customs and arranges visits to places of religious worship and thereby pupils’ knowledge and recognition of the value of different beliefs is extended.
2.29 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.30 The overall quality of teaching is good; the focus is on ensuring that pupils of all abilities make progress. Several examples of excellent practice were observed and very little unsatisfactory teaching was seen. The best lessons seen were characterized by excellent pupil-teacher relationships, a lively pace, challenging activities and very good provision for different needs. However, at times, teaching styles lacked variety and insufficient use was made of computers or other resources to stimulate interest. In parents’ responses to the pre-inspection questionnaire almost all agreed that the teaching helped their children make progress. An extremely thorough approach to assessment is used to inform planning from an early age and makes a positive contribution to pupils’ progress. The school is clearly achieving its aim of enabling pupils to make the best of their talents and opportunities. The previous report was relatively content with the quality of the teaching but was critical of assessment and marking. Overall, the proportion of good and excellent teaching has much improved, as has the quality of assessment and marking; in most cases, but not all, pupils’ work is marked carefully and thoughtfully.
2.31 Pupils of all abilities are taught well; from the youngest pupils in Reception, they make good progress. They increase their understanding and develop their skills as they acquire new knowledge. Stimulating, challenging work is in evidence at all stages and many staff have the gift of inspiring their pupils to think deeply about their work and use their intellectual ability and creativity to the full. In physical education, very carefully planned, fast-moving lessons enable pupils with considerable variation in ability and aptitude to make rapid progress in a short space of time; they are given opportunities to critically analyse each other’s performance and correct their own techniques. Scholarship preparation offers exciting opportunities and younger pupils who attend mathematics sessions for the gifted and talented spoke enthusiastically about their work on Pascal’s Triangle; their love of learning and discovering is being encouraged.
2.32 When the teaching offers the opportunities, pupils are eager and enthusiastic in lessons where they are required to carry out research and think for themselves. In discussion, pupils speak articulately and earnestly about their work.
2.33 Staff throughout the school are very aware of the particular needs of their pupils. There is close liaison between staff in the learning support department and lower school class teachers; English teachers, in particular, across the school also keep in close contact. Pupils may attend special lessons designed to help them with a temporary difficulty, perhaps because they lack confidence or because some work, in mathematics for example, has been missed at a previous school. Other pupils may require longer-term support and experienced, well-qualified specialists are available to organise this and liaise carefully with class and subject teachers. Learning support is well resourced and was well taught in the lessons observed. Boxes of specialist resources for reinforcing concepts in mathematics and English have been designed and developed within this progressive learning support department, and are now commercially produced.
2.34 Much of the teaching is very well planned; in the lower school, their joint lesson planning is meticulous and ensures that all pupils in the year groups benefit; careful evaluation of lessons is an important feature also in this part of the school. Many staff use a range of teaching methods which are appropriate for the pupils and gain their interest. In Year 2, the use of story-boards, to which the whole class had contributed, resulted in well-structured creative writing from a class with a wide range of ability. Pupils had such a multitude of ideas of their own that they could hardly wait for the teacher to stop talking so that they could begin writing. The construction, for example, of model air-raid shelters in history and volcanoes in geography leads to a greater depth of understanding, as does the use of drama in religious education lessons and the fun of friendly competitions in mathematics and verbal reasoning lessons, which pupils visibly enjoy.
2.35 There are a few instances, though, of slow-paced and unchallenging teaching which is not always appropriate to the pupils’ ages or sympathetic to their needs. Approaches which help pupils to learn independently and acquire study skills are not yet well developed across the whole school. Across the curriculum, insufficient use is made, as yet, of the computers which are now available and insufficient advantage is taken of the well-resourced library.
2.36 Staff display a thorough knowledge of their subjects and evident familiarity and expertise with the age or ability group they are teaching; this is recognised and appreciated by pupils whose conduct in class is very cooperative. Behaviour was good at all times during the inspection; pupils are encouraged to act responsibly. In lessons observed in mathematics, PE and art, in particular, staff planned their work to ensure that pupils of all abilities within the class could learn successfully because the tasks which they were set were carefully considered and appropriate to their needs and abilities.
2.37 Teaching is supported by a generous range of resources of high quality, all of which are used purposefully. An increasing number of interactive whiteboards not only add interest to lessons but also add to the effectiveness and efficiency of the teaching when they are used to the full. Each classroom has at least one computer; most have several, together with a television set and video player. Videos are used judiciously in most subjects; video cameras are put to very good use in athletics lessons, for example, for self-evaluation and to help improve techniques, while webcams are used exceptionally well in modern foreign languages to improve oral skills. Teaching is also well supported by the excellent quality of the vast majority of classrooms and other specialist facilities. The rooms in the original stable block have been upgraded as much as possible; however, because of the age of the building and its original use, their standard does not match that of other classrooms in the school.
2.38 The standard of display around the school is high. Classrooms, halls and corridors are attractive, colourful and stimulating; much of this is due to the high standards attained in the art department and the dedication of the staff throughout the school who value their pupils’ work highly. The Reception classrooms have an almost magical quality; every corner holds delight and excitement for the eyes and mind of a child.
2.39 Regular and thorough assessment of pupils’ work is a significant feature of the organisation of the school; it enables teaching staff and senior management to track individual and class progress and then adapt lessons and planning accordingly; it also very importantly helps to inform parents and encourage pupils. Assessment in the lower school and in the physical education department is extremely well organised.
2.40 The school evaluates pupils’ performance and progress from an early stage through nationally recognised standardised tests; pupils work towards National Curriculum assessment tests, entrance examinations to local selective schools at 11+, 12+ and 13+ and Common Entrance examinations (CE) for independent schools. Regular school examinations and tests also contribute to the thorough assessment procedures, the results of which are carefully recorded and analysed. Very good practice is followed in that an individual record of achievement file follows pupils from Reception all the way through the school, as does their lists of targets. Assessment procedures are also very well organised in the learning support department; pupils’ individual education plans are carefully compiled, annotated and reviewed; all relevant information is shared with teaching and care staff.
2.41 Marking is generally completed regularly and many teachers write helpful comments which contribute to the pupils’ academic development. In a few instances, however, work is unmarked or the marking is done in a perfunctory manner and this does not encourage pupils and help them to improve.
2.42 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 very warm and relaxed relationships among staff and pupils and the very positive, caring and welcoming atmosphere referred to in the previous report are still very significant features of the pastoral care in the school. The school continues to be a happy place where a welcoming atmosphere prevails. Procedures to ensure the welfare, health and safety of pupils and staff have progressed and improved comprehensively since the last inspection. Every effort is made to fulfil successfully the school’s aim to provide a safe and secure environment in which pupils and staff feel respected, valued, supported and encouraged.
3.2 The staff’s effective support and guidance make an important contribution to the educational standards and personal growth of the pupils. Clear procedures are in place to deal with any problems. The initial pastoral responsibility lies with form teachers who are very well supported by the senior master and mistress, who have overall responsibility. Good communication between all staff and departments, including the learning support department, benefits the pupils; and staff who have attended relevant in-service training courses have reported back in staff meetings. Comprehensive and effective pastoral arrangements assist all the staff in their care of the pupils.
3.3 The quality of relationships between staff and pupils and between pupils themselves is good. In most situations, staff are friendly and relaxed with pupils but this does not compromise discipline. In just one or two instances, a less sympathetic approach to pupils’ difficulties was noted. Classroom assistants consistently show a kind and caring attitude to all pupils. In discussion, pupils said they feel confident to approach their teachers if they have concerns.
3.4 The staff are continually responsive to the needs of pupils; discussions with older pupils keep the headmaster well informed about new ideas and pupils mentioned that they may also leave messages about any concerns in a ‘chat-line’ box and ask to talk quietly to one of their teachers. One particular aspect of pastoral care is currently being developed; the aim is to raise the self-esteem and self-confidence of pupils in Years 7 and 8. Play-times are made particularly enjoyable because an attractive variety of toys and games is available in the playground. The importance of snacks at break-times is recognised, and drinks and fruit are amply provided; after school and after swimming, more substantial snacks are available. Concerns were expressed by parents in their replies to the questionnaire about the quality and choice of food served at lunchtime; however, their children seemed reasonably satisfied and the choice, which includes a selection of salads, is adequate for a day school. The catering department is paying due attention to guidelines on healthy eating.
3.5 The school’s procedures for promoting good behaviour are very clear. They are considered very fair by the pupils, who respond well to the extensive system of industry marks, merits, credits and debits. Parents who replied to a questionnaire were virtually unanimous in their agreement that the school achieves a high standard of behaviour. The popular house system promotes good-natured rivalry. An anti-bullying policy is recognised and understood by pupils and rare instances of bullying are dealt with promptly and effectively by the senior pastoral staff. Child protection measures are in place and are meticulously followed; they have been very carefully considered and continue to develop in line with official advice on best practice; the bursar ensures that all personnel are thoroughly and correctly checked and appropriate training of staff and governors has been carried out.
3.6 The school complies with the necessary fire regulations and all reasonable measures have been taken to ensure safety and reduce any risk from other hazards. A thorough risk assessment programme is in place for all school residential and day visits. Comprehensive documentation is in place in subjects such as art and design and technology; members of the health and safety committee make regular tours of the school to check for hazards.
3.7 Clear health and safety policies give guidance to all staff. Arrangements for first aid and medical problems are efficient; pupils may rest in a quiet and welcoming alcove near the school office. Five members of staff have up-to-date qualifications and first-aid kits are placed at strategic points. Medication and pupils’ records are stored securely. Staff are kept informed of pupils’ medical conditions.
3.8 Careful procedures are in place for supervision of pupils at all times. The school is a safe place for pupils and staff, and premises are in a very good state of repair and cleanliness. The school has continued to progress and has improved on all its procedures for welfare, health and safety since the last report.
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 quality of links with parents and the community is very good. The school values highly its links with parents and the community and parents are very well satisfied with the education and support for their children. The overall picture in the replies to the parents’ questionnaire was of a friendly, caring establishment, offering a well-taught broad and balanced curriculum with a good range of extra-curricular activities; parents were also pleased with the high standards of behaviour and the worthwhile attitudes promoted by the school. This view of a school amply fulfilling its aims is confirmed by inspection findings. Parents agree that communication systems, which were criticised in the previous report, have greatly improved.
3.11 A small number of parents considered that they did not have sufficient opportunity to be involved in activities in the school, but many more opportunities are available now than at the time of the previous report. The opportunities for involvement are very good. Parents may help with outings, and they are welcomed into the school to give individual help with reading. They are invited to attend a variety of functions such as drama productions, concerts, matches and assemblies. Talented parents have given concerts to pupils and families generously support many events and functions, which raise considerable sums for amenities, in addition to charities. The contribution and commitment of the parent-teacher association is outstanding. Evenings are arranged for new parents, and some mothers spoke enthusiastically of their opportunity to attend aerobics, badminton and other sporting activity sessions especially arranged for them in the new sports hall.
3.12 Improved and updated communication systems, including email, have been put in place since 2000 in order to provide parents with comprehensive information about the school. A new, attractively designed and informative prospectus, a colourful annual magazine and a termly calendar all contribute to the flow of information; the school website continues to develop well and contains all school policies and procedures which parents require. A small number of parents had concerns which referred to the amount of information they received about their children’s work and progress and opportunities for discussing it. However, inspection evidence demonstrates that parents are kept well informed through formal and informal meetings with staff, twice-yearly reports and half-termly record cards. Parents receive weekly newsletters; homework diaries also support liaison between staff and parents and contain many positive examples. Before and after school, the playgrounds are bustling with cheerful parents, children and staff.
3.13 The school handles parents’ concerns with due care and a suitable procedure is in place for attending to complaints. Significant efforts are made to handle any concerns with appropriate care and understanding, although there may be an unavoidable time lapse in some cases before the situation can be remedied. A significant minority of parents commented on the questionnaire that their children were given too much homework, sometimes of doubtful value. In talking to pupils and parents, however, the consensus of opinion was that homework is not a problem. The headmaster had discussed the question of homework with pupils and staff and, as a result, a new format had been introduced whereby no homework is given to pupils in Years 5 to 8 on Wednesday, which is the main fixtures day in the week; the new arrangement is much appreciated by pupils.
3.14 Very positive and beneficial links with the local community are promoted by the school. Since the previous inspection, the headmaster and staff have continually and successfully looked for ways of improving the school’s links with the wider community. Numerous inter-school sporting events are arranged and musical events take place outside the school. The whole school has helped in raising large sums of money for charities at home and abroad. Staff attend cluster group meetings with other local schools and pupils visit their intended senior schools. The parent-teacher association is successful and forward-looking in the support it offers both to the school and to other parents. The excellent sporting facilities attract expert coaching staff and talented groups from the local community train at the school; athletes and games players who show promise in lessons are encouraged to train with local successful clubs outside the school also.
3.15 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].
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The quality of governance is high. The minutes of meetings indicate an efficient and effective structure of committees which meet once a term and give a clear picture of a vibrant, supportive, well-informed board of governors who are well aware of their responsibilities. The governors still enjoy the close and constructive relationships with senior management and staff which were mentioned in the previous report and, as recommended, they have gradually improved their links with parents.
4.2 The board of governors, drawn from the academic, professional and business worlds is very appropriately experienced and qualified. As a result, the management responsibilities of the board are clearly defined and structured and enable members, some of whom have long-standing family links as past parents, to provide effective oversight of the school.
4.3 Wise financial management has facilitated a well-planned programme of improvement to facilities, good staffing levels and generous resources; all of which support the high quality of education. Following the recommendation of the previous report that the governors could work more closely with parents, it now produces a comprehensive annual report for parents and has a Marketing and Parent Communication Committee. The governing body is kept well informed about educational developments within the school; they approve all policies and expenditure and also spend time in school each term. The Staffing and Pupil Care Committee, which is very much in keeping with the philosophy of the school, also plays an important part in ensuring that the governors have a good insight into the working of the school. Heads of departments and senior management feel well supported by the board.
4.4 Pupils, parents and staff are very appreciative of the many fine buildings, the extensive well-kept grounds, the music facilities, the splendid new sports hall, the all-weather surface, the adventure playground and the Reception play area - all of which have been developed in the last five years and indicate the close attention which governors pay to the needs of the school, the pride they have in its success and the vision they have for the future.
The Quality of Leadership and Management
4.5 The quality of leadership and management of the school is high. The school is led with vision and determination. The criticisms from the last inspection have been very effectively acted upon. The headmaster provides inspiring leadership and, together with the senior management team and others with delegated responsibilities, he gives very clear educational direction to the school. As a result, the quality of education is high, the care of pupils is exemplary, the school’s aims are admirably fulfilled and the very special ethos of this family school has been preserved and enhanced.
4.6 Since the previous inspection, which highlighted a number of management shortcomings, improvements and progress under all the headings have been constant. The quality of senior management is very good; as a result of their encouragement and support, middle management is increasingly involved and effective. A very successful audit and consultation process has resulted in a careful analysis of the needs of the school and an ambitious but achievable development plan. The library, the computer room, the learning support department, the fine music suite and the excellent sports hall all support the pupils’ education very successfully and contribute to the high standards achieved both academically and in activities, especially in sports, arts and music. The lower school was praised in the inspection report in 2000 and has developed still further over the last five years. Significant improvements have taken place, such as the introduction of new reading schemes and methods of teaching phonics, an excellent accessible outdoors play area, much improved planning and records of achievement which follow the pupils through the school.
4.7 In the school as a whole, a consultation process has led to the revision of previous policies and the introduction of new documents to facilitate its work. All policies are now reviewed on an annual cycle and responsibility for their implementation is shared among senior management. The director of studies is responsible for departmental handbooks and schemes of work, which are required to be effective working documents for the staff concerned; some give an excellent picture of very well organised departments. In a few instances, heads of department are not yet monitoring sufficiently the standard of teaching and marking.
4.8 The school’s self-evaluation document produced for the inspection gives yet another clear indication of the in-depth knowledge which the headmaster has gained of the school since his appointment, the improvements which have been made, areas which are next in line for attention and aspirations for the future.
4.9 Good recruitment and induction procedures contribute to the appointment and retention of well-qualified staff. A staff development policy and an appraisal system were introduced after the last inspection. Improved communication systems and an efficient pattern of staff and senior management meetings have resulted in a climate of greater openness. Although a few areas of inconsistency remain, the majority of the present members of staff are well motivated and well experienced for their positio