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INSPECTION REPORT ON |
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Chilton Cantelo School |
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Full Name of the School |
Chilton Cantelo School |
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DfES Number |
933/6191 |
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Registered Charity Number |
N/A |
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Address |
Chilton
Cantelo, Yeovil, Somerset, BA22 8BG |
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Telephone Number |
01935
850555 |
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Fax Number |
01935
850482 |
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Email Address |
ccs@pavilion.co.uk |
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Headmaster |
Mr.
D.S. von Zeffman |
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Proprietors |
Mr.
D.S. and Mrs. M.J. von Zeffman |
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Age Range |
7
- 16 |
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Gender |
Mixed |
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Inspection Dates |
September
25th – 28th, 2006 |
This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.
The inspection was not carried out in conjunction with the Commission for Social Care Inspection (CSCI) and the report does not contain specific judgements on the National Minimum Boarding Standards. It comments on the progress made by the school in meeting the recommendations set out in the most recent statutory boarding inspection and evaluates the quality of the boarding experience and its contribution to pupils’ education and development in general. The full CSCI report can be found at www.csci.org.uk.
The inspection does not examine the financial viability of the school or investigate its accounting procedures. The inspectors check the school’s health and safety procedures and comment on any significant hazards they encounter: they do not carry out an exhaustive health and safety examination. Their inspection of the premises is from an educational perspective and does not include in-depth examination of the structural condition of the school, its services or other physical features.
1.1
Chilton Cantelo aims
to be a centre for academic learning within a community in which pupils feel valued and in which
they can be encouraged to develop and grow, ready to meet the challenges of the
twenty-first century. The school seeks
to help pupils to pass examinations while at the same time developing their
self-confidence, self-discipline and independence. The school works to provide
a well-balanced programme of extra-curricular activities, and to expose pupils
to a wide variety of stimuli, in order to help them to explore and extend their
own capabilities.
1.2 Chilton Cantelo is a boarding and day school for boys and girls aged from seven to sixteen. It is housed in and around a manor house built largely in the eighteenth century, and enlarged in the nineteenth, and is set in 20 acres of countryside close to Yeovil and Sherborne. It also occupies a range of ancillary buildings, some of which have been converted, while others are recently built additions. The proprietors opened the school in 1989 and they continue to direct it as headmaster and bursar. Since the school’s last inspection – conducted by Her Majesty’s Inspectorate (HMI) in 2000 – the school has increased from 164 pupils to its present 388, of whom 234 are boys and 154 are girls. Boarding numbers have increased since 2000, from 120 to the present 189, of whom 81 are girls and 108 are boys. The prep department, Years 3 to 6, has 49 boys and 34 girls, the middle school, Years 7 to 9, has 113 boys and 74 girls and the upper school has 72 boys and 46 girls.
1.3
The
school is not academically selective.
Pupils’ average ability is broadly in line with the national average, so
that pupils performing in line with their abilities will achieve results
broadly in line with the average for all maintained schools. Day pupils are drawn from a wide
cross-section of the local community, representing mainly business and
professional parents, but also from families involved in farming, the armed
services, engineering manufacture and other occupations. A significant part of the boarding population
comprises service boarders. Twenty speak
English as an additional language and twenty-three pupils are recognised by the
school as needing additional learning support.
The majority of pupils entering Year 7 do so from the preparatory
department, the remainder coming from independent preparatory or maintained primary
schools. After Year 11 about half the
pupils go on to sixth form colleges, the other half going into school sixth
forms, half of these to boarding places.
1.4 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 provided at Chilton Cantelo is of a high standard and fully consistent with the stated aims of the school, particularly in achieving the school’s aim of academic success within a family atmosphere, and in fostering pupils’ social and moral development. Curriculum management has been strengthened, following recommendations in the last inspection report.
2.2 The school provides a broad and generally balanced curriculum throughout the prep, middle and upper schools, enabling pupils to develop their talents and skills across a range of educational experiences and to develop self-confidence. From Year 3, pupils are offered a wide range of subjects including French, drama and food technology. Although literacy and numeracy are central to the curriculum, mathematics has less teaching time than national recommendations, particularly in Year 6 where it is well under four hours in the week. The teaching is enhanced by specialist teachers from middle and upper school, but in prep department science and French the allocated time shows some inconsistency between classes, owing to timetable discrepancies. Games and physical education (PE) are generously timetabled, but the creative subjects are allocated too little time, which is in short periods, resulting in work sometimes lacking the continuity and development of which the pupils are capable. There are no inequalities of choice between girls and boys in any subject or at any stage.
2.3 In Years 7 to 9 a broad curriculum includes separate sciences, statistics for strong mathematicians, good modern language provision and Latin as well as classical civilisation. The creative and practical subjects are taught in rotation, which works well for the most part, though current accommodation constraints have led to inequalities in the food technology timetable, resulting in some pupils being slower to acquire the appropriate skills.
2.4 GCSE options in Years 10 and 11 offer a flexible and tailor-made curriculum to all pupils. The imaginative options booklet, backed by a parental evening, gives clear guidance and enables pupils to take a broad and balanced range of GCSEs. The core curriculum includes religious studies (RS), and a business and communications course, both examined in Year 10. The best mathematicians can also take an AS Level module alongside their GCSE.
2.5 Staffing constraints affect the timetable, particularly in modern foreign languages (MFL) where no lessons can be taught on a Wednesday. This results in some classes having two lessons on the same day, with the consequent limitation on learning and homework time between some lessons, and an unduly long gap between others.
2.6 The integration of curriculum and staffing between the prep department and middle school lacks co-ordination, and whole school department handbooks do not include comprehensive schemes of work from Year 3 upwards to facilitate continuity.
2.7 Pupils of all ages have many opportunities in games and PE, including a variety of off-site activities such as archery and martial arts, which are extremely popular. The timing and location of all the activities requires some complex organisation, but it is effectively done and the pupils gain much benefit. Music and drama activities are popular and well supported. Regular productions, concerts and drum corps provide a wide range of aesthetic and cultural opportunities for many pupils.
2.8 Boarders are served well, with a wide range of evening activities ranging from cookery and, chess to many sporting activities. Attendance is not compulsory but prep and middle school boarders pupils are expected to attend at least one activity a week and house staff monitor that they do. Pupils clearly appreciate what is on offer. Regular trips and outings offer other opportunities to enrich boarders’ lives at evenings and at weekends. Some boarders also attend local youth organisations. The extra-curricular opportunities provide breadth, challenge and enjoyment and are highly appreciated by pupils and parents. Excellent outdoor activities each week teach self-reliance, leadership, teamwork, health and safety matters, and the self-confidence which is among the school’s aims.
2.9 Pupils are prepared for the future with a personal, social and health education (PSHE) programme which is well planned, and runs from Year 3 to Year 9. It is followed in Years 10 and 11 by the effective RS and citizenship course. Careers education is developing, with guidance given on future careers as well as for the next step of education after Year 11. Use of Somerset Connexions and visits to the Somerset Skills Fair bring a valuable external input, coupled with some energetic careers teaching within the school. The use of a computer in the library, shortly to be commissioned, is intended to improve pupils’ access to the careers material the school has to offer.
2.10 The development and support department provides excellent help for those needing learning support, as well as those for whom English is an additional language. One parent described it as a “fantastic department”. It provides a discreet but welcoming area for pupils to develop their skills and confidence under caring tuition. The department is well staffed and well run. Individual education plans (IEPs) are devised for all with learning needs and action plans are drawn up for all pupils studying English as an additional language. Support is given in one to one sessions, group work and increasingly in mainstream lessons. Teaching staff are given detailed lists of pupils and their needs and are encouraged to communicate their concerns and observations with the development and support staff. Monitoring by senior management to ensure that all subject staff both know and act upon the information they receive from the development and support department is not regularly carried out. The most able pupils are being identified and tracked. So far the school has 11 on its register, to whom it offers mentoring sessions as well as extension work in some lessons, additional GCSEs and enrichment activities outside. A system for regular communication between the subject teachers and the mentor of these more able pupils is lacking, so that an opportunity for additional support is under developed.
2.11 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.12 The school meets its aim of pupils achieving high levels of knowledge and critical and creative understanding in their subjects and activities, and of learning to apply them effectively; on both areas standards have improved since the last inspection. Independent study skills, including library and information and communication technology (ICT) skills, are satisfactory.
2.13 Pupils achieve high standards in class in many subjects. They are able to meet challenging targets in English, they do well in prep department French and have high attainment in all ability levels in craft, design and technology (CDT), where manual skills are of a high order. Standards of literacy are high across the whole school. Many pupils can argue a case convincingly and are happy to express individual viewpoints. With increasing maturity and confidence many pupils acquire high levels of verbal fluency. Boys and girls, and those needing learning support, achieve equally well in relation to their aptitudes and abilities.
2.14 Pupils’ attainment in GCSE is good in relation to their abilities. Analysis of the results for the last three years show the school performing above the national average for all maintained schools, while in English literature, mathematics, MFL, RS and CDT they have been well above. Only history and geography have fallen below these high standards; the school is aware of this and remedial measures are being taken. All middle and upper school pupils are tested on entry and at later stages in their education, using nationally standardised tests. These tests are being introduced for prep school pupils. Analysis of the results show that pupils do better than expected throughout their education, and especially at 11+ transfer and at GCSE. All these results show continuing improvement since the school’s last inspection.
2.15 Pupils achieve well in groups and in team activities. They have gained a number of gold certificates in the UK Maths Challenge, with two pupils progressing to the international kangorou challenge. Pupils participate in a wide range of musical, dramatic and sporting activities where their personal achievements are recognised through the school’s established reward systems, by the individual congratulations from members of staff and through the personal interest and encouragement of the headmaster.
2.16 Most pupils develop a satisfactory level of essential skills and attitudes for work and study. However, in some classes, and particularly in the prep department, pupils are very dependent on their teachers, having little opportunity to develop independent study skills. At present the library is inadequate to enable pupils to develop a range of library skills, although the school has plans to increase both the book stock and the computer facilities available.
2.17 In most subjects pupils make some use of ICT, but could make much more use of this skill across the curriculum. ICT facilities generally, although of high quality, are not yet sufficient to provide enough continuous support to pupils in developing skills for independent learning. The school is aware of this and has plans to make further facilities available.
2.18 Pupils are articulate: they speak well and listen attentively; they read intelligently and can write with fluency. Senior pupils showed depth of understanding and fluent use of correct scientific terminology. Pupils in the senior half of the school apply mathematical concepts effectively. In a Year 10 mathematics lesson, pupils could handle algebraic expressions and use the method of difference confidently to produce the general term of quadratic sequences. In the prep department, a clear focus on numeracy ensures pupils are competent numerically, and they can apply mathematical concepts well, although opportunities to do so are too infrequent.
2.19 In lessons, tutorial sessions and in their written work many pupils demonstrate the ability to reason with judgement; they are learning to construct cogent arguments and to think for themselves. In a Year 10 classical civilization lesson, when pupils were presented with one view concerning a Persian invasion of Greece, they were able to challenge it and defend an alternative view with facts and argument. Pupils in PSHE are taught the protocols of formal debate, and Year 11 pupils demonstrated their understanding of the process of literary criticism, applying the subject matter to modern life with understanding and insight. Some examples of competent note-making were seen, but, throughout the school, this skill lacks extension across the curriculum.
2.20 Throughout the school pupils generally settle and apply themselves well; they persevere in, and genuinely enjoy, their work and activities. They work effectively individually, in groups and in teams. Within the context of the school’s family ethos pupils learn self-discipline, courtesy to others and self-respect.
Spiritual, Moral, Social and Cultural Development of Pupils
2.21 Pupils demonstrate well-developed spiritual, moral, social and cultural awareness, for which the school’s provision is good.
2.22 Pupils’ spiritual development is strong. Assemblies and RS lessons provide opportunities for pupils to consider and explore a range of spiritual issues, including the nature of belief, and prayers are well targeted to provide opportunities for inner reflection. The parish church, next door to the school and used for school assemblies, provides an excellent environment, appreciated by pupils, that is conducive to the development of the spirit. Pupils in Years 9 and 10, following the short GCSE course in RS, find further opportunities for developing self-knowledge in relation to personal beliefs and observances. In Year 7 a biology lesson looking at the genetic material common to all living things led pupils to consider whether creation must have started with a single ‘spark of life’.
2.23 Pupils develop a clear moral sense and understand the difference between right and wrong. They are very well grounded in the twin concepts of trust and respect. As they grow older they develop greater understanding of the moral imperative of working within a legal framework. The school’s developing PSHE and citizenship programmes add to this concept, as do significant contributions from many other curriculum areas. Pupils are given appropriate opportunities to weigh up moral issues. For example they considered civil rights issues in a Year 8 history lesson, the impact of deforestation in Year 11 chemistry, and the significance of family life in Year 10 RS
2.24 Pupils develop very well socially, learning to reflect on their own behaviour and its effect on others. They understand what is fair and appropriate. Older pupils show care and concern for younger ones; within the boarding houses, strong social and moral training for life is emphasised. Some morning tutorial periods are used to develop an understanding of public institutions, and pupils showed shrewd insights into current affairs. Social considerations were well to the fore in a Year 11 biology lesson on the MMR vaccine, while a Year 9 registration period was used to discuss party politics and the deployment of troops in Iraq. Pupils relate to each other confidently – one pupil told an inspector “people accept you as you are.”
2.25 Pupils are encouraged to acquire an appreciation of, and respect for, their own and other cultures. Visits to places of worship – Christian, Jewish, Moslem – in Bristol are linked to the RS curriculum, and all pupils enjoy the celebration of Chinese New Year. Pupils visit theatres, art galleries and concerts, and many of them develop an interest in drama or music through school clubs and activities. Within the taught curriculum are several examples of opportunities for learning about other cultures: civil rights in history, multi-cultural poetry in English, counting systems in mathematics, and Islamic patterns in the prep department.
2.26 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.27 The quality of teaching overall is of a high standard and supports the school’s aims effectively. Teaching enables pupils to acquire new knowledge, to make progress according to ability, to increase their understanding and, in many areas, to develop their skills. The school has a high standard of provision for pupils requiring learning support, including those who speak English as an additional language. The friendly and often informal style of teaching is very much in line with the school’s aims. The recommendation in the previous inspection that teaching styles and methods should be broadened has been met in most, but not all, areas of the curriculum. The quality of teaching has risen since the last inspection, with markedly fewer unsatisfactory lessons being seen.
2.28 Pupils in the learning support department enjoy their lessons. However, support from subject teachers for these pupils and for the most able varies in quality, and needs to be more sustained and consistently monitored. Schemes of work in some subjects lack sufficient detail to show how pupils of differing abilities will be stimulated. Examples of good practice were seen in a Year 10 CDT lesson, where pupils of all abilities had their progress facilitated by challenging and supportive teaching.
2.29 Teaching generally fosters in pupils the application of intellectual, physical and creative effort, as well as interest in their work. Some lessons restricted pupils’ opportunities to think for themselves although teaching is rarely less than satisfactory. In PE pupils applied themselves fully as a result of demanding but attainable tasks set by the teacher.
2.30 Teaching is generally well-planned, employs suitable activities and manages class time wisely. However, the assessment of prior attainment is difficult where the lack of clear and detailed whole school schemes of study means there is insufficient information about earlier work covered. The very supportive relationships which exist between the staff and pupils, who know each other well, contribute significantly to the success of many lessons. Pupils are encouraged to contribute, while not being allowed to dominate lessons at the expense of others.
2.31 Teachers demonstrate appropriate knowledge and understanding of the subject matter being taught, but few lessons gave much opportunity for pupils to make use of ICT. Small class sizes enable teachers to know their pupils’ strengths and weaknesses well. This was apparent in all year groups and contributes greatly to pupils’ progress.
2.32 Teaching is supported by resources, which vary greatly in quality. Although some mathematics lessons observed in the prep department utilised basic practical resources, there was little evidence in displays or pupils’ work of a range of resources to develop basic numeracy skills, nor were resources seen to be used which would assist in applying theoretical number skills to practical measurement or to problem solving. A practical and suitably resourced approach to science has been successfully introduced this year in Years 5 and 6, but has not been extended to Years 3 and 4, for whom classroom resources would need to be made available. The lack of classroom access to the internet limits the teaching of the science curriculum. Throughout the school teaching makes little effective use of ICT, although in one class a laptop computer was used to project information which both facilitated and enhanced the teaching.
2.33 The assessment of pupils’ work is generally sound, but marking and target setting is uneven between and within departments. Marking ranges from the helpful and detailed to the perfunctory. The best marking is comprehensive, positive, diagnostic and valued by pupils. Improvement in marking this term was seen in written work in the prep department. The school marking policy gives clear guidelines, and art and English serve as examples of good practice generally in marking and monitoring individual progress, and in target setting. Baseline testing is mainly used to identify pupils with special educational needs, and as a point of reference for GCSE results. Assessment for learning is currently under review. Pupils’ work is also assessed regularly through teacher-marked tests at the end of Years 6 and 9, and through performance at GCSE.
2.34 The teaching encourages pupils to behave responsibly, and very few examples of negative behaviour were seen. A Year 5 outdoor activities exercise involving the building of shelters in the woods positively encouraged teamwork and responsible behaviour, and Year 11 pupils handled a sensitive discussion on euthanasia in English in a dignified and responsible manner.
2.35 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 quality of the pastoral care provided by the school to promote all pupils’ well-being and development is outstanding. This is a level the school has achieved since the last inspection, when care and support were described as good. The school provides a happy and secure community where both day pupils and boarders can develop pastorally in accordance with the school’s stated aims.
3.2 Staff know the pupils well and are aware of their needs. Pupils are respected as individuals within the framework of the school and staff all find time to listen to them. Pupils of all ages, aptitudes and abilities are guided and supported by their pastoral staff. From the earliest age pupils are encouraged to feel that they can speak to any member of staff, and that their concerns will be addressed. Form tutors provide the first line of support, but all adults are regarded by pupils as being approachable and helpful. Indeed, in interviews with pupils, inspectors were repeatedly made aware that pupils regarded staff as helpful with any problem and, most unusually, as providing more useful advice than that available from friends. Boarders were also happy to discuss their concerns with the matron, and to speak to the school doctor if they wanted an independent listener.
3.3 The school’s pastoral structure is clearly defined and assists the effectiveness of the pastoral arrangements. At its head it has a senior master (pastoral) who meets regularly with the head of the prep department, and with middle and upper school tutors, as well as with the boarding staff. The very small classes enable all staff to know the pupils well and thus to be able to bring considerable warmth into relationships. This warmth is felt throughout the school. Pastoral records are clear, orderly and well kept. Pupils are well aware of the structures within the pastoral staff for dealing with problems and disciplinary matters and recognise the processes as both fair and accessible. The school’s anti-bullying policy is well understood by pupils, who consider incidents of bullying to be minor and infrequent. A disciplinary log is kept to record all serious misdemeanours. The system of stars and stripes in the prep department, and of merits and credits further up the school, together with the school’s reporting and appraisal procedures for pupils all combine to ensure the effective promotion of positive behaviour.
3.4 Following the example set by staff of respect for all individuals, pupils learn to have respect for each other, so that relationships between them are a strength of the school. Pupils expressed strong support and affection for the school. In the words of one Year 5 pupil: “The teachers are approachable and they never bite your head off. They are fair and listen to you. It is the best school.”
3.5 Child protection measures are in place. All staff and others who have contact with children have undergone criminal record checks, child protection training takes place, and the bursar, who is the nominated child protection officer, has regularly undergone the enhanced child protection training. All school policies relating to welfare, health and safety are kept up-to-date, and reviewed annually by the headmaster.
3.6 Effective measures are in place to safeguard and promote pupils’ welfare, health and safety. School breakfasts and lunches were sampled and considered satisfactory, although pressure on space severely limits any concept of a leisurely lunch. Risk assessments are in place, and checks are made to reduce fire and other hazards. Fire practices are frequent and regular, and are logged. Electrical equipment is tested annually in the main school and termly in the boarding houses.
3.7 The medical centre runs a daily surgery, and has a matron on call day and night. Medical records and medicines are kept securely, and the accident book is kept fully up-to-date. The school has a comprehensive first-aid policy, and the majority of staff are first–aid trained.
3.8 The school meets the regulatory requirements for the welfare, health and safety of pupils [Standard 3].
The Quality of Links with Parents and the Community
3.9 The school has good links with parents and the community on a variety of levels.
3.10 Parents, some of whom were interviewed, expressed their approval of what the school offers their children, and of what their children are felt to be achieving. Parents felt that academically their children achieved above expectations, but of more importance to them was the level of confidence and motivation their children reached. Several examples were offered of the school working with children of widely differing abilities who had arrived at the school lacking self-esteem, but left as fully rounded individuals. These parents clearly felt closely involved with what the school is doing, and were strongly supportive. Other parents, through the questionnaire, also expressed similar strong support.
3.11 The school has a considerable boarding population, as well as a big catchment area for day pupils. Although this situation does not lend itself to the development of an active parent teacher association, parents do offer their expertise in activities such as the school play, and their support is also welcome at sports activities and matches.
3.12 Parents’ evenings are held every half term for each class, and other information from the school is published regularly. Parents who were interviewed did, however, express a wish for more information about who is teaching their children, and about recent staff changes.
3.13 The school handles concerns with due care. They are usually dealt with informally and followed up by letter. The school has a satisfactory complaints procedure. All complaints are recorded, as are the responses to them. In the last academic year no complaint was taken beyond the second stage of the complaints process before being settled to the satisfaction of the complainant.
3.14 The school is situated in a village within a rural community with which it is well integrated. It makes a point of using local contractors and suppliers wherever possible, several of whom send their children to the school. In addition to holding its assemblies there, the local church is used by the school for concerts, and local inhabitants are invited to various school performances.
3.15 Pupils use some local facilities for aspects of their PE, including martial arts in the village school. Boarders can join the local Brownies, Guides, Scouts and the Army Training Corps. The school football pitches are used by the Yeovil U13s, and several pupils play for this team, and other Yeovil and Sherborne teams. The school’s drum corps is regularly asked to open local fêtes, and to perform at other local events.
3.16 Many of the school’s parents come from different branches of the armed services, and regularly visit the school to provide a variety of workshops. The local police also offer PSHE sessions.
3.17 The school meets the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 and 7].
The Quality of Boarding Education
3.18 The high quality of the boarding experience supports very well the pupils’ education and development, and is fully consistent with the school’s aim to provide a family atmosphere in which all boarders are treated with respect. A full and satisfactory response has been made to all the recommendations of the report of the Commission for Social Care Inspection in June 2005. These recommendations were largely concerned with accommodation and medical safety.
3.19 Very positive relationships exist between staff and boarders, and the boarders are very well supported by a generous number of both day and night time staff. Boarders clearly feel they can and do approach the staff with any problems they may have. They expressed themselves happy to talk with matrons, house staff, and all those with overall responsibility for boarding and pastoral care. Staff displayed considerable knowledge of those in their care, and exercised high professional standards.
3.20 House staff meet with boarders twice a day, and offer an opportunity for raising any issues. Staff meet together at tea-time every day to exchange information concerning boarders, while daily records of incidents in each boarding area are shared with senior management. The head of boarding has a daily meeting with the senior master (pastoral).
3.21 A wide range of activity is offered to boarders out of school time and at weekends. Three activity sessions take place each weekday evening for different age groups, each session consisting of five different activities. Staff monitor attendance at these activities, which are voluntary. Boarders can relax in a variety of common rooms, and indeed some boarders choose to do nothing. Boys and girls mix freely until required to go to their boarding areas at bedtime.
3.22 Accommodation is in four different buildings and in four boarding houses in the main building. Older boys have accommodation of a high standard in Riverside, which is a new, purpose built house, whilst juniors from Year 3 to 6 are housed slightly apart in their own building. The school has plans to build a new girls’ house, which would further improve accommodation, and relieve pressure in the main house. Adequate and sturdy bedroom furniture includes a lockable wardrobe for each boarder. Boarders take a pride in the tidiness of their rooms, and are encouraged in this by daily inspection.
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The structure and management arrangements of Chilton Cantelo involve the proprietors of the school serving as headmaster and bursar. Thus they are fully involved in the school’s development and financial planning, they devise appropriate strategies to ensure effective educational provision, and they are responsible for maintaining adequate investment in human and material resources. The governance and management combine to produce a very happy school, where pupils are given a great deal of encouragement to succeed.
The Quality of Leadership and Management
4.2 Clear educational direction comes from the headmaster, who has detailed knowledge of both pupils and staff. He has a ‘hands-on’ style of management, which, coupled with his passionate belief in what the school can do, makes for very dynamic leadership.
4.3 He is supported by a senior management team consisting of the deputy head, the senior masters – academic and pastoral – and the head of the prep department. This team meets regularly, and has produced a range of policy documents in accordance with the school’s aims to promote a safe and caring environment in which pupils can flourish both academically and in a range of other areas. They have also produced a development plan, setting priorities over a longer term, although the plan is, as yet, in outline form only.
4.4 The school has grown rapidly in recent years and some of the management structures are not yet sufficiently developed to meet this new challenge. The school is aware that its monitoring of policy implementation is, in some areas, embryonic. The staff appraisal document, for example, has been in existence for three years, without any appraisee having completed the cycle. The recent appointment of a staff support officer may help to drive appraisal forward, although planning in this area is not yet specific. No plans at present exist for the appraisal of the headmaster or the senior management team, although this process might well provide them with a valuable degree of support. Assessment, with its accompanying target setting, are two other areas which would now benefit from further development.
4.5 Resourcing is not adequate in all areas of the school. At present departmental heads do not have responsibility for running budgets, but have to request every item individually from the bursar. This makes long term planning by departments very difficult.
4.6 Communication throughout the school appears to be very effective: staff felt that they were kept well informed of day-to-day events, and pupils who were spoken to agreed that they, too, are told what is going on.
4.7 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.8 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 The school has expanded greatly in recent years and continues to do so, while continuing to meet its aims and aspirations. The needs of its pupils are well met in almost all areas. It takes justifiable pride in the achievements, self-confidence and maturity its pupils gain in the time they are in the school. Since the Ofsted inspection in 2000 the school has considered the recommendations the HMI made, and has made considerable progress implementing them. Some areas, in management, curricular oversight, resourcing and assessment remain to be strengthened. With its small classes and dedicated staff it does much to ensure that pupils achieve high academic standards, while at the same time seeking to ensure that every child’s potential is developed in all areas. Pupils are articulate and generally well motivated in their work, while the pastoral care they receive is excellent. Pupils’ personal development is clearly evident in their understanding and respect for others, and in their interest in the wider world.
5.2 The school meets all the regulatory requirements.
5.3 The school has developed in many areas over the last six years, but to improve its provision further it should take the following steps.
1. The senior management team needs to have greater oversight of:
· the implementation of the marking policy, and of the uses of assessment, particularly for target setting;
· continuity in the curriculum throughout the school;
· the allocation of time to different subjects in the prep department;
· the timetabling of subjects across the week, which is particularly irregular in modern languages and prep department mathematics.
2. The school should increase the provision of resources including books, practical mathematical and science resources in the prep department, and ICT access and provision throughout the school.
5.4 No action in respect of regulatory requirements is required.
6. summary of inspection evidence
6.1 The inspection was carried out from September 25th to 28th, 2006. The inspectors examined samples of pupils’ work, observed lessons and conducted formal interviews with pupils. They held discussions with teaching and non-teaching staff, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. Inspectors visited boarding houses and the sanatorium. The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined a range of documentation made available by the school.
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J.M. McCallum |
Reporting Inspector |
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S. Alexander |
Headmistress, ISA prep school |
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G. Best |
Headmaster, SHMIS school |
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R. Clark |
Headmaster, SHMIS school |
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L. Corry |
Headmistress. ISA school |
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B. Habayeb |
Deputy headmistress, GSA school |
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J. Whatling |
Headmistress, ISA prep school |
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A. Wood |
Former headmistress, SHMIS school |