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INSPECTION REPORT ON |
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Daneshill School |
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Full Name of the School |
Daneshill School |
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DfES Number |
850/6024 |
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Address |
Stratford
Turgis, Hook, Hampshire RG27 0AR |
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Telephone Number |
01256
882707 |
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Fax Number |
01256
882707 |
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Email Address |
office@daneshill.hants.sch.uk |
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Headmaster |
Mr
S.V. Spencer |
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Proprietors |
Mr
& Mrs S.V. Spencer |
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Age Range |
2˝
- 11 years |
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Gender |
Mixed |
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Inspection Dates |
20th
to 23rd November 2006 |
This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.
The inspection does not examine the financial viability of the school or investigate its accounting procedures. The inspectors check the school’s health and safety procedures and comment on any significant hazards they encounter: they do not carry out an exhaustive health and safety examination. Their inspection of the premises is from an educational perspective and does not include in-depth examination of the structural condition of the school, its services or other physical features.
1.1 Daneshill School was originally founded in 1950 under the name of St. Salvators. Since that time the school has moved three times. Each time it has expanded and its facilities have been extended and regularly upgraded. The school moved to its present site near Stratfield Turgis in Hampshire in 1979. It is a fully co-educational school. Since the last inspection in 2000, numbers have fallen slightly, largely due to the opening of additional schools of this type in the area. A continuous programme of building refurbishment has been carried out and the new pre-preparatory department has been completed.
1.2 The school, which is proprietorial, is divided into two sections: the pre-preparatory department, which includes the nursery, and the preparatory department. At the time of the inspection 262 pupils were on roll, aged between 2˝ and 11 years. Of these, 124 were boys and 138 were girls. Twenty-two pupils attended on a part-time basis. Fifty-seven children were in the Foundation Stage (ages 2˝ - 5) and 81 in Years 1 and 2. In the preparatory section of the school (ages 7 – 11) there were 124 pupils.
1.3 The school has identified 51 pupils as in need of additional help from the learning support systems usually in mathematics or literacy. This is provided either in the classroom or through small group activities. No pupils have a statement of special educational need. Five pupils do not have English as their principal language but none require additional support.
1.4 Pupils come from a relatively local geographical area from families that strongly support their children’s education and want them to be successful. The majority of pupils have parents working in professional occupations.
1.5 Entry to the school is not on a competitive basis and almost all who apply are offered places following an informal assessment to determine the most appropriate place for the child. The pupils cover a wide spectrum of ability though their average ability is above the national average. If pupils are performing in line with their abilities their results will be above the average for all maintained primary schools. All pupils are successful in transferring to other day and boarding independent schools at various ages between eight and eleven. In 2006, all pupils gained entry to their first choice school, with many gaining scholarships.
1.6 The school aims to create a friendly and relaxed atmosphere where children receive a full and rounded education. It hopes that children leave the school morally and educationally sound but above all will have reached their full potential. In addition it seeks to produce well-rounded, enthusiastic learners who will make a strong contribution to their senior school, both as good citizens and as pupils who are prepared to work hard in order to achieve success. Furthermore the school seeks to promote attitudes of mutual respect and responsibility and an equality of opportunity, regardless of gender, race or ability.
1.7 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1 Daneshill provides a rich educational experience which successfully reflects the aims and philosophy of the school. Issues relating to this area identified at the last inspection have largely been addressed, although some areas concerned with the monitoring of the work of the school, still need to be fully introduced. The educational experience provided is of a high standard and in line with the school’s aim to encourage pupils to fulfil their potential academically and physically and gain an appreciation of the world in which they live.
2.2 Nursery and reception children experience a broad range of activities based on the nationally specified ‘Stepping Stones’ towards the Early Learning Goals of the National Curriculum. Pupils in Years 1 and 2 also follow the broad outline of the National Curriculum, with the addition of personal, social and health education (PSHE) from Year 1 and French from Year 2. In Years 3 to 6, the curriculum is also built around the National Curriculum with the addition of French and drama. All pupils have weekly swimming lessons. The range of subjects is broad although the timetabled provision for information and communication technology (ICT) is below recommended levels.
2.3 Pupils’ educational experiences throughout the school contribute effectively to their progress in all areas of learning. In particular, many opportunities are available for pupils to work co-operatively and independently. Pupils talk confidently about their work and are very positive about their teachers and their learning. A good mix of practical work and more didactic teaching is provided.
2.4 A wide range of after-school activities is run by the teachers and these further enrich pupils’ experience. A choice of 37 activities is available; of these 15 are sports based, eight extend the curriculum in a variety of subjects, including Spanish and French, for pupils in Reception and Year 1, whilst the remainder reflect the interests of staff and pupils. The curriculum is also enhanced by regular educational visits, including sporting fixtures. Year 5 and Year 6 pupils also benefit from a week’s residential trip, with the Year 6 visit being to France. Various musical and dramatic opportunities provide pupils with the chance to perform in productions.
2.5 Well-established procedures ensure a smooth transition of pupils between departments in the school. Teachers in all years discuss each pupil and pass on information that is both academic and pastoral. The preparation of pupils for the next stage of their education is good and viewed as being particularly important.
2.6 Curriculum planning is effective in all sections of the school although some variations in quality are apparent between various subjects. In the nursery planning is well thought out and detailed. In the Foundation Stage, curriculum planning for the Early Learning Goals is sufficiently detailed and covers all six areas of learning. Subject policies and schemes of work for Years 1 to 6 do not all have a standardised approach and inconsistencies occur between subjects; this is the case in English where the documentation does not match the quality of some other subjects such as science. Teachers’ short term planning is very good.
2.7 All pupils across the school experience the full curriculum and enjoy a wide variety of educational activities appropriate to their ages and aptitudes. Pupils enjoy learning and make considerable progress.
2.8 The provision for pupils requiring learning support is good; some pupils are withdrawn from lessons and others receive support in class, in extra lessons at lunchtime or as part of the activities programme. These pupils have individual education plans which are appropriate to their needs. This is in line with the school’s aim to consider carefully individual abilities.
2.9 The school meets all the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.10
Pupils
learn effectively and achieve well in both their academic and broader
education. This is in line with one of
the main aims of the school in which each pupil is encouraged to achieve as
high an academic standard as possible.
2.11
Achievement
overall, which was considered to be above average at the last inspection, has
been maintained and in some areas, notably science and mathematics, has been
successfully improved. However in
English, standards have remained much the same as they were. Pupils are well grounded in knowledge, skills
and understanding in both their subjects and in other activities.
2.12
In
the Foundation Stage, the close adherence to a well thought out and appropriate
curriculum, ensures that even the very youngest children successfully learn the
basic skills. In the pre-preparatory
department as a whole, pupils’ literacy skills become progressively
well-developed, as they learn to read and write with growing degrees of
confidence. Firm foundations are also
laid for the development of pupils’ numeracy skills and pupils progress well. Appropriately planned lessons and effective
teaching help to extend their knowledge and understanding of a range of
subjects. Pupils’ ICT skills are
developing appropriately, although the application of these to other areas of
the curriculum is not yet fully in place.
Creativity is deliberately fostered through many different activities
both within the curriculum as well as in other extra-curricular activities.
2.13
Following
the successful start pupils have made in the pre-preparatory department they
become increasingly able to apply their knowledge and understanding effectively
in a variety of situations and through different subjects. This is apparent in their written work, both
over time and in lessons. Well developed
speaking and listening skills are apparent and literacy skills, used in
different subjects, enable pupils to attain appropriate levels of creativity,
particularly through their writing and investigative work in subjects such as
science. Pupils’ creative skills are
also well developed in drama, music and art, where significant standards are
achieved by many pupils, right across the school.
2.14
When
appropriate, for example in science, design and technology and geography,
pupils apply the skills they have learnt in mathematics, well. Appropriate levels of skills development are
also evident in ICT. However as in the
pre-preparatory department, the application of pupils’ ICT skills to other
subjects is more variable ranging from being good in some subjects to barely
satisfactory in others.
2.15
No
significant difference is evident in the relative attainment of pupils in
different subjects or classes. In
addition, boys and girls also achieve equally well in all aspects of their
work. Overall, significant achievements
are apparent in most subjects and are particularly good in science,
mathematics, art and design, physical education and games. Such levels of achievement are found in many
lessons and in the progress made over time by pupils in their learning.
2.16
As
the school does not take National Curriculum tests at either ages 7 or 11, it
is not possible to make direct comparisons between its pupils’ results and
those of other schools’ pupils nationally.
However, results in other nationally standardised tests and the fact
that all pupils get into the senior school of their choice, is indicative of
the good standards being achieved.
2.17
The
school has a considerable list of individual and team achievements. A high proportion of pupils achieve good
results in music examinations. In sport,
many fine achievements have been gained in local sporting competitions, particularly
in football and netball. Of particular
note are the pupils’ exceptional achievements in swimming with both boys and
girls achieving highly at both national and county level. Individual pupils have also achieved highly,
for example to academy level in football and county level in cricket and
tennis. Other sports in which pupils
have achieved well include gymnastics and cross-country running. At the same time, care is taken to make
certain that less talented pupils have equal access to tuition and coaching
and, as a result, most have an opportunity to compete at a level that is
appropriate to their ability.
2.18
Pupils’
attitudes to work and study are of a very high quality throughout the school
and a most positive approach is apparent, largely as a result of teachers’ high
expectations. Pupils are confident and
show particularly good oral skills, notably in English and French. In addition they are friendly and helpful,
being eager to talk about what they are doing and how they are getting on.
2.19
Mathematical
concepts are most effectively applied, for example in Year 5, where pupils were
engaged in rotational symmetry.
Similarly in Year 1, where pupils were involved with number lines and
their use in helping them to solve simple number problems. Whilst ICT as a subject is taught and learnt
to an appropriate level, the application and effective use of pupils’ skills in
this area is not fully developed or utilised.
Many subjects do not incorporate ICT sufficiently well into enhancing
pupils’ learning and progress.
2.20
Pupils
reason and argue very cogently and are well able to think for themselves. This was particularly noticeable when Year 4
pupils were talking through their design and technology project. Pupils are eager to start their lessons,
quickly apply themselves to the tasks they have been asked to carry out and
concentrate well, showing considerable enthusiasm for their work and studies.
2.21
When
opportunities for pupils to take notes are provided they respond very well and are
quite capable of carrying out the skill.
Pupils organise their work well and are well able to study and work
independently, co-operatively or as part of a larger team, as in subjects such
as physical education and games. Pupils
are most keen to do well and work hard.
Throughout the school, lessons are enjoyed by pupils and their behaviour
is universally good, enhancing the positive atmosphere found in lessons. This enables highly successful learning to
take place right across the school.
Spiritual, Moral, Social and Cultural Development of Pupils
2.22 The personal development of pupils is outstanding. The strengths reported at the last inspection, when this area was judged to be good, have been successfully maintained and built upon. Pupils demonstrate a very well developed spiritual, social, moral and cultural awareness that is evident in many aspects of the school life. The PSHE and citizenship programme, together with a very positive ethos, support the school in successfully meeting its aims for pupils’ personal development. These include fostering understanding and tolerance, raising pupils’ awareness of the needs of others and in equipping them extremely well for their role as future citizens.
2.23 Pupils develop a strong spiritual awareness both through assemblies and lessons; for example the story of ‘The Prodigal Son’ was used in a whole-school assembly to enable pupils to understand forgiveness in order to receive it themselves. This followed the establishment of a calm and reflective atmosphere created by quiet piano music being played as the pupils entered and waited for the assembly to commence.
2.24 Opportunities, in lessons such as in citizenship and PSHE, enable pupils to discover new experiences, develop their self-esteem and self-confidence, and to consider their own feelings when reacting to situations in which they find themselves. This was evident in a drama lesson with Year 3 pupils, when the group were considering the social effect of prison. Pupils had the opportunity to consider wider issues other than those related to themselves, to reflect on others’ needs and problems and to celebrate what freedom meant to them. These opportunities are well taken by pupils who, as a result, continually develop their spiritual awareness.
2.25 As a result of the outstanding provision made for moral development, pupils develop a strong moral sense. They are able to distinguish right from wrong from an early age. Pupils of all ages respect the school rules and are able to explain why they are necessary. They understand the system of rewards and sanctions. Similarly they are aware of issues such as bullying and know what course of action to take in the unlikely event of an incident occurring. Pupils have a well developed sense of what is morally wrong and even the younger pupils show an appreciation of moral and social matters, for example when taking turns and sharing. Kind and thoughtful interaction between pupils is actively encouraged by teachers. Pupils are courteous to each other, their teachers and visitors. For their part, the staff return that courtesy and show respect to their pupils.
2.26 Pupils’ social development and awareness are outstanding. Pupils are taught to exercise self-discipline and to take responsibility for their own behaviour from the nursery class onwards. They work well together both in lessons and other activities, accepting each other regardless of age, gender, race or creed. Pupils respond well when given responsibility, from the simplest duties as helpers in the Foundation Stage, to games team captains, school prefects and head boy/girl in Year 6. These provide opportunities to gain leadership skills, to grow in confidence and to develop a sense of self-worth. Pupils are courteous, polite to visitors and treat one another kindly. Residential courses, for example the activity week in Year 5, broaden pupils’ social experience through learning to live together and promoting independence. As pupils move through the school, they become increasingly knowledgeable about public institutions and services, for example Year 3 pupils are well aware of the names of principal politicians.
2.27 Pupils have sufficient opportunities to learn about and appreciate their own and others’ cultural traditions. Religious education lessons provide the chance to learn about religions of the world and visits to churches of other religions, such as a Jewish synagogue, help to increase the pupils’ developing cultural awareness. Similarly, subjects such as history and geography make a significant contribution to the development of pupils’ cultural awareness.
2.28 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.29 Teaching is effective; it is good overall and on occasions is outstanding. As a result it promotes high standards in line with the aims of the school. The overall good quality of teaching found at the time of the previous inspection has been maintained and, in several areas, successfully built upon.
2.30 Pupils of all ages and abilities, including those needing learning support, acquire new knowledge, develop effective skills and make good progress, largely as a result of the quality of teaching they receive. Teachers have good levels of subject knowledge and this means they are able, on most occasions, to set challenging work and answer their pupils’ questions with confidence. They have appropriately high expectations of their pupils which also enables pupils to enjoy and take an interest in their work. Teaching frequently requires pupils to think and learn for themselves and, in the best practice, very effective use is made of the questions teachers ask. This was clearly apparent in a Year 5 science lesson where pupils were looking at the effect of micro-organisms on food. By the use of careful questioning, followed by well planned group work, where pupils were required to carry out a series of experiments, pupils quickly learnt why some foods grew mould and others did not.
2.31 As a result of very well planned lessons, pupils quickly understand what they are expected to learn. Time is used effectively and lessons are carried out at a brisk pace. Such factors also encourage pupils to behave responsibly. In many lessons, pupils are involved in a good range of activities which include investigations, practical work, theory and discussion. In subjects such as science, physical education and art and design, pupils work very well in groups and pairs. Such effective organisation enables good learning to take place. Indeed, taking turns, sharing apparatus, and working co-operatively is very successfully encouraged from the earliest days in the nursery. Very successful lessons are characterised by the teacher’s enthusiasm, sense of purpose and appropriate use of resources. This was clearly evident in an outstanding Year 2 art lesson where pupils were being actively encouraged to use the skills they had been taught to make the Celtic shields they had previously designed. The very few lessons that are less successful, are often characterised by a lack of variety in the teaching methods used, insufficiently challenging work set and the work not matched to the pupils’ different abilities. As a result, insufficient learning takes place and pupils can become disinterested and bored.
2.32 High quality relationships exist between staff and pupils and these are based on mutual respect. As a result, pupils feel confident about expressing their ideas and opinions, so that their response is both productive and positive. Teachers know pupils well, they know their aptitudes, needs and prior attainment and provide sensitive help, particularly for those needing learning support. Good use is made of the school’s most adequate resources in many lessons. Teachers carefully select the resources they need to help pupils’ learning and understanding of what is being taught. Whilst this is the case with most resources, insufficient use is made of ICT to support pupils’ learning in several subjects. The school is aware of this and has plans in hand to address the issue. The libraries are well stocked and many other teaching rooms as well as specialist rooms have appropriate stocks of books that are well used to support pupils’ learning.
2.33 The school has an appropriate assessment policy which outlines a variety of assessment methods. However, in practice, some inconsistencies occur in its use. This is particularly the case in some subjects where marking, target setting and the way in which the assessment of pupils’ work informs teachers’ planning, is less good than in others. Throughout the school, whilst pupils’ attainment is assessed regularly through the use of a range of standardised tests and examinations, such assessments are not used well in all subjects to guide planning or to set targets for pupils. This means that the work planned for the pupils is not always matched to their needs. In the best practice, as in science and mathematics, the assessments are used for setting targets and for planning future work; records are kept and these are well used to inform parents about their child’s progress. Assessments are also used by the headmaster when he offers advice to parents when they are choosing a senior school for their child.
2.34 A whole-school marking policy is in place. However, marking is inconsistently applied across subjects and within year groups. Some marking is cursory with just a tick placed at the end of a piece of work. In the best practice, marking includes comments designed to help pupils to understand what they need to do to continue to improve. Unfortunately this is not always the case and on a number of occasions work is left unmarked.
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 Pastoral care at the school is of an exceptional quality and the school is highly successful in fulfilling its aims of ensuring the welfare, health and safety of its pupils. This is an improvement on the last inspection when the quality was described as being good. Pupils feel known and valued and enjoy outstandingly positive relationships with the staff. This leads to a happy and harmonious atmosphere throughout the school.
3.2 The staff know the pupils well and pupils stated that they were confident to seek advice and help from a variety of adults. The form teachers play a significant role in the pastoral system and the recently developed PSHE programme is delivered predominantly in timetabled form periods. The regular and well-monitored use of the ‘message book’ enables staff to maintain close communication with parents.
3.3 Although many of the pastoral arrangements are informally structured, the system works well in supporting the staff in the provision of care for the pupils. A number of senior staff are available should pastoral problems arise and the communication between staff is both effective and appropriate.
3.4 The quality of relationships between pupils and staff and amongst the pupils is outstanding. A Year 4 pupil stated that, ‘The best thing about the school is the teachers’. Such harmonious relationships are evident in many areas of the school for example in the playground at break time.
3.5 Measures to safeguard and promote pupils’ health and well-being are very successful. The headmaster is the child protection officer and training for the whole staff is regular, enabling all to be kept well up-to-date. Both the school’s child protection policy and guidance are appropriate and thorough.
3.6 Similarly measures to promote good behaviour and discipline are firmly in place. Early intervention is paramount, and Year 3 pupils in particular spoke of the success of such a strategy in the playground. Staff take time to work with pupils who have significant disagreements, finding ways of encouraging more positive attitudes towards relationships to be fostered.
3.7 Fire prevention measures are in order and regular fire practices are held. The staff are very conscientious about the safety of the pupils and effective risk assessments are regularly undertaken. The games and swimming staff are particularly proactive in stressing the need for safety to the pupils prior to the commencement of their activities. A good number of staff are qualified first-aiders and first aid equipment is accessible at strategic points around the school. The catering department has undertaken all the recommendations recently made by the environmental health officer and the variety, quantity and quality of meals is good.
3.8 Daneshill is a happy, pleasant and safe school and the pupils recognise that they are valued and able to develop in accordance with the aims of the school.
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 developed an excellent and effective partnership with its parents and the local community. This is an improvement on the last inspection when links were found to be good. The school therefore fulfils its aims of creating close links with parents and the community.
3.11 Parents who returned the pre-inspection questionnaire indicated strong support for the school. Their response was highly positive about much of the school’s provision. Parents were particularly appreciative of the teaching their children receive and the appropriate range of subjects offered. They also praised the worthwhile standards that the school promotes, the high standards of behaviour, the help and guidance given to their children and the balance of homework. However, a significant proportion were concerned about the amount of information they receive about their child’s progress, the way the school handles their concerns and that they were not sufficiently encouraged to be involved in the life and work of the school. Inspection findings show that there are sufficient opportunities for parents to be involved in the school, the information parents receive is appropriate and that good systems are in place to handle any concerns.
3.12 Parents are given many opportunities to be involved in the work and progress of their children and in the activities of the school. Parents with specific professional skills, for example vets and doctors, are invited to come in to school to talk to pupils. New families are invited to come into school in the summer term before their child starts. They are given a most helpful and informative information pack and then subsequently invited into school, once their child has commenced, to discuss routines and, in the case of new preparatory school parents, be given additional curriculum information. An active parents’ association organises a wide range of social events for both parents and pupils. In particular it raises money for specific projects.
3.13 Parents are welcomed at plays and other school celebrations. The daily message book forms a regular link between parents and teachers. This system is well used and effective. Parents are welcome to come into school to discuss any issues with members of staff.
3.14 Parents receive a wide range of information about the school. The prospectus and website are currently under review. The school works hard at keeping parents informed of forthcoming events and successes via the calendar, the weekly ‘Viking Views’ and a termly newsletter which are also available by e-mail. A weekly routine is posted at various points around the school. Reports are issued annually to parents in the summer term. There are consultations in the winter and spring terms and the preparatory department also issues an assessment of grades.
3.15 Strong links are in place with the local community. Frequent visits are made by the local vicar to take assemblies at the school and, as appropriate by the fire service and police. Money is raised throughout the year for various charities which support children both in England and abroad. Pupils in Years 4, 5 and 6 attend a carol service at a nearby church. Year 3 pupils perform at a local old people’s home and the pre-preparatory pupils perform Christmas plays for their parents. Pupils are offered a wide range of trips including one to a local synagogue. Year 5 and 6 pupils are taken on residential trips which widen their cultural horizons and develop their social awareness. The calendar indicates a good range of sporting fixtures with other local schools.
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].
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The proprietors, one of whom is also the headmaster, provide appropriate governance for the school. They are deeply committed to the good of the school and its development. The quality of the proprietorship has been maintained since the last inspection.
4.2 Their overall aim is to provide and enable all pupils to have a good quality all round education where each individual is achieving their full potential. In this they are successful. The proprietors provide strong pastoral support for both staff and pupils alike and they are well aware of the need to further define their role alongside those of other senior staff.
4.3 The proprietors are also successful in making appropriate, well thought out provision for the school’s accommodation and in ensuring that resources are readily available to meet both the pupils’ educational and personal needs. In addition they are effective in keeping oversight of the school on both a practical and daily basis. Furthermore, they provide advice, support and challenge, as appropriate, to all members of staff.
The Quality of Leadership and Management
4.4 Leadership and management are successful overall in supporting the school’s aims of enabling pupils to achieve their full potential. The senior managers of the school provide appropriate leadership, which is reflected in the quality of education and the care of the pupils. Many of the strengths of leadership and management identified at the time of the previous inspection have been maintained, but others, such as the need to develop systematic procedures to monitor teaching and the curriculum, have yet to be fully addressed.
4.5 Senior managers have a good oversight of the work of the school and give it a sense of direction. A senior management team and curriculum leaders are in place. However, their roles and responsibilities are not sufficiently clearly defined, particularly in relation to monitoring the work of the school, the quality of teaching and the work pupils produce. In addition, whilst some subject co-ordinators have a whole-school perspective of the development and progress of pupils in their subject; this is not the case in all.
4.6 Since the last inspection sound progress has been made in the setting up and implementation of a whole-school development plan. However, it lacks the detailed planning necessary to ensure an effective oversight of the review and development of all aspects of school life, including the curriculum, over the next three years or so. Details such as costings, personnel involvement, success criteria and timings are also lacking.
4.7 Appropriate policies have been drawn up and these cover the various aspects of school life. Systems are in place to check, at appropriate intervals, the effectiveness of the various procedures. For example, regular checks focus on child protection and welfare, health and safety. However in some instances the implementation of policies into actual practice is not rigorously monitored. The lack of a consistent approach to the marking and presentation of pupils’ work is a typical example.
4.8 The school is very well resourced. Resources are effectively managed, well used and appropriately located. The libraries are adequately stocked and well managed as well as being well used by pupils and staff. They make a valuable contribution to pupils’ learning. The procedures used for budgeting operate effectively.
4.9 Teaching and support staff are deployed effectively throughout the school. Such effective deployment enables them to contribute significantly to pupils’ welfare and learning. Staffing levels are good and enable significant support to be made to all pupils, including those that need support with their learning. The recruitment of staff is successfully managed, and the required staffing checks are carried out, with the appropriate records being kept. Induction procedures for staff new to the school, and for those new to the profession, support them appropriately. In-service training opportunities are available for staff, but at present these are not closely linked to the development planning process. A system for the appraisal of staff is developing and becoming more and more effective.
4.10 The administration of the school is efficient. The administrative and other support staff provide the high quality assistance upon which the school depends. Communication within the school is generally effective.
4.11 The school is located on a single site and full use is made of the particularly good facilities it has. Space is well used and in several subjects such as science, music, art and design and ICT, specially created teaching space is well used. Outdoor provision for games for older pupils and play areas for younger ones are extensive and appropriate for pupils’ needs and for support their learning processes very well. The school is a welcoming place and provides a secure environment for pupils. Colourful and interesting displays, together with imaginatively used buildings and surrounding areas, provide a very stimulating learning environment. Pupils are clearly proud of their school and are very happy to be there.
4.12 The school meets the regulatory requirements for the suitability of proprietors of 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.
5.1 Daneshill school is successful in meeting its aims and the needs of its pupils effectively. It provides broad and wide ranging opportunities to help pupils to achieve their potential. Achievement levels are significant in several areas, notably science, mathematics, art and design and in physical education and games. Such achievement is largely the result of effective and often outstanding teaching, a well-balanced curriculum and the exceptionally good relationships that exist within the school. As a result, pupils behave very well and are responsible members of the school community. They thoroughly enjoy their school and are proud of it. Pupils are exceptionally well cared for and highly successful provision is made for their personal development.
5.2 Sound progress has been made in most areas since the last inspection in 2000. The school is aware that there are issues to be addressed in relation to school development planning, and in clarifying the roles and responsibilities of senior managers and curriculum co-ordinators, in order to establish an effective system to monitor teaching and pupils’ work. The school is aware that there is a need to ensure that there is a consistent approach to the planning and assessment of pupils’ work from the nursery to Year 6 as well as expanding the use of ICT across the curriculum.
5.3 The school meets all the regulatory requirements.
5.4 In order to build on the improvements made since the last inspection, the school should:
1. review the roles and responsibilities of senior managers and curriculum co-coordinators in order to:
· establish a system where all have a clear oversight of what their work entails and the role they play in the on-going development of the school;
· ensure that through detailed development planning there is a systematic approach to monitoring all areas of school life over a three or four year period;
2. continue to develop high quality schemes of work in all subjects which show what pupils will learn as they progress right through the school;
3. make sure that there is a consistent approach to the assessment, marking and presentation of pupils’ work right across the school;
4. extend the application of pupils’ ICT skills to all subject areas.
5.5 No aspect in respect of regulatory requirements is required.
6. summary of inspection evidence
6.1 The inspection was carried out from 20th to 23rd November 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 and with the proprietor, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. The responses of parents to a pre-inspection questionnaire were analysed, and the inspectors examined a range of documentation made available by the school.
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Graham Nunn |
Reporting Inspector |
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Adrian Lowe-Wheeler |
Deputy Headteacher IAPS School |
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Oliver Price |
Headmaster IAPS
School |
|
Leonard Robinson |
Director of Studies IAPS School |
|
Ruth Sorensen |
Head of Pre-Preparatory Department IAPS School |