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INSPECTION REPORT ON |
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Denmead School |
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Full Name of the School |
Denmead School |
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DfES Number |
3186071 |
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Registered Charity Number |
312667 |
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Address |
41-43
Wensleydale Road, Hampton, Middlesex, TW12 2LP |
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Telephone Number |
020
8979 1844 |
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Fax Number |
020
8941 8773 |
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Email Address |
headmaster@denmead.richmond.sch.uk |
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Headteacher |
Mr
Michael McKaughan |
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Chairman of Governors |
Mr
Peter Baker |
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Age Range |
2
- 11 |
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Gender |
Boys
2-11, Girls 2–7 |
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Inspection Dates |
27th
March – 30th March, 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 The school was founded in 1924. In 1999 it became part of the Hampton School Foundation. Since that time, the school has undergone significant changes. Years 7 and 8 have been phased out over the last two years and the age limit set at 11+. During the academic years 2003/2004 and 2004/2005 there were two leaving groups; Year 8 via the 13+ Common Entrance and Year 6 via the various 11+ senior schools entry assessments.
1.2 The school is located on two sites, with the pre-prep on one and the prep several minutes walk away. Twenty-one girls and sixty-two boys attend the pre-prep (Foundation Stage and Years 1 and 2) and the prep department (Years 3 to 6) caters for eighty-two boys.
1.3 Most pupils come from the local area and the rich cultural mix reflects that of its location and society at large.
1.4 The school provides a Christian ethos and welcomes and caters for pupils of a variety of faiths. It seeks to maintain a family ethos and intimacy. The school places emphasis on its preparation for boys to enter senior schools of their choice and seeks to strike a good balance between this essential purpose and the provision of a broad, rich and caring education.
1.5 Governors and teachers seek to ensure that the pupils are happy, valued, challenged but not pressured. In its information to parents, the school details its overarching aim, which is to challenge all pupils to achieve their true potential whether this lies in academic pursuits, music, art, drama, sport or recreational activities. In order to achieve this aim the staff places emphasis on:
· the development of positive values;
· the provision of an ethos that motivates the personal and social development of all pupils;
· the provision of a platform for all pupils to experience a wide range of stimulating activities;
· the fostering of close links with the local community;
· the creation of a caring atmosphere.
1.6 Pupils enter the Early Years provision without any form of selective assessment and therefore the ability range within each year group can be quite wide. The only criteria for entry to the school is whether children can be offered all that is needed to help them access the curriculum. If these needs cannot be met, the offer of a place is not made.
1.7 Pupils’ average ability is above that of the national average, though the range of ability is considerable. If pupils are performing in line with their abilities their results in national tests will be above the average for all maintained primary schools. Of the 165 pupils, 29 are receiving support for their learning difficulties. One of these has a statement of special educational needs. A few pupils have English as an additional language and one receives extra support for English.
1.8 National Curriculum nomenclature is used throughout this report to refer to year groups in the school. With the exception of the nursery, which is known as the kindergarten, the school uses National Curriculum year group nomenclature.
The Educational Experience Provided
2.1 Pupils enjoy a broad and interesting range of experiences in line with the school’s aims to provide them with a good all-round education. The opportunities provided enable pupils to have a rich experience as well as reaching the intellectual, personal, physical and aesthetic standards required for them to enter the senior school of their choice. A good balance is struck between the provision of a firm foundation in English and mathematics and a wide curriculum. Parents are particularly appreciative of the range of experiences provided for their children.
2.2 The curriculum has improved considerably since its inspection in 1998. It is well planned and ensures pupils have equality of access. In the nursery and reception classes, the six areas of the Foundation Stage curriculum have been introduced and in Years 1 and 2, a rich curriculum has replaced the previously reported over-reliance on a commercial scheme. Strong links have been established between Years 2 and 3 to ensure good continuity for boys as they move to a subject-based curriculum in the prep school. Here, teachers make effective use of the good quality schemes of work that have been revised to take account of the recent loss of Years 7 and 8. The timetable has also improved. Appropriate emphasis is placed on games within the curriculum in order to help more boys achieve success in line with the school’s aims and to provide them with as much physical activity as is reasonable. In Years 3 to 6, geography and history are taught as separate subjects and receive more curriculum time than was the case before. Regular visits to art galleries, museums and places of educational interest enrich the curriculum. In addition, pupils have regular opportunities to go on residential visits as well as taking part in sports tours.
2.3 Teachers pay careful attention to the skills particular to each subject but also to the essential skills of speaking and listening, literacy and numeracy. In lessons, pupils are regularly given opportunities to respond to teachers’ questions but also to explain their ideas and to discuss those of others. Literacy skills are well promoted across the curriculum, and numeracy skills are used effectively in science, geography and history. The investment in Information and Communication Technology (ICT) resources over the past few years and the introduction of specialist lessons in the subject, have enabled pupils to acquire effective skills in ICT.
2.4 A sound start has been made to develop pupils’ investigational skills in science but more remains to be done. In mathematics, pupils undertake investigations and problem-solving activities. However, fewer opportunities are provided for them to tackle more open-ended problems which enable them to think in different ways. Overall, the use of ICT across the curriculum is limited, but improving as a result of staff training. In the few subjects in which staff are confident in the use of ICT, pupils have opportunities to use their competent skills in imaginative ways. For example, when they made a presentation about climate change in geography and produced a film with a script in English.
2.5 Preparation for the move to senior schools is detailed and thorough, in line with the school’s aims. Teachers know their pupils very well. This information is used to help pupils and their parents in choosing their senior school and then meeting the necessary entry requirements. Now that pupils leave the school at the end of Year 6 rather than at the end of Year 8, staff take care to keep up to date with senior school requirements by visiting senior schools in the area.
2.6 A small minority of the parents who responded to the questionnaire prior to the inspection, expressed concern about the extra-curricular activities. Inspection findings show that the timetabled curriculum is very effectively complemented by a programme of extra-curricular activities that is very good for a school of this size. The activities are popular with the pupils and well-supported by the staff. The range has been extended to provide opportunities for pupils in Year 2.
2.7 Comprehensive provision is made for pupils the school has identified as having learning difficulties. The provision for a pupil with a statement of special educational needs is thorough and fully meets the requirements of the statement. Where necessary, pupils have individual education plans to which teachers pay due attention when planning work.
2.8 Focussed provision is being developed for pupils whom the school has identified as being gifted and talented. Parents of these pupils are kept in touch with what is being done. Provision for the very few pupils with English as an additional language is satisfactory.
2.9 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.10 Pupils make good progress and reach good standards in relation to their abilities. The educational strength in numeracy noted in Years 3 to 6 at the last inspection has been retained and built on. Considerable improvement has taken place in pupils’ literacy in Years 3 to 6, and in learning and achievement in the Foundation Stage and in Years 1 and 2.
2.11 By the end of the Foundation Stage, children have attained the nationally recommended levels for children of that age. As a result of the good quality teaching they receive, many have made significant progress and have successfully begun work on the National Curriculum programme of study for Year 1. Consistently good teaching and effective curricular planning enables pupils to make good progress in Years 1 to 6. The standards reached and progress made by boys and girls up to the end of Year 2 is similar. Although boys do not take national tests at 11, the school’s use of nationally standardised tests show that the pupils achieve good standards in relation to their abilities.
2.12 The school meets its aim in that by the time they leave for the senior schools of their choice, boys of all abilities, and those with learning difficulties, show themselves to have received an all round education, academically, aesthetically and physically. Boys are well placed to continue their education in their next school. A headmaster of one of the senior schools concerned commented that boys from Denmead ‘punched above their weight’.
2.13 Pupils work hard as teachers carefully match the work to the pupils’ considerable differing levels of ability, as well as making lessons relevant and interesting. Pupils settle down to work very quickly in lessons and concentrate hard. In conversation with inspectors, many appreciated how teachers made learning interesting as well as ensuring that it was hard enough. They collaborate well when given the opportunity, for example when working in groups on a common task.
2.14 Pupils develop high quality skills in speaking and listening. In lessons, they listen very attentively to their teachers but also to each other. Of particular note are their skills and confidence in explaining their ideas and views and discussing them with their teacher and with the others in the class. In Year 1, children competently discussed text needed to put in ‘speech bubbles’ to match animal pictures; ‘I hate having long ears’ was one response. When an older boy was asked by his teacher in a mathematics lesson if he had made a guess, he replied that it was an ‘educated guess’. Although boys in Years 3 to 6 show considerable independence in their learning, little evidence of note-taking or of personal research was seen.
2.15 Pupils across the school read fluently for their ages as considerable emphasis is placed on reading in the Foundation Stage. Pupils write at length, fluently and accurately for a wide range of purposes, and use a varied and appropriate range of styles from recording experiments to writing a script for a film. For example, in Year 5, boys successfully began to write a poem placing emphasis on alliteration as part of their study of fables, myths and legends.
2.16 In mathematics, pupils gain good standards in knowledge, understanding and skills. For example, more able boys in Year 6 showed excellent knowledge and understanding of three-dimensional shapes. Children in Year 2 confidently add and subtract 10 from two and three digit numbers in their heads. Pupils across the school use their mathematical skills in subjects such as science and history. Pupils show competent skills in ICT in specialist ICT lessons. However, these skills are not yet used consistently in subjects across the curriculum.
2.17 Pupils achieve good standards in their activities. In line with the school’s aims, all boys are given opportunities to represent the school in a team sport. Even so, the school has a good sporting record. A number of pupils now achieve well in instrumental music examinations. Good attention is paid to celebrating pupils’ success in activities outside the school’s provision.
Spiritual, Moral, Social and Cultural Development of Pupils
2.18 The ethos of the school ensures that pupils’ spiritual, moral, social and cultural awareness is well developed and makes a significant contribution to their personal development. Pupils’ awareness is well promoted in the curriculum and in the caring ethos with its very good relationships. The strengths reported at the last inspection have been successfully maintained and built on, for example by the inclusion of personal, social and health education (PSHE).
2.19 Pupils’ spiritual development is effectively fostered through thoughtful assemblies and a well-planned curriculum in religious education. Pupils learn about world faiths and the importance of beliefs to believers. For example, Year 6 boys successfully learn about the central beliefs of Sikhism and in Year 5 boys have visited a Hindu Temple. Assemblies have a sense of occasion and pupils listen carefully to their peers and to the adult who is leading. In one assembly, boys in Year 6 recited a poem based on stories from the Bible with individual expression and confidence that was robust and moving. The assemblies are used effectively to highlight an aspect of the school’s ethos such as friendship and to celebrate and encourage pupils’ self esteem. Throughout the school, pupils show interest and respect for the customs and beliefs of others. The school’s very positive and caring ethos successfully encourages pupils to acquire personal beliefs and values.
2.20 Pupils show a well-developed sense of what is right and wrong, not just in terms of obeying rules, but also in doing what is morally right reflecting the school’s values. For example, moral issues were central to a debate in a Year 5 lesson about the implications of global warming. Older boys in discussion with inspectors confidently explained the need for fair rules both in school and in society at large. Staff provide their pupils with good role models in their relations with each other and with the pupils. Many opportunities are provided in the curriculum for moral development. Moral and ethical issues are discussed in a number of subjects, for example in a fairy story in Reception. Emphasis is placed on the importance of pupils behaving well and respecting each other. Pupils from a wide range of cultural and religious backgrounds work and play well together.
2.21 Pupils’ social development is good and reflects the school’s aim of all round development. Pupils are given responsibilities and carry out their duties conscientiously. Prefects and monitors are proud and willing to be part of the school’s arrangements. Through their considerable involvement with local and national charities, pupils are able to express a sense of gratitude for the lives they lead as well as helping those in need. Pupils have relevant and interesting experiences to learn what it means to be a citizen, for example when they study how the Houses of Parliament work.
2.22 Boys in Years 3 to 6 regularly have opportunities to take part in residential visits that add considerably to their personal and social development. They also have a chance to join a sports tour to another part of the country as well as hosting pupils from other schools. Plans are in hand to develop a school council to give pupils a voice in the running of the school.
2.23 The school’s provision for cultural development is good. Pupils are effectively encouraged to have a secure understanding and appreciation of their own culture as well as those of others. Many useful opportunities to develop pupils’ cultural understanding are found in the curriculum and the displays around the school. In Reception, the Chinese New Year has been celebrated, aborigine culture has been explored in Year 3 and, in Year 6, boys have investigated the ways in which ancient Egyptians undertook calculations. Parents from different cultural backgrounds visit lessons and share their experiences. In many ways pupils show a sound understanding of the diversity of the country in which they live. Regular visits to art galleries and opportunities to play in music festivals add considerably to pupils’ cultural development.
2.24 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.25 The teaching has many good features and is good across the school as a whole. A significant proportion of outstanding teaching was seen. The teaching has improved considerably since the last inspection. No unsatisfactory teaching was observed. The good quality of the teaching is at the heart of pupils’ improved learning and achievement.
2.26 At the core of the good teaching are teachers’ enthusiasm and determination that their pupils will do as well as they can. The key to the successful teaching is the teachers’ relationships with their pupils and the atmosphere in lessons. Teachers are relaxed with their pupils but still ensure that lessons are demanding and that work is well matched to the considerable spread of ability found in most classes. Questioning is used effectively by teachers to consolidate previous learning, to probe pupils’ understanding, and to encourage pupils to think for themselves. Pupils’ responses are treated with respect, and praise and encouragement are usually given. Consequently, pupils are not afraid to ask questions or to share their thoughts, and their learning is enhanced.
2.27 Lessons are usually interesting and provide good opportunities for pupils to discuss and to share their ideas. Teachers are hard working, conscientious and have a secure command of the subjects they teach. In the pre-prep, teachers have a good understanding of the educational needs of young children and of the requirements of the Foundation Stage curriculum. Teachers in the prep department make effective use of their specialist subject knowledge. In line with the school’s aims, both teachers and pupils regard good behaviour as the norm. Rare instances of challenging behaviour are dealt with sensitively and firmly.
2.28 The pace in most lessons is brisk and effective use is made of time; pupils make good progress as a consequence. In the lessons where teaching is outstanding, the pace is very brisk and teachers include a good range of activities to maintain pupils’ interest. For example, in a very challenging mathematics lesson for more able boys in Year 6, the boys were provided with a riddle to solve as they were settling into their desks. Challenging activities in the rest of the lesson enabled all boys to make excellent progress.
2.29 In the small proportion of lessons where teaching is less effective, the pace is either slow or too frenetic. In the lessons with a slower pace, a limited variety of activities are provided which often leads to pupils having to sit and listen for too long. Where pace is frenetic, pupils do not always have sufficient time to complete their work. The tasks that teachers provide in such lessons are not as well matched to pupils’ differing needs as they are in most lessons.
2.30 Teachers make effective use of the available resources. A rich range of relevant resources has been built up in the pre-prep. Resources are being built up in the prep department following the recent change of age range. The range and quantity is generally adequate to meet the newly planned curriculum, but resources for investigational work are limited.
2.31 Lessons are carefully planned and teachers make it clear at the start of lessons what it is pupils are to learn. At the end of most lessons, teachers provide useful opportunities to sum up how the lesson has gone. Comprehensive support is provided for pupils with learning difficulties. In Years 3 to 6, year groups are split into two classes for English and mathematics, with those with learning difficulties being in the smaller groups. Good attention is paid to the needs of pupils the school has identified as being more able. In English and mathematics teachers carefully pitch the work to provide sufficient challenge for more able pupils whilst enabling the remainder of the class to play a full part in the lesson. In the Foundation Stage and in Years 1 and 2, where children of all abilities stay together as a class, challenging extension activities are usually provided for the more able pupils.
2.32 Effective arrangements are in place and implemented to assess the standards pupils attain across the curriculum. In the Foundation Stage, good use is made of the national Foundation Stage profile. A wide range of assessments is used, including the nationally standardised tests in English and mathematics, to compare pupils’ attainment against national norms. Satisfactory use is made of this information to track pupils’ progress, place older pupils into ‘sets’ in Years 3 to 6 for English and mathematics and, where necessary, to make adaptations to the curriculum. A good start has been made to set targets for pupils in English and mathematics.
2.33 Teachers’ marking is thorough and undertaken conscientiously. Attention is paid to providing encouragement and praise. However, pupils receive little useful feedback on their progress towards the targets that have been set for them or guidance as to how they might improve their work.
2.34 Comprehensive arrangements are in place to assess pupils who may have learning difficulties. Very effective use is made of this information to provide extra and relevant support for those with learning difficulties. For example, where reading is a problem good attention is paid to assessing pupils’ competence with phonics (the sounds letters make). Where necessary, pupils have individual education plans (IEPs) which teachers use carefully to plan their work. Pupils who have been identified as being gifted or talented are tracked to ensure that their needs are being met. The assessment of the language needs of the few pupils with English as an additional language is very limited and relies considerably on tutors paid for by parents.
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 care that staff give to the well-being of the pupils is good and has successfully built on the provision reported at the last inspection. Conscientious attention is paid to welfare, health and safety. Staff know their pupils very well. Very good relationships in a friendly and a caring school enable the school to meet one of its central aims.
3.2 The school has retained its family atmosphere, which was central to its foundation. Parents are much appreciative of this. In discussions with inspectors, and in the questionnaire completed by a random sample of pupils prior to the inspection, pupils commented that it was a ‘friendly’ school where they were well-supported in their learning and in their personal development. Many pupils readily indicated that they would be ready to confide in an adult in the school. Pupils were quite clear about what they should do if they had concerns.
3.3 The very positive atmosphere owes much to the approachable leadership of the headmaster, together with the effective management of the deputy head and the head of pre-prep, who ensure that the policies and procedures for pupils’ pastoral care are properly implemented. Above all, the school ethos is one where the good provision of care is central to the life of the school. The staff are familiar with the school’s policies and procedures and keep detailed and thorough profiles for each pupil.
3.4 Effective arrangements are in place and implemented to promote good behaviour. The arrangements are clear and respected by the pupils, who consider the rules and the arrangements for yellow and red cards, ‘clouds’ in the case of younger pupils, to be fair. Pupils respond well to the system of house points and enjoy the competitiveness. The school has now adopted the bullying policy of Hampton School, which is implemented by the staff and is available for parents. Most boys spoken to said that should bullying occur it would be taken seriously and dealt with properly.
3.5 Successful arrangements are in place to safeguard and promote pupils’ health and well-being. Detailed and conscientious attention is given to child protection by the headmaster and staff and by the bursar at Hampton School on behalf of the Foundation. The policy is up-to-date and implemented effectively. Criminal Records Bureau checks have been made on all staff and form a central part of the school’s recruitment arrangements. Potential staff have their references taken up and have had medical checks. Child Protection officers have been designated and appropriate training has been undertaken.
3.6 Protection against fire is thorough and appliances and evacuation procedures are tested regularly. Risk assessments are up-to-date.
3.7 Effective arrangements are in place to ensure health and safety, other than for the lack of appropriate facilities for caring for sick children. A health and safety committee meets regularly and regular risk assessments are undertaken. Detailed risk assessments are made for educational visits.
3.8 The school meets the regulatory requirements for the welfare, health and safety of pupils [Standard 3].
The Quality of Links with Parents and the Community
3.9 Parents are very supportive of the school’s aims and they value the useful links they have with the school. The school has developed useful links with the wider community to the benefit of the pupils. The strengths mentioned in the previous report have been maintained.
3.10 In their replies to the questionnaire sent out prior to the inspection, parents showed their particular appreciation of the teaching, pupils’ behaviour, the range of subjects taught and of the worthwhile attitudes and values that are promoted. A small but significant minority of parents who responded to the questionnaire expressed dissatisfaction with the extra-curricular activities. Inspection evidence confirms parents’ positive views. As mentioned earlier in the report, inspection evidence is that extra-curricular activities are very good for a school of this size.
3.11 The school provides useful opportunities for the involvement of parents in its work and is seeking to make further improvements. Parents spend time in school sharing their skills, experience and cultural and religious backgrounds. At times, parents contribute to religious education when pupils are learning about world faiths, and help with reading. Parents are encouraged to assist with visits to places of educational interest and with sporting fixtures. The active Denmead Association supports the school very well, both by organising social events, and by raising funds for charity, as well as for resources for the school.
3.12 Parents are provided with useful and comprehensive information about the school. The school’s policy of ‘openness’ for parents is successful. A number of parents commented that the headmaster and staff were very approachable and that this atmosphere was a strength of the school. The prospectus provides a useful introduction to the school. A website is under construction. Curriculum documentation, together with curriculum evenings for parents, give parents a clear indication of the education provided throughout the school. The evening entitled ‘Making It Better for Boys’ was said to have been much appreciated. Parents of younger children are invited to sessions outlining the school’s approach to the teaching of reading. Regular bulletins from the headmaster and Denmead Association keep parents up-to-date with events and successes.
3.13 Reports to parents are regular, and helpful. In addition, parents frequently receive grades awarded to their children. Parents’ evenings provide them with useful opportunities to receive appropriate information about their children’s progress. Parents with children who have learning difficulties are kept well informed and their views are sought in the regular reviews of their children’s IEPs. The parents of a pupil with a statement of special educational needs are fully involved as required by the national code of practice.
3.14 The school handles the small number of parental concerns and informal complaints with due care. The vast majority of parents who completed the questionnaire indicated that the school had handled any concerns they had well. Very recently the school has revised its complaints procedure to ensure it is in line with statutory requirements. Parents are due to have a copy of this document shortly.
3.15 The school’s work and curriculum are enhanced by visits to places of educational interest, some of which are residential, which ensure that pupils develop a growing understanding of the world about them. Visits to local organisations such as The Shooting Star Hospice also help pupils learn about the needs of others in the local community.
3.16 The school meets the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 and 7].
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 Effective governance enables the school to sustain a good quality education for its pupils.
4.2 Since the last inspection, the school has become part of the Hampton School Foundation and is governed by the Foundation’s governors. The structure of the governing body enables governors to give sufficient attention to financial planning, academic matters and the investment in resources. The development committee is the key committee through which the governors provide good support and have effective oversight of the school. They take their responsibilities seriously. As a result of the information routinely provided by the headmaster, their consideration of the school’s development plan, and their own working knowledge of the school, they are fully involved in planning for the future of the school. For example, they have overseen effectively the change of age-range, resulting from the loss of Years 7 and 8. In recent years considerable investment has been made in the provision for ICT.
4.3 Governors have a secure working knowledge of the school through their attendance at school events and frequent informal visits. In addition, a governor periodically spends a longer period with the school, visiting lessons and talking with staff and pupils. The governors use this knowledge to advise and support, as well as acting as a ‘critical friend’. Prudent financial planning has put the school on a sound footing to finance the key areas identified in the school development plan.
The Quality of Leadership and Management
4.4 Leadership and management by the senior management team are strong. They work effectively together to ensure that the school provides continuity for its pupils despite being located on two sites. They provide a clear and decisive direction to the school in line with its aims. Much has been accomplished since the last inspection.
4.5 The headmaster provides very positive leadership; its hallmark is a relaxed but firm approach, which is much appreciated by pupils, staff and parents. Good communication and effective relations with the headmaster of Hampton School benefit the pupils at Denmead School.
4.6 The senior management team work well together and ensure that the school’s aims are reflected in policies and procedures that provide continuity and consistency throughout the school. The systems of management are a significant improvement on the situation at the time of the last inspection. The team has a good understanding of the school’s strengths and of those areas that need development. The head of the pre-prep and the deputy head lead their departments well. The management arrangements in the pre-prep are clear and work well. Over the past two years there has been considerable change in the prep department with the loss of Years 7 and 8. This process has been managed effectively and the department is appropriately organised in terms of a curriculum for pupils who leave at the end of Year 6.
4.7 The management arrangements in the prep department work reasonably well because of very good teamwork amongst the staff and effective leadership from the deputy head. During its reorganisation, these arrangements have become implicit rather than explicit and this has led to a degree of lack of clarity in roles and responsibilities which leads at times to duplication of effort.
4.8 The leadership and management of the heads of subjects have improved with a focus on teaching and learning and on pupils’ achievement. The management of learning support is very effective.
4.9 The school’s recent priority has been the re-organisation of the prep department. The new school development plan is comprehensive and prioritised in line with the school’s aims. All with management responsibilities have a secure understanding of the school’s strengths and areas for development. They contribute to the formulation of the school development plan through the action plans they draw up. Whilst targets are set and actions detailed, the plan lacks sufficiently clear measurable success criteria.
4.10 The successful improvement since the last inspection is underpinned by the hard work and commitment of the staff to do their best for the pupils and by good staff development. Greater continuity and school improvement is enhanced by training inside the school and by attendance at courses further afield. For example, the weekly ICT training sessions are well attended and staff are becoming much more confident in their use of ICT.
4.11 The bursar at Hampton School manages the finances well, and has efficient oversight of the procedures for recruitment, and health and safety matters. The two school secretaries at Denmead manage the day-to-day administration of the school well, although the lack of administrative support on the prep site adds to the difficulties in managing a school on two sites. Nevertheless the school runs smoothly.
4.12 The school makes the best of its limited accommodation. The premises are well cared for and are attractively decorated with pupils’ completed work. Despite the school’s best efforts the facilities for medical examination are barely adequate in the pre-prep and fall short of the expected standards in the prep department.
4.13 The school meets the regulatory requirements for the suitability of proprietors and staff [Standard 4].
4.14 The school meets almost all of the regulatory requirements for premises and accommodation [Standard 5]. In order to meet all the requirements, the school must:
(a) Ensure that there are appropriate facilities for pupils who are ill in accordance with the Education (School Premises) Regulations 1999 [Regulation 5 (l)].
5.1 The school successfully meets most of its aims and aspirations. It provides its pupils with an appropriate variety of subjects, which are taught mostly in an interesting way, and enables them to reach the standards necessary to gain entrance to the senior school of their choice. Levels of achievement are good across the school in academic subjects as well as in physical development and sport. The ethos is very positive and relationships are very good.
5.2 Improvement is mainly due to good quality teaching, effective governance and successful leadership and management by the headmaster and the senior management team. The school has successfully managed the significant change in age range. Further clarification of the roles and responsibilities in the prep department is needed together with more resources to support investigational work. Much has been done to improve assessment and to use the information effectively to plan work. Targets for pupils to aim for have been introduced. More needs to be done to ensure that teachers’ marking gives pupils useful feedback on their progress towards their targets, and suggestions for the way forward. A few staff make effective use of ICT as the result of in-school training. Overall, the use of ICT across the curriculum is limited. Pupils are well supported in their learning by effective structures and systems. Pastoral care and provision for personal development are good. Pupils speak well of their school and parents are very supportive of the school’s aims.
5.3 Since the last inspection good progress has been made. The strengths reported have been maintained. Achievement has improved. Leadership and management have been strengthened and strategic development is much improved. Great strides have been made in the pre-prep curriculum.
5.4 The school complies with almost all of the regulatory requirements, but does not at present meet Standard 5 (premises and accommodation).
5.5 In order to build on its improvement since the last inspection and to continue to provide an all round education, the school should:
1. clarify roles and responsibilities in the management structure in the prep department;
2. ensure that teachers’ marking provides pupils with helpful information on their progress towards the targets that have been set for them and useful guidance as how to improve their work;
3. continue to develop teachers’ expertise in the use of ICT so that better use is made of it across the curriculum;
4. build up resources for investigational work.
5.6 The school meets almost all of the regulatory requirements for premises and accommodation [Standard 5]. In order to meet all the requirements, the school must:
(b) Ensure that there are appropriate facilities for pupils who are ill in accordance with the Education (School Premises) Regulations 1999 [Regulation 5 (l)].
6. summary of inspection evidence
6.1 The inspection was carried out from 27th March to 30th March, 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 governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. 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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Rod Sharman |
Reporting Inspector |
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Margaret Joscelyne |
Retired head of pre-prep, IAPS Preparatory School |
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Madhu McChrystal |
Head of Department, IAPS Preparatory School |
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Philip Salmon |
Retired Head of Department, IAPS Preparatory School |