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INSPECTION REPORT ON |
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Eagle House School |
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Full Name of the School |
Eagle House School |
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DfES Number |
867/6002 |
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Registered Charity Number |
309093 |
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Address |
Sandhurst,
Berkshire, GU47 8PH |
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Telephone Number |
01344
772134 |
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Fax Number |
01344
779039 |
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Email Address |
info@eaglehouseschool.com |
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Head |
Simon
Carder |
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Chairman of Governors |
General
Sir Edward Jones, KCB CBE |
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Age Range |
3-13 |
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Gender |
Mixed |
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Inspection Dates |
February
6th – 9th, 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 carried out in conjunction with the Commission for Social Care Inspection (CSCI). The CSCI report is available separately (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
Eagle
House Preparatory School is a preparatory school with a continuous history
since Georgian times. It was founded in
Hammersmith in 1820, moved to Wimbledon in 1860 and to its present attractive
site in over 30 acres of grounds between Crowthorne and Sandhurst in 1886. It was purchased by Wellington College in
1968 from the then headmaster and proprietor.
Although it is independent of the College on a day-to-day basis, a
majority of governors on its Council must be governors of the College, and the
published accounts, but not the management accounts, are combined. The school pays a small proportion of its turnover
to the College in recognition of its place within the Wellington College
foundation, and of its use of some College facilities. The present head has been in post since 1988
and is retiring in the summer of 2006.
The new head had just been appointed at the time of the inspection.
1.2
The school aims: ‘to offer a
complete education academically, culturally, physically and socially across its
whole age-range. It should have a happy
‘family’ atmosphere and a strong sense of community, and it should encourage the development of individual
personality within a wide framework of security and kindly discipline. It should be a partnership between caring
parents and a caring school’.
1.3
The
headmaster writes: ‘Eagle House is more than just a
school - it is a way of life
for all pupils. In the classroom, on the
sports field, in music or drama, in our extensive
activities programme or just having fun in the wonderful grounds that make up
Eagle House, boys and girls are living life to the full. We believe in a broad education for all our pupils and, as such, offer a huge range of opportunities for all.’
1.4
The school
currently provides both day and boarding education for a total of 234 pupils,
of whom 177 are boys and 57 girls. The
pre-prep consists of 24 full-time and 13 part-time pupils in the Nursery and Reception
classes, and a further 38 pupils in Years 1 and 2. The main school consists of 159 pupils in
Years 3 to 8. Twenty pupils board
full-time and others board occasionally.
The majority of boys move on to Wellington College at 13, or to other
independent schools; before Wellington decided to become co-educational, many
girls left at 11, transferring to a variety of local independent schools, but
now the majority are being prepared for entrance to Wellington College at 13.
1.5 Pupils are drawn from a range of professional families who mostly live within ten miles of the school, though boarders usually live much further away. Thirteen are from families where English is a second language and, of these, five receive additional support for their needs. Of pupils who apply, most are accepted at age 3 or 4, following informal assessment to ensure they will cope, academically and socially, with school life. The analysis of standardised scores shows that the range of pupils’ abilities is above the average for all maintained primary schools. No pupils have statements of educational need, but 47 have been identified as having some educational need, of whom 32 receive learning support.
1.6 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1 Eagle House provides a very broad and rich education to both boys and girls, with an excellent balance between the teaching and learning that occurs in the classroom and that which occurs in the varied and challenging programme outside. This education is consistent with the school’s aims ‘to offer a complete education academically, culturally, physically and socially across its whole age-range.’ The provision and use of information and communication technology (ICT) has improved since the last inspection.
2.2 The wide-ranging education contributes very well to pupils’ development in languages, mathematics and science throughout the school. It enables them to become confident speakers who listen to each other, who read and express themselves well and who are confident with numbers; the promotion of literacy and numeracy skills is particularly good in the Foundation Stage. Provision is equally good in the broader curriculum, both in and out of the classroom, giving pupils a good awareness of the context in which they live, together with a good range of practical and creative skills. Good personal, social, health and citizenship education (PSHCE), together with the range of other experiences they receive, enable both girls and boys to feel valued and confident, and to be able to relax in secure surroundings. Overall, the curriculum contributes well towards pupils’ human, social, aesthetic, and creative development; Eagle House is a busy school where all enjoy a very wide range of opportunities.
2.3 The extra-curricular programme is outstanding for both boys and girls; activities include both boys and girls where appropriate. Pupils take full advantage of a wide variety of lunchtime activities, weekly Golden Eagle activities, and supper-time activities for boarders. These range from a good number of choirs and a wide variety of instrumental groups to chess, touch-typing and food technology; more active pursuits include squash, table tennis, trampolining and judo. Most activities, including choirs, are open to all pupils who wish to take part, and the school provides an extensive programme of fixtures in which many can take part. Pre-prep pupils’ education is broadened by clubs such as nature study, football, ballet and funky dance, all of which receive strong support and invoke considerable enthusiasm. Pupils in Year 3 can choose from an interesting variety of optional activities on Saturday mornings.
2.4 Away from school, many aspects of pupils’ development are enhanced by a wide range of visits for both boarding and day pupils. Pupils witness the Last Post at the Menin Gate and pipe a lament at the graves of fallen past pupils of Eagle House in World War I. They take part in sports tours as far afield as South Africa, more local geography field trips and Golden Eagle expeditions and visit Fishbourne Palace with the classics department. These opportunities develop pupils’ appreciation of language, culture and history further, as well as contributing to their moral awareness and social experience.
2.5
The school prepares pupils well
for the next stage of their education, in part through the PSHCE programme,
which equips them socially for secondary school life. All senior pupils exercise positions of
responsibility and some become prefects, broadening their social skills. The school provides thorough preparation for
entrance and scholarship examinations to a variety of schools, with careful
advice given as to which school is best for each pupil. Both the Golden Eagle programme and the
special educational needs (
2.6 Planning in the Foundation Stage is of very high quality and, elsewhere, schemes of work are thorough and detailed. Good support is given to the curriculum through the arrangements for staffing and timetabling, and much care is taken to resolve problems and produce the best arrangements. Co-operation between departments and between the pre-prep and main school are good, ensuring that pupils’ education is well integrated as they move through the school; particular attention is given to the move from Year 2 to Year 3. Planning also takes careful account of pupils with special educational needs.
2.7
Support for pupils with special
educational needs (SEN) is excellent.
Careful analysis of standardised data and other measures of progress
ensures that pupils with SEN are identified promptly and individual education
programmes (IEPs) drawn up for them. A closely-knit team provides
support throughout the whole school and works directly with both the academic
deputy and with heads of department. In
addition to lists showing which pupils have special needs, IEPs are posted on
the intranet so that they are easily available for reference; they are updated
constantly. Excellent guidance is
provided to teachers on how to help pupils, both in writing and by enabling
them to observe support for other pupils.
The department thus builds up teachers’ confidence and ensures pupils’
successful integration into lessons. The
same staff provide very effective support for pupils for whom English is an
additional language; again information about these pupils’ needs is shared
fully amongst all who are involved with them.
2.8 Lunchtime clinics provide valuable help and stimulus each day for pupils who seek extra tuition. The school has identified gifted and talented pupils and has had training in how to make special provision for them; some of these pupils attend clinics to attempt more difficult or challenging work, for example when they are preparing for scholarship examinations.
2.9 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.10
Pupils
achieve well and are effective learners, both across the curriculum and in a
wide range of activities; in some areas, standards are outstanding. These standards enable pupils to gain places
at schools of their choice within the context of a broad education, thus
achieving one of the school’s main aims.
The school has maintained these standards since the time of the last
inspection, and placed a greater focus on achievement outside the
classroom. Pupils are well educated by
the time they leave.
2.11
Both boys
and girls make a very good start in the Foundation Stage, learning good hand
control in their writing and showing well developed investigational skills in
mathematics. They speak, listen and
reason well and show good agility in physical activities. They are well on the way to achieving the
early learning goals before they reach the end of reception.
2.12
As they
move up through the school, pupils build on this start successfully. By the time they leave, pupils of all
abilities have a very secure grounding in key skills. They are capable readers, for example reading
well in chapel; they write fluently.
They are confident mathematicians and develop a very good grasp of
scientific concepts that are advanced for their age. They speak French with an accurate accent and
show very good observational and creative skills in art. They perform music with sensitivity and
accuracy. Pupils have a good awareness
of the world around them and the context in which they live. All pupils achieve similar standards in
relation to their ability, as a result of the individual support that all
receive, both in class and through the lunchtime clinics. Both boys and girls achieve equally well.
2.13
Entrance
to senior schools is a high priority.
The standards pupils achieve enable them to win a good range of
academic, music and art scholarships and to gain places at schools of their
choice; about a third of pupils move to senior schools with scholarships each
year. Their general development prepares
them well for social life in a secondary school.
2.14 Achievement in class is complemented by considerable success in a broad range of other pursuits, ranging from the wide range of individual and team sports to music examination and performance. Over the years, a high proportion of musicians have gained merit or distinction in examinations, and pupils perform with both enjoyment and accuracy. Teams are successful and a good number of pupils play in county or regional sides. Many former pupils have played for senior club or national representative teams, having learned the basics at Eagle House. The variety and diversity of pupils’ achievements is illustrated by the fact that pupils have represented Great Britain in the biathlon, played chess for Berkshire, been medalists in prep school judo competitions and qualified for ASA national finals. The school has won the Masterchef regional final twice.
2.15 Pupils write imaginatively and contribute intelligently to discussion. They talk easily about both technical matters, such as mathematics, and their personal response, for example to literature. They listen well, making space for each other, and ask when they don’t understand.
2.16 Pupils apply their mathematical skills well in practical situations, throughout the whole school. They make effective use of ICT in work in other subjects, for example using it to present ideas about refurbishing boarding accommodation in design and technology, or accessing a vocabulary list from home in classics. Their facility with ICT means that it is an effective tool since they can use it quickly and efficiently.
2.17 When they have the opportunity, pupils tackle difficult questions successfully, reasoning and arguing well. They are full of curiosity and eager to take part in discussion, though their interest is not always rewarded when the task is too closed or the teacher sticks too closely to the lesson plan. Pupils work their way logically through mathematics problems, apply their own ideas to new questions in English and put forward their views about the school council with humour and imagination.
2.18 Pupils’ work is well presented and well organised, even when they use large files. They organise themselves quickly, for example to carry out a scientific experiment. In the best lessons, they show they can both work independently and work well together, and this is also the case in activities outside class such as the Golden Eagle programme, music and sports. However in some lessons, pupils have too little opportunity to take responsibility for their own learning or to engage in collaborative work.
2.19 In almost all lessons, pupils settle quickly to their work and concentrate well. They are busy, happy learners who enjoy much of their work. Behaviour is almost always very good and only occasionally does pupils’ attention wander when the pace of the lesson flags.
Spiritual, Moral, Social and Cultural Development of Pupils
2.20 Pupils have a well developed spiritual, moral, social and cultural awareness throughout the school. This is nurtured by the supportive ethos, in which individual pupils are highly valued and encouraged to become the best that they can be, complemented by the ordered school day and boarding community and by the attractive and carefully maintained environment for learning. As a result, both boys and girls are very well mannered and thoughtful to others. The school meets its aims of creating a happy, family atmosphere, whilst retaining a strong sense of community very well. Since the last inspection, the school has given pupils a wider awareness of cultural diversity.
2.21 All pupils receive PSHCE lessons; the relatively new policy highlights the potential for good cross-curricular links in this area. In Year 2 circle time was well used to highlight the role of the new school council and how these young pupils could play a part. Pupils in Year 7 said they found that the Make A Difference Fortnight theme of health-related topics both instructional and interesting. Pupils demonstrated appropriate knowledge about major public institutions and services.
2.22 Pupils in the Foundation Stage show a good understanding of bible stories and the way they guide us about how to live; pupils listen and participate well. Pupils in the pre-prep develop a growing sense of self-confidence through receiving praise and through their involvement in very sensitive and well-presented assemblies; for example, their special achievements are systematically recorded in an award book, promoting their positive self-image. Older pupils respond equally well to opportunities to join in worship, to pray and to reflect. For them, chapel services and assemblies have a clear religious message and encourage a good deal of self-knowledge and reflection. For instance, pupils in Year 3 composed their own prayers, showing a developing awareness of religious belief and practice, and Year 7 pupils applied their understanding of the Christian faith to their relationships with others and to the need to be tolerant of those with differing beliefs.
2.23 Pupils’ moral development is excellent. Opportunities for moral development in the pre-prep are reinforced through the rôle-models provided by staff, as well as through the implementation of golden rules and golden time. In the main school, these rules are embodied in the Eagle House code of conduct. In their conversations with inspectors about their behaviour, and in their relations with their peers, pupils demonstrated a strong sense of their moral obligations to each other as well as the difference between right and wrong. Not only do they know the rules but they abide by them. Pupils engage confidently in ethical debate about issues such as war and peace.
2.24 Pupils show outstanding social awareness and responsibility; they accept each other regardless of age, gender, race or creed. Pupils work together well, both in lessons and in other activities. In the pre-prep, this understanding often develops through play activities; when social tensions arise, they are addressed through circle time discussions. Older pupils take on responsibilities and fulfil their duty rota cheerfully. They reflect on important social issues. During the inspection pupils spoke well in the hustings for the new school council, putting their own points of view but respecting the views of others. The Golden Eagle programme encompasses many social activities; pupils spoke enthusiastically about the way in which this programme takes them ‘out of their comfort zone’ through exercises that challenge them both socially and physically. Pupils’ excellent support for each other was illustrated when English pupils helped a non-English speaking pupil get the most out of the Golden Eagle programme, because they did not want him to miss out on anything.
2.25 Pupils develop considerable cultural understanding and appreciation, from many opportunities to learn about their own culture and the traditions of others. In their own cultures, pupils are sensitive to techniques used by artists and talk easily about fashion. They perform music enthusiastically. They are aware of the differences between their own lifestyle and that of people from the Tudor period.
2.26 Pupils also respect the traditions of others, whether in the world at large or within their own community. They learn from parents from different cultures, who share their expertise and knowledge, for example about special days they celebrate with their children. Year 1 pupils reply to the register in different languages and Year 2 pupils talked with enthusiasm about the work they had been doing on Tutankhamen. A chapel service for pupils in Years 3 and 4 reflected on similarities and differences between native American commandments and Old Testament commandments.
2.27 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.28
The high
proportion of good teaching, and significant proportion of outstanding
teaching, enables pupils to achieve good standards and to develop good learning
skills by the time they leave. The
school fulfils its aim to give pupils a thorough grounding in the skills they
will need later, and to provide individual attention to pupils’ needs. It has built successfully on the good standard
of teaching at the time of the last inspection and improved assessment in
non-core subjects.
2.29
The best
teaching is inspirational, giving pupils the confidence to excel and providing
stimulus and challenge throughout the lesson.
It makes pupils evaluate both their own work and that of others, and
develops their understanding and knowledge through skillful and well-focussed
questions. A wide range of ideas are
discussed. Expectations are high and
made clear to pupils. Lessons are very
well planned, with clear objectives, a well-thought out structure and a good
variety of activities. Pupils are given
much responsibility for their own learning, with effective use of independent
learning and ICT, and imaginative activities such as eating pottage in the
replica Tudor House the school has
built. However in a smaller number of
lessons, pupils are frustrated because, although they are bursting with
questions and ideas, there is no space to discuss them since the teacher sticks
too closely to a pre-conceived plan or worksheet. In these lessons, writing tasks are too
closed to develop pupils’ thinking and pupils have little opportunity for
independent learning. Planning is too thin
and fails to give pupils enough opportunity to contribute to the lesson objectives.
2.30
Learning
is supported very well by teachers’ subject knowledge and very effective
classroom management; teachers frequently maintain a brisk pace and they always
bring a positive and supportive approach to their teaching. They encourage pupils to behave responsibly
and, when necessary, manage tricky behaviour well; they have a quiet and firm
approach to classroom discipline which is effective. They make good use of resources.
2.31
Teachers
always show a sensitive understanding of pupils’ needs and, in the best
lessons, adapt work well. The ablest
pupils are challenged fully; the less able receive good support. Pupils of differing ability are given
different work and extension exercises are immediately to hand. However, on other occasions, all pupils
undertake the same task or worksheet, which does not meet, in particular, the
needs of the most able pupils.
2.32
Marking is
regular, accurate and usually positive, with the successful use of target
setting and suggestions for improvement in many cases; however, marking is not
always consistent and sometimes does not show pupils how to improve. At times, it does not follow the school’s
marking policy. Corrections are usually
done, and they are monitored particularly carefully in mathematics.
2.33
Assessment
is very effective throughout the school; it is particularly good in the
Foundation Stage. Schemes of work are
carefully linked to assessment opportunities.
Standardised tests are used effectively to track pupils’ progress over
time. In addition to identifying pupils
whose progress is a concern, information from assessment is used to modify
teaching.
2.34 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 outstanding care that staff devote to pupils’ well-being is as strong a feature of the school as it was at the last inspection, while the attention given to welfare, health and safety has been maintained well. Since then the pastoral care group has been introduced to oversee the needs of pupils and the buddy system has been introduced; school meals have been improved. The school fully meets its aims to provide an environment in which pupils are happy and at ease. It is currently reviewing arrangements for PSHCE so that this can contribute more to pastoral care.
3.2 Pupils feel confident to seek support and guidance. Links are equally strong with parents; for example, the day master meets all day pupils and their parents outside the main school each morning and ensures that any worries are resolved swiftly. Equally caring and immediate support is given by matron to both day and boarding pupils.
3.3 The everyday concern shown by staff is underpinned by a very effective structure for pastoral care and guidance. The pastoral care group gives excellent leadership in this area, meeting weekly to discuss pupils and their needs; they are strongly supported by the system of form and class teachers. The school has made careful arrangements to ease the transition from Year 2 to Year 3 as pupils arrive in the main school. Similarly, the buddy system which starts between pupils in Years 3 and 6 provides a positive mechanism by which pupils can contribute to pastoral care; one assembly a week provides an opportunity for pupils and their buddies to meet, in addition to the times they see each other around the school.
3.4 The quality of relationships between staff and pupils is constantly warm and trusting due to the interest and concern that staff show for individuals. Staff know pupils very well and these warm relationships provide a very happy and caring environment in which both boarding and day pupils thrive. Relationships between pupils are equally positive.
3.5 The school’s procedures for promoting good behaviour are clear and effective. They are well known to pupils and respected by them. Pupils are positive about the systems of rewards and strive to collect points and pluses. The school has an effective anti-bullying policy and the school deals well with any problems between pupils when they arise. The PSHCE scheme of work provides ample opportunities for pupils in all years to discuss the implications when teasing goes too far, as well as the beneficial results of kindness and thoughtfulness.
3.6 The school has effective child protection procedures and staff are positive about the recent training they have received. The weekly meetings of the pastoral care group provide a good forum for any early concerns to be shared. Welfare arrangements provide a very caring and supportive environment for pupils. When necessary, they receive excellent medical and first aid care and attention. Meals are nutritious and of high quality, with a good range of both hot and cold choices at lunchtime. Health and safety arrangements are very thorough, and appropriate steps have been taken to minimise the risks from fire and other hazards. The school has an appropriate policy to improve access for pupils with disabilities.
3.7 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
3.8 The school has excellent links with parents and the community. It meets its aims to establish a good working relationship between a caring school and caring parents very well indeed. Since the last report, the school has built up much closer links with the local community.
3.9 In the parental questionnaire distributed before the inspection, parents were very positive about the school. They were particular appreciative of the pastoral care and boarding arrangements, and the range of extra-curricular activities on offer. A number were critical of the school’s handling of concerns but inspectors examined typical correspondence with parents and found that the issues involved were courteously and effectively dealt with.
3.10 Parents have many ways in which they may be involved in the school. They include the thriving Parents Association, which organises a wide range of well-supported social events to raise funds for the school. Some parents assist with activities such as drama and music. Others contribute to lessons, for example by talking about their work or culture, or helping with reading. The parents forums, organised in part to enable the school to provide curriculum information to parents as their children move from year to year, also give parents an opportunity to raise issues of common concern at school. Parents appreciate the school’s open-door policy and the easy access to staff it gives. Parents are a frequent and welcome presence at school matches, match teas, concerts and other school events.
3.11 Parents receive excellent information about the school. In addition to informative handbooks, they receive a weekly newsletter and can access a parents’ page on the school web-site. They are kept very well informed about their children’s academic and overall development, through a comprehensive system of reports, grades and parents consultation evenings. End-of-term reports are detailed and helpful. The best offer both diagnostic and prescriptive help so that pupils know what are their strengths and weaknesses and also how to improve; however, this clear advice is not present consistently.
3.12 The school has diverse and well-developed links with the wider community and these add significantly to the educational experience offered to pupils. They include opportunities for the choir to sing in local elderly people’s homes and shopping centres, conservation work by pupils in the Golden Eagle programme, fundraising for local charities and invitations to senior citizens to attend school events. School facilities are available to a very wide variety of outside groups, including a good number from local schools. Academic conferences for local teachers are organised regularly and hosted by Eagle House staff. The school is an active partner in the training of teachers.
3.13 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
3.14 The school provides excellent pastoral care and a warm and homely environment in which boarding pupils feel secure, valued and nurtured. Boarding is very well led and managed. Since the last ISI inspection, considerable investment has improved the fabric of boarding accommodation and this has helped to raise the popularity of boarding amongst both pupils and their parents. The school meets its aims to provide a well-structured, well-disciplined, warm, friendly and welcoming atmosphere very well.
3.15 Relationships between pupils, and the way they relate to the boarding staff, are excellent. The boarding team is large and enthusiastic; it is very effectively led. Pupils are able to raise concerns at regular house meetings, through easy access to staff or through a confidential letter box, which is checked regularly. They receive good support and medical care from matron. As the result of these relationships, pupils are courteous and well-motivated, and both boys and girls are very happily integrated within a homely atmosphere. The opportunity to board from time to time is much appreciated by both pupils and their parents.
3.16 Boarders enjoy a wide range of activities in the evenings; they have access to many of the school’s facilities, and duty staff ensure that they are safe and happy. At the weekends, an exciting range of activities is organised. Each of the school’s teachers organises one Sunday expedition each year; these are wide ranging and generally involve a trip away from school.
3.17 The boarding house provides a warm, homely and supportive environment in which pupils can make their temporary ‘home’. It is clean, comfortable and spacious. Girls played an important role in designing recent changes to their accommodation, resulting in décor which appealed to them rather than to an adult. The layout provides for informal contact between pupils and staff, and in the evening pupils gather for refreshments, games and television in a cosy common room, much valued by them.
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1
Governors
give good leadership to Eagle House, enabling it to achieve its core aims of
providing a strong and happy sense of community as a setting for a broad
education. It has continued to provide
the valuable support and counsel for the headmaster which was reported at the
last inspection. It is aware of the need
to be more involved in the educational life of the school.
4.2
The
governing body has an effective structure for its deliberations. Although the school is a member of the
Wellington family of schools, it enjoys a suitable degree of autonomy which
enables it to develop a clear ethos of its own.
The roles of the Wellington and Eagle House governors are well
defined. The headmaster gains from
reporting to governors who have Eagle House as their sole focus. The structure of a main board and finance
committee serves the school well; the strategy and marketing committee,
consisting of both staff and governors, gives an opportunity for additional
discussion, though recent meetings have focused mainly on marketing
issues. Governors bring a good range of
expertise and experience, including educational, to their roles.
4.3
Governors
deal properly with their statutory responsibilities, such as for health and
safety and child protection. Over the
years, they have invested carefully in school facilities, thus securing its
future; alongside modern classrooms and other facilities, the school enjoys
extensive grounds, an intimate chapel and a Tudor house built by adults and
pupils within the school community.
Governors are aware of the limitations in other areas, such as the
sports and assembly hall. Financial
management is good. However, strategic
planning does not focus sharply enough on key educational priorities, from
which more detailed aims and objectives can be derived.
4.4
Governors
give full attention to the business and financial aspects of the school, and
they take advantage of social opportunities to meet staff before their
meetings, which staff appreciate.
However, their experience of the educational life of the school is more
limited and they have too little professional contact with senior and other
members of staff, other than the head.
This reduces their insight into the school’s educational strengths and
weaknesses, and consequently their ability to stimulate the school with fresh
challenges.
The Quality of Leadership and Management
4.5
Very
effective leadership enables the school to meet its aims and provide a good
quality of education, with excellent features such as pastoral care. Careful and detailed management, enables the
school to run very well and thus to maintain a very full and varied programme
from which pupils benefit. These
important features have been successfully maintained since the last inspection.
4.6
The
headmaster’s leadership provides much-appreciated support and guidance to
members of staff, enabling them to take full responsibility for their areas
whilst feeling valued for what they achieve.
The senior management team is large, but not unwieldy; members ensure
their areas of responsibility run smoothly from day to day. As a team, they set termly targets for school
improvement which are shared with all.
4.7
The
pastoral care group gives excellent leadership to pastoral care; issues
relating to pupils are raised and shared with all relevant staff. Boarding and provision for special needs are
also well led. Heads of department and
pre-prep co-ordinators work well together and give effective leadership to
their subjects. Staff pull together to
find solutions to problems.
4.8
The school
development plan identifies a good number of targets and actions, together with
the means of carrying them forward.
However, these are not set within a small number of over-arching
educational objectives from which other aims can be derived. The school therefore lacks a clear vision of
its most important priorities for the further development of teaching and
learning. Equally, although a good deal
of performance management and monitoring takes place, the school does not use
the information from these fully to identify strengths and areas on which it
might build more consistently. On the
other hand, the school has identified the need to improve provision for pupils
with special educational needs and this is now outstanding. It has focussed less sharply on reviewing the
variety of teaching methods so that, whilst the best teaching is lively and
stimulating, some has too narrow a focus.
4.9
The work
of the school is underpinned by a very full range of policies and procedures
which are carried through in practice.
This complex and busy school runs very effectively. Pupils benefit much from the very dedicated
and hard-working staff. Levels of
staffing are good and staffing for pupils under five meets current
guidelines. Staff appreciate the
school’s commitment to their induction, professional development and support;
it is a very good place in which to work.
4.10
Financial
resources are well managed and school administration very efficient, due to the
commitment of a wide range of non-teaching and support staff.
4.11 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
5.1
Eagle
House provides a supportive and stimulating environment in which pupils develop
into thoughtful and responsible young people.
Education in class is extended by an excellent range of extra-curricular
and other experiences, organised by very hard-working and dedicated staff. Provision for pupils with special educational
needs is excellent. Good quality teaching
enables pupils to achieve good standards and to gain both scholarships and
places at schools of their choice.
However, whilst the best teaching involves pupils significantly, some
teaching is too structured to allow pupils to contribute fully to their own
learning. Strategic planning does not
reflect key priorities for the further development of the most effective
teaching and learning, though some important initiatives have already taken
place. Arrangements for pastoral care
are outstanding, as is the partnership between home and school. Excellent relationships, both between pupils
and between pupils and staff, underpin much of what the school does and all
members of staff give close attention to pupils’ individual needs. Pupils develop a strong moral code and sense
of responsibility to those around them.
The school cares very well for pupils who board.
5.2
Since the
last inspection, the school has improved its use of ICT, the range of pupils’
cultural experiences, assessment and its links with the wider community. It has maintained the high quality of its pastoral
care and the considerable degree of attention it gives to pupils’ individual
needs.
5.3 The school meets all the regulatory requirements.
5.4
The school
has no major weaknesses. In order to
further improve the good quality of education the school already provides, it
should:
1.
Reflect
fully on how pupils can play a fuller part in their classroom learning.
2.
Involve
governors and staff in identifying key educational priorities to lead strategic
planning.
3.
Create a
process for monitoring the effectiveness of these developments.
5.5 No action in respect of regulatory requirements is required.
6. summary of inspection evidence
6.1 The inspection was carried out from February 6th – 9th, 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. Inspectors visited the boarding accommodation. 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.
6.2 National Minimum Boarding Standards were inspected by a team of two Commission for Social Care Inspection (CSCI) inspectors over two days.
|
Ian Newton |
Reporting Inspector, Former Head, HMC School |
|
Adrian Gobat |
Head, IAPS School |
|
Jenny Clayphan |
Former Head, GSA Junior School |
|
Dr. Trevor Lee |
Head, IAPS School |
|
Rodney Smith |
Deputy Head and Director of Studies, IAPS School |