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INSPECTION REPORT ON |
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Ferndale Preparatory School |
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Full Name of the School |
Ferndale Preparatory
School |
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DfES Number |
931/6084 |
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Address |
5–7
Bromsgrove, Faringdon, Oxfordshire SN7 7JF |
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Telephone Number |
01367
240618 |
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Fax Number |
01367
241429 |
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Email Address |
info@ferndaleschool.co.uk |
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Name of Headmaster |
Mr
Andrew Mersh |
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Proprietor |
Cognita
Schools |
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Age Range |
3
to 11 years |
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Gender |
Mixed |
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Inspection Dates |
15th
– 18th May 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 Ferndale School is a co-educational, preparatory day school for pupils aged 3 to 11 years. It was founded in a large house in Faringdon, Oxfordshire by Mrs Nancy Reeves in 1952. Ferndale was owned by Asquith Court Schools Limited from 1992, and in November 2004 became a Cognita school. The school prides itself on being a friendly and purposeful community where children with a wide range of talents and abilities flourish both academically and socially.
1.2 The school lists its aims as being:
· to ensure that any child feels welcome, and from the outset develops a positive attitude to school life, learning to meet its demands with commitment and cheerful vigour, in an environment that is fair, firm and friendly;
· to educate the whole child, fostering not just academic skills but intellectual curiosity, not offering a narrow curriculum but providing for creative, cultural and sporting interests;
· to seek high standards to which children are keen to aspire;
· a belief that children need to feel good about their community, appreciating the virtues of co-operation and loyalty, whilst remaining individuals and growing in confidence and independence;
· endeavouring to teach by example and by guidance, habits of courtesy, responsibility, and respect for others, their welfare, their feelings and their possessions;
· to seek to understand parental hopes and dreams, and to address their concerns, working with them to secure the happy development of their children, socially and academically;
· wanting the children we care for to feel good about themselves, which will, we believe, empower them to do good at the same time as doing well. We want them to be decent and moral, with a love of life and a regard for their world.
1.3 Since the last inspection in June 2000, the school has been under new ownership from November 2004. A new headmaster was appointed in September 2005.
1.4 The pupil roll consists of 116 pupils: 63 boys and 53 girls. They come from professional families, in the main. Their ability profile and attainment on entry is above average, based on standardised test scores. If pupils are performing in line with their abilities, their results will be above the average for all maintained primary schools. No pupils have a statement of special educational needs, but ten pupils have been identified by the school as requiring learning support. No pupils have English as an additional language.
1.5 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1 The school provides a sound range of educational opportunities that are suited to the interests, aptitudes and needs of nearly all pupils, and are consistent with nearly all of its aims. Staff work hard and are successful in fostering a welcoming environment for pupils that is fair, firm and friendly in its tone. Since the 2000 inspection, satisfactory progress has been made in developing the pupils’ educational experience. However, the educational experience for the most able pupils varies in quality, insufficient use is made of information and communication technology (ICT) in other subjects and library under-use remains.
2.2 The experiences provided contribute soundly to the pupils’ all-round education, and make a particularly positive contribution to their acquisition of skills in speaking and listening, literacy and numeracy. The education provided for nursery and reception pupils in all areas of learning, and for English and mathematics across the school, contribute well to pupils’ social, linguistic and mathematical development. Pupils of all ages have well-grounded literacy and numeracy skills due to the attention given to this part of their education. This aspect of the pupils’ education has been maintained well since the 2000 inspection, with English and mathematics receiving generous amounts of time. However, insufficient time is allocated to ICT, the subject is under-used in other subjects and much of the equipment and software is outdated. As a result, the pupils’ technological development is limited. The school is aware of this situation, with plans already laid to bring about improvements in both facilities and hardware. Library facilities are adequate, but under-used as a support for research work. Despite the school’s best efforts to overcome the limitations of its site, the lack of space for physical education continues to create some difficulties for the organisation of activities, as reported in the previous inspection. The school has added a new element to the curriculum, with current affairs being taught to the oldest pupils, and this makes a positive contribution to the pupils’ all-round educational experience.
2.3 The extra-curricular activities programme adds further suitable experiences for the pupils. These activities are popular, as seen by the number of pupils that are attending gardening club. Residential visits for Year 5 and 6 pupils, add a positive dimension to their education. Regular links with the community provide further useful social and educational experiences, for example, through the visits of other school teams and through listening to outside speakers on topics such as the rain forest.
2.4 In full harmony with the school’s aims, pupils are well prepared for the next stage of their education. This preparation results in pupils usually entering the school of their parents’ choice. Several pupils obtain scholarships each year. The positive ethos of the school and its caring values provide numerous opportunities for pupils to develop personally and socially, as well as academically. Preparation for adult life is enhanced well by the good interaction of all members of the Ferndale community.
2.5 Curricular planning is generally effective and detailed. It provides for the equality of access and opportunity for nearly all pupils. Schemes of work are thorough and provide support to the teaching in all areas of the curriculum. In the nursery and reception classes, all aspects of planning are very detailed. Across the school, long-, medium- and short-term plans and schemes of work for all subjects provide for the continuity and progression of work through the age groups. However, the planning of activities to meet the needs of the most able pupils is inconsistent. The organisation and planning of activities to meet the needs of gifted and talented pupils is unsatisfactory. It lacks a formal structure to aid their identification and in setting out how their needs will be met.
2.6 The provision for pupils with special educational needs is effective. The learning support that they receive meets their needs appropriately. The use of in-class support, and individual or group tuition on a withdrawal basis, is combined well. The positive relationships between staff and pupils help pupils to make progress. Lesson planning shows an awareness by staff of the requirement to provide specific activities that match the needs of this group of pupils, but the quality of planning and its use in lessons is inconsistent. There are no pupils who need support in learning English as an additional language.
2.7 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.8 Overall, pupils achieve appropriate levels of knowledge, skills, and critical and creative understanding in both subjects and activities, and learn to apply them effectively. The school is meeting its aims. Satisfactory progress has been made in maintaining this quality of learning and achievement since the last inspection.
2.9 In lessons, pupils achieve levels of knowledge, skills and understanding that are appropriate to their ages and abilities. Pupils are well grounded in all areas of learning at the Foundation Stage. By the end of this stage, pupils have attained the nationally recommended levels for children of that age. They progress well with their learning and are fully prepared for work in Years 1 and 2. From this good start, pupils achieve appropriately so that, by age 11, many leave school with reading, writing and mathematics skills that are well developed. Many of them show an appropriate knowledge of the world and some have made good achievements in subjects such as art and music. This overall level of achievement has been sustained soundly since the 2000 inspection in a wide range of subjects across the school. Literacy and numeracy skills are good at all ages and reflect the attention given to this aspect of work. ICT skills are more widely used than previously reported, but still require a greater use in other subjects. Pupils’ research skills are adequate, but not re-enforced consistently, for example through the use of the library.
2.10 Pupils’ work in books shows that they are achieving appropriately, in relation to their age and abilities. There are no significant differences in relative attainment between different groups of pupils, subjects or curriculum areas. For example, pupils who require extra help are catered for suitably, and achieve steadily in comparison with their previous attainment. However, inconsistencies in curricular planning and in the quality of some aspects of teaching result in more limited achievement being made by the most able pupils. Outside of the classroom, some pupils perform well in music and drama activities.
2.11 The results of entrance tests to senior school are good, with some pupils achieving scholarships. For example, almost all Year 6 pupils achieved their first choice of senior school in 2005 and five of them gained scholarships. The use of test scores to track pupils’ progress through the school shows a positive overall picture, but results provide little reliable information against which performance may be benchmarked.
2.12 Pupils’ skills and attitudes for work are well-developed, in the main. They are articulate and listen well. For example, Year 4 pupils expressed considered views about the school after listening carefully to the questions being asked. Pupils of all ages read and write fluently. By Year 6, writing skills are well-developed. The application of mathematical skills and concepts is carried out effectively in many pieces of work, but the opportunities for investigative work are limited. While pupils make satisfactory use of ICT skills in lessons, this was not often evident in other subjects, due to the lack of consistent opportunities for this to happen.
2.13 Pupils reason and argue cogently and can think for themselves, when given the opportunity. Little evidence was seen of pupils taking notes, or of studying and organising their work independently. Year 6 pupils speak of research undertaken at home in geography and history, but this happens very infrequently in lessons. Pupils throughout the school work effectively on their own and co-operatively with others. For example, Year 4 pupils worked well together in a history lesson based on the findings of an archaeological dig. In all but a few lessons, pupils settled well, their concentration was frequently good and they enjoyed their work.
Spiritual, Moral, Social and Cultural Development of Pupils
2.14 The spiritual, moral, social and cultural development of pupils is achieved well and meets the school’s aims of wanting them to be decent and moral. The school has maintained this positive feature of its work since the last inspection.
2.15 Pupils’ spiritual development is fostered appropriately by the Christian-based educational experience that they receive. Pupils have an adequate understanding and some well-developed knowledge about Christianity. For example, they talk confidently about major events in the life of Jesus. However, their breadth of knowledge related to other world faiths and associated belief is more limited. Pupils gain from the topics and themes included in assemblies such as being a positive link in the human chain. Pupils extend their self-knowledge, self-esteem and self-confidence considerably, as a result of the encouragement and support they receive from staff. The receipt of praise, stickers and special Ferndale pencils is a source of pride for pupils and encourages them to make consistent efforts.
2.16 Pupils’ have a well-developed moral awareness. From nursery, pupils develop a very clear idea of what is the right or wrong thing to do in life. As they grow, this understanding develops well so that the impact of their actions on others becomes more clearly known to them. For example, Year 6 pupils know that peer pressure can result in both positive and negative effects on others. Through personal, social and health education (PSHE) lessons, pupils gain a developing insight into the importance of school rules, and how these are translated into laws in the outside world. They talk about the school’s rewards and sanctions as being fair. They know that bullying will not be tolerated.
2.17 Pupils’ develop a strong social awareness. They take responsibility for their behaviour and show initiative. For example, Year 1 pupils decided on their own code of conduct and called it ‘Golden Footsteps’. Older pupils take care of younger ones by helping to serve food at lunchtime. Pupils enjoy working together and co-operate well when given the opportunity in lessons such as science and games. Their positive development includes a growing knowledge and understanding of institutions in the wider world, like the emergency services of police and fire-brigade.
2.18 Pupils have a sound appreciation of their own culture. Many of them know about events that take place in their own community of school and Faringdon, and how these events celebrate cultural activities that may have taken place over a long time. More inconsistent opportunities are provided to foster the pupils’ appreciation of other cultures. As a result, this aspect of pupils’ cultural development is more limited. However, pupils develop an appropriate understanding when learning about Chinese New Year and looking into the issue of Fair Trade. Those who take part in the annual residential visit to France are gaining in their understanding of aspects of French culture.
2.19 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.20 The quality of teaching is mainly good. It enables pupils to achieve well in gaining literacy and numeracy skills, and in being well-prepared for entry into senior schools at the end of Year 6. Teaching in the Foundation Stage classes is consistently good and boosts the pupils’ progress well. It is more inconsistent in quality across the other age groups and has a more varied effect on pupils’ learning, particularly for the most able pupils. Overall, this represents a similar profile to that reported at the last inspection and represents satisfactory progress since that time.
2.21 Nearly all of the teaching fosters in pupils the application of intellectual, physical or creative effort, interest in their work and the ability to think and learn for themselves. The best lessons include the effective use of questioning that stimulates and challenges pupils’ thinking. This was clearly apparent in a Year 6 science lesson, where the consistent use of challenging questions helped pupils to consolidate and improve their capability of conducting a fair test really well. However, not all teaching is enabling the most able pupils to make as much progress as they might. Teachers’ expectations for pupils’ learning are not always high enough. This is most obviously the case when all pupils complete the same worksheet or exercises, regardless of their ability.
2.22 Teaching is frequently well planned, containing suitable activities and wise management of class time, particularly in Foundation Stage lessons. In other age groups, the range of teaching methods used is often limited. Most lessons contain an over-reliance on whole-class teaching as the means by which the differing needs of pupils are met. Sometimes, too much use is made of worksheets.
2.23 Most teaching shows a clear understanding of the aptitudes, needs and prior attainments of the pupils. Staff know the pupils well. However, this understanding is not always evident in lesson planning, or in any evaluation of learning that has taken place. The small amount of unsatisfactory teaching was largely due to difficulties in managing behaviour that resulted from tasks being provided that did not interest the pupils or match their learning needs.
2.24 Teaching often demonstrates a good knowledge and understanding of the subject matter being taught. At best, teachers’ enthusiasm has a positive effect on the quality of pupils’ work, as seen in a Year 5 poetry lesson in which pupils were galvanised into producing well-written poems. The greatest variation in subject knowledge and experience is in ICT, which is being partially addressed by appropriate training.
2.25 All teaching is supported by an adequate quality, quantity and range of resources. Nearly all of the lessons make effective use of resources. This helps to engage the interest of the pupils. However, the adequate library resources are under-used and do not support pupils’ research work on a regular basis. With only rare exceptions, teaching encourages pupils to behave responsibly. The best lessons moved along at a brisk pace because pupils were well-behaved and focused on their work.
2.26 Teaching often includes the regular and thorough assessment of pupils’ work so that pupils can progress. Pupils’ work is marked regularly and frequently annotated by congratulatory and supportive comments. However, most marking does not show pupils how to improve their work. A considerable amount of information is available from the assessment of pupils’ work in tests and examinations. Some effective use is made of this information in lesson planning, for example for the youngest pupils, but it is used inconsistently in other age groups and subjects.
2.27 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 school provides effective pastoral care, and for the welfare, health and safety of its pupils. This aspect of its work has been maintained well since the last inspection. The caring and supportive ethos of the school is its most striking feature and ensures that the school’s pastoral aims are met fully. Pupils feel welcome and well-cared for.
3.2 The staff provide effective support and guidance for pupils. The actions of staff are supported well by the pastoral arrangements. Policies set out the formal procedures and offer appropriate guidance. Parents’ and pupils’ responses to inspection questionnaires about the quality of pastoral care were very positive. Staff know their pupils well. Pupils speak about being able to approach any member of staff should they have a problem, in the knowledge that they will be provided with whatever help is needed. Pupils who feel unwell are well cared for.
3.3 It is the positive relationships between staff and pupils, and between pupils and their peers that provide the very solid foundation of this striking aspect of the school’s work. In lessons, pupils respect staff and their peers well. Around the school, pupils of all ages carry out duties conscientiously, and with due concern for others.
3.4 Measures to promote good discipline and to guard against harassment and bullying are effective. Comprehensive anti-bullying and behaviour policies support the work of staff well. Procedures for promoting good behaviour are very clear. Staff implement the guidance consistently and deal with any unacceptable behaviour, when it infrequently occurs. Pupils know and understand what is expected of them. Good behaviour and courtesy are evident across the school. The pupils respond positively to the rewards system and several spoke proudly of receiving stickers and of taking their good work to the headmaster.
3.5 Measures to safeguard and promote pupils health and well-being are effective. Child protection procedures are very thorough. Measures to reduce the risk from fire and other hazards are appropriate, with sufficient records kept of risk assessment, fire drills and health and safety meetings. The school has due regard for the health and safety regulations. Many staff are qualified in first-aid. Medical arrangements are sound and facilities for sick pupils are adequate. Meals are of a high standard; pupils have a choice of healthy options and catering staff are fully aware of any special dietary requirements.
3.6 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
3.7 The quality of links with parents and the community is developed well. The school has an effective partnership with parents and worthwhile links with the community. It is meeting its aim of working with parents to secure the happy development of their children. Satisfactory progress has been made since the last inspection in maintaining community links and in improving opportunities for parents to be involved in their child’s learning.
3.8 Parents are very pleased with the education and support provided for their children. All areas of provision received a positive response in the pre-inspection questionnaire which was completed by fifty-three parents, but the range of extra-curricular activities was considered to be more limited than that offered in previous years. Parents chose the school for its small, personal and friendly atmosphere and feel that these criteria are being met. Inspectors concur with these parental views.
3.9 Parents have many opportunities to be involved in school activities and in the work and progress of their children. Homework diaries are used regularly to update parents about their children’s learning. Parents support events such as plays, sports fixtures and concerts and offer help on educational visits and for extra-curricular activities. The parent association ‘Friends of Ferndale’ organises social events and raises funds for the school.
3.10 Parents are provided with a considerable amount of information about the school. Prospective parents receive a personal tour by the headmaster and much written information. The school’s website is a growing link that provides a useful insight for both prospective and present parents. Regular newsletters, notice boards and large balloons of information in the nursery class provide day-to-day information about pupils and events. Parents have plenty of opportunities to speak to staff about their child, either informally or by making a formal appointment.
3.11 Reports provide adequate information about pupil’s progress across the curriculum. Written reports are sent home twice in the year and an annual parents’ consultation evening provides information about their child’s performance and progress. However, reports about pupils’ work and progress in religious education are not included regularly enough. The content of reports is usually detailed. However, the lack of a consistent format, and the identification of what the pupils need to do next to improve their work, diminishes the overall quality of the documents.
3.12 The school handles the concerns of parents with due care, usually in an informal way. No formal complaints from parents have been recorded in the last two years. The policy for handling any complaints is readily available and complies fully with regulatory requirements.
3.13 Many links are promoted with the local and wider community. The school invites a number of speakers to its assemblies. Visits are made by local people and have included a dentist and a community police officer. Regular use is made of the nearby swimming pool. The local football ground and cricket club pitch are also used to help overcome the physical limitations of the school site. Faringdon interest groups use the hall for such activities as ballet and music. Residential visits at home and overseas build effective links to the wider community. Charities at home and abroad are supported from time-to-time.
3.14 The school meets the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 and 7].
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The quality of governance is satisfactory. Although the school has no governing body, Cognita, the school’s owner, oversees its work and carries out many governance functions. It helps to secure appropriate aims and values, in line with the school’s stated aims, and provides for the oversight and guidance of its work. It is not possible to judge the progress made since the last inspection as governance was not mentioned in any depth in that report.
4.2 The structure and management arrangements related to Cognita and the school are increasingly well-defined, and support the oversight of the school’s work. Cognita are well aware of their responsibilities. These are clearly set out and aid the work of the headmaster in understanding his own role and responsibilities. The company is appropriately involved in educational development and financial planning, and in formulating strategies to ensure effective educational provision, and sufficient investment in resources.
4.3 Relationships between Cognita and the school are focused very largely through the recently-appointed headmaster by the company’s education officers and technical support staff. The positive nature of these relationships enables the company to carry out their oversight of the school’s work and to provide the headmaster and his staff with appropriate levels of support, advice and challenge.
The Quality of Leadership and Management
4.4 The quality of leadership and management is satisfactory and has been maintained soundly since the last inspection. Leadership and management is successful in meeting nearly all of the school’s aims.
4.5 The headmaster is providing appropriate direction for the school’s work and some effective leadership. Staff with management responsibilities provide some beneficial management support, particularly in relation to pastoral and routine matters. Their leadership of other aspects is limited because formal systems for the rigorous monitoring and evaluation of teaching and learning are not in place, to supplement the high levels of informal day-to-day contact.
4.6 The agenda for the school’s future work is not clear. However, the headmaster and staff with management responsibilities are beginning to analyse the school's needs and to set priorities, in order to formulate a strategic plan for future development and a ‘standards plan’ to guide teaching and learning. Until these plans have been finalised, management is not in the position of being able to lead improvements and this limits the effectiveness of middle managers. However, the process has been started.
4.7 Management at all levels has been effective in drawing up and implementing procedures, but less involved in checking and reviewing their effectiveness. The high levels of day-to-day contact between staff are useful in raising discussion about the effectiveness of the school’s procedures, but this approach is not supported by the use of a sufficiently rigorous formal checking and review system.
4.8 Management is able to secure sufficient high quality staff. Personal support for them is effective. The self-motivation of staff is good. However, professional support and development are not well focused through either the in-service programme or the appraisal system. However, plans are laid to improve this situation, and to link staff support to the whole-school priorities that will be included in the written plans for school improvement that are currently being drafted. The school does not participate in the national scheme for the induction of newly qualified teachers.
4.9 Adequate finances and resources are managed well, with satisfactory links to educational aims and to meeting pupils' needs. Both are monitored effectively, in line with budget requirements. A considerable amount of refurbishment is required to buildings and grounds and the planned developments for the summer holidays are a welcome step to rectifying this situation. The administration of the school is efficient.
4.10 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
5.1 The school meets its aims, in nearly all respects. It is providing a sound education for its pupils which strikes an appropriate balance across most subjects and a good balance in all areas of learning. The pupils like their school and appreciate the care that they receive from staff, who work hard to support them. Parents choose the school for its small, personal and friendly atmosphere and are very pleased with the education and support provided for their children. Overall, by Year 6, the pupils achieve appropriate levels of knowledge, skills, and critical and creative understanding, and learn to apply them effectively. They leave the school with well-developed literacy and numeracy skills. Preparation for the next stage of education is thorough, so that the vast majority of pupils gain entry to schools of their parent’s choice.
5.2 However, the school has not achieved consistency in all aspects of teaching. Inconsistencies exist in the use of marking and assessment information to guide pupils’ future learning, in the use of a range of teaching methods to provide for pupils’ differing needs, particularly the most able, and in the frequency and effective use of worksheets to support learning. The library is under-used. As the school is aware and taking action to improve, the focus for the future direction of its work lacks clarity, and ICT is not used fully in other subjects. The formal monitoring of the quality of teaching and learning is at an early stage of development.
5.3 Satisfactory progress has been made since the 2000 inspection. Many of the strengths found at that time have been maintained. For example, the quality of pastoral care, and the welfare, health and safety of pupils has been sustained effectively. The caring and supportive ethos of the school is its most striking feature and ensures that the school’s pastoral aims are met well. A matter that still needs to be addressed fully is the consistent use of ICT in other subjects.
5.4 The school meets all the regulatory requirements.
5.5 In order to continue the maintenance and development of areas of strength, and to ensure that the quality and consistency of some aspects of its work are improved, the school should:
1. Improve the focus for the future direction of its work by:
· completing, and then implementing, the strategic plan for future development that is currently being drafted;
· completing, and then implementing, a whole-school plan that will guide teaching and learning.
2. Develop a formal system for the monitoring and evaluation of the quality of teaching and learning by:
· implementing a schedule for the monitoring of teaching and learning, to include formal lesson observations;
· providing feedback and evaluations from the above action, to aid the professional development and appraisal of staff;
· analysing the information gained, to ensure that outcomes meet the school’s aims in full.
3. Make sure that standards of teaching consistently match the best by:
· using ICT regularly in other subjects, across the school;
· using a range of teaching methods to provide for pupils’ differing needs, particularly in relation to the most able pupils;
· using the marking of pupils’ work, to guide their future learning;
· using worksheets effectively to support pupils’ learning, avoiding overuse;
· using the library regularly, as a learning resource for pupils.
5.6 No action in respect of regulatory requirements is required.
6. summary of inspection evidence
6.1 The inspection was carried out from 15th to 18th May 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 Cognita education officers, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. Inspectors the medical facilities. 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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Graham Haynes |
Reporting inspector |
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Sue Bennett |
Headmistress of an IAPS pre-preparatory school |
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Oliver Lister |
Headmaster of an ISA school |
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Francesca Southern |
Director of studies of an IAPS school |