INDEPENDENT SCHOOLS INSPECTORATE

INSPECTION REPORT ON

Harrow School

 

Full Name of the School

Harrow School (The Free Grammar School of John Lyon)

DfES Number

310/6000

Registered Charity Number

310/033

Address

5 High Street, Harrow on the Hill, Middlesex HA1 3HP.

Telephone Number

020 8872 8000

Fax Number

020 8423 3112

Email Address

harrow@harrowschool.org.uk

Headmaster

Mr Barnaby Lenon

Chairman of Governors

Mr Peter Siddons

Age Range

13-18

Gender

Boys

Inspection Dates

16th - 19th October 2006

This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI).  The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership.  It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.

The inspection was not carried out in conjunction with the Commission for Social Care Inspection (CSCI) and the report does not contain specific judgements on the National Minimum Boarding Standards.  It comments on the progress made by the school in meeting the recommendations set out in the most recent statutory boarding inspection and evaluates the quality of the boarding experience and its contribution to pupils’ education and development in general.  The full CSCI report can be found at www.csci.org.uk.

The inspection does not examine the financial viability of the school or investigate its accounting procedures.  The inspectors check the school’s health and safety procedures and comment on any significant hazards they encounter: they do not carry out an exhaustive health and safety examination.  Their inspection of the premises is from an educational perspective and does not include in-depth examination of the structural condition of the school, its services or other physical features.

1.              INTRODUCTION

Characteristics of the School

1.1            Harrow is a boys’ school, founded in 1572 under a royal charter granted by Elizabeth I to a local landowner, John Lyon.  The school is fully boarding and attracts pupils from many parts of the world.  Old Harrovians include Winston Churchill and six other British prime ministers, as well as several famous poets, writers and scientists.  Since the last inspection, no major changes have been made to the nature and size of the school.

1.2            The school is situated in Harrow on the Hill in North-West London in distinctive accommodation.  From some of the windows, it is possible to gain panoramic views of London.  The school covers a wide area, with boarding houses, extensive playing fields, sports grounds, woodland and a farm.  The main site is enhanced by many attractive trees and shrubs and also provides a sense of historical tradition: for example, through the war memorials commemorating previous pupils, through the preservation of a seventeenth century classroom and through the retention of some school terminology from earlier times (occasionally quoted inside brackets in this report to convey local colour).  Every boy who has ever attended Harrow has his name carved somewhere in the school.

1.3            Boys are admitted at age 13, 14 or 16.  At each age, boys’ suitability is judged from reports, tests and interviews.  For entry at 13, the applicant also takes the scholarship or Common Entrance examination, and for entry at 16 five GCSE passes are usually required at Grade A.  Each year, 10 or so students join the sixth form from outside the school, the majority from the Far East.  The school is over-subscribed, with as many as five applications for each place.  Most pupils are from families with professional or business backgrounds and help with fees is provided for more than one in five.

1.4            The total number of pupils is 805, all of whom are boarders.  Of these 161 are in Year 9 (lower school), 305 in Years 10 and 11 (middle school) and 339 in the sixth form (upper school).  For about an eighth of the pupils English is not their principal language and 21 of these receive English language support from the school.  No pupil has a statement of special educational needs, but the school has identified 33 pupils in need of learning support for difficulties which are mild by national standards: they include dyslexia, dyspraxia and problems of presentation and organisation.

1.5            As indicated by standardised tests in Year 9, the average ability of the pupils is well above that for pupils nationally, but the ability range is from far above average to a very few pupils who are slightly below average.  If pupils were to achieve in line with their ability, they would gain examination results well above the average for all maintained schools nationally and rather below those for maintained selective schools.  On leaving the school from Year 13, almost all the students proceed to well-known universities, mostly in the United Kingdom, although each year a number go on to study overseas.  Most of these have joined universities in the USA (a total of 23 students in the past three years) and a few have gone to universities in Australia, Canada, France or the Far East.

1.6            The school’s purpose and aims are given by the governors as follows.

‘Conscious of its history, culture and the charitable intentions of its founder, Harrow responds to the demands of change by preparing boys for a life of leadership, service and personal fulfilment.  Academic achievement is foremost amongst Harrow’s goals which also promote independence of thought, respect for others, creativity and responsibility within a broad range of activities.  Above all, Harrow inspires boys to develop their talents and reach for excellence in everything they do.  We also aim to develop in our pupils an appreciation of the interdependence of different parts of the world.’

1.7            These aims are:

·         ‘to offer high quality teaching which leads boys to develop an interest in academic work and very good exam results;

·         to ensure an involvement by all pupils in a wide range of extra-curricular activities, delivered to a higher level than that achieved at most other schools and leading to personal fulfilment and the development of lifelong interests;

·         to promote life skills including the ability to write and speak well, to foster the human qualities necessary for people to flourish within a community, and to encourage boys to develop qualities of leadership;

·         to develop an appreciation of the spiritual dimension to life;

·         to have a strong relationship with the local community.’

1.8            National Curriculum nomenclature is used throughout the report to refer to year groups in the school.  The year group nomenclature used by the school and its National Curriculum (NC) equivalence are shown in the following table.

 

 

School

NC name

Shells (Lower School)

Year 9

Removes (Middle School)

Year 10

Fifth Form, Lower Fifth, V2s (Middle School)

Year 11

Lower Sixth (Upper School)

Year 12

Upper Sixth (Upper School)

Year 13

2.              THE QUALITY OF EDUCATION

The Educational Experience Provided

2.1            The education is of high quality and meets the school’s aims by promoting independence of thought and the ability to write and speak well, by providing a wide range of extra-curricular activities and by fostering respect and consideration for others.  It has improved since the last inspection.

2.2            Through its wide-ranging curriculum, the education contributes to the pupils’ linguistic, mathematical, scientific and technological development.  The human and social, physical, aesthetic and creative dimensions are also represented.  Latin and three separate sciences are studied in Year 9 and pupils learn a modern language, mathematics and at least one science subject to the end of Year 11.  Setting arrangements are widespread and allow learning to proceed according to ability, aptitude and need.  The sixth-form programme affords a wide and varied selection of some 30 subjects, and Oxbridge classes are provided.  The pupils’ education is extended by many sporting and subject-based visits at home and abroad.

2.3            The provision of extra-curricular activities is excellent.  There is a veritable Aladdin’s cave of opportunity, with activities to suit all tastes and aptitudes.  The boys’ involvement is outstanding with very high standards being achieved.  The school is well aware of its strength in extra-curricular provision, which contributes to its aim of preparing boys for leadership, service and personal fulfilment.

2.4            The programme is well organised by enthusiastic staff, ensuring that it is an integral part of the day and a clear manifestation of the ethos of the school.  As one boy commented “Harrow wouldn’t be Harrow without all the extras.”

2.5            Almost without exception, academic staff are involved in the activities provision, promoting good pupil/staff relations, with specialist coaching brought in as required.  The range includes subject-based, intellectual, aesthetic, creative, technical, religious, social, recreational and sporting activities: almost everything one might care to name, from classics to chemistry, from photography to philosophy, from finance to falconry, from climbing to cookery.

2.6            The huge range of sports opportunities covers competitive and recreational team games as well as more individual sporting and leisure interests.  Musical activities cover ensembles from the Western classical tradition to rock groups.  Fine drama provision and debating add to the diversity.  A strong community service programme offers scope for boys to develop their sense of caring and commitment to others, whilst conservation sees them caring for their environment.  The Harrow Rifle Corps and flourishing Duke of Edinburgh’s Award programme offer excellent personal development opportunities that encompass both leadership and team building activities.  A specially designed taster programme runs in Year 9, ensuring all boys try four different activities from a choice of over 20.  They are encouraged to be ‘adventurous in their choice’.  A similar service and skills programme operates in Year 10, but as a rotation.  In this way, each boy gains experience in all the activities offered, including life skills such as first aid and cookery.

2.7            Opportunities are also available for students to initiate, organise and run activities.  The boys are immensely positive and enthusiastic in describing what the school is able to offer them, using adjectives such as “fantastic”.

2.8            The quality of higher education and guidance is excellent and the school’s handbook for university entrance is outstandingly helpful in the advice and instruction it provides.  In addition, preparation for Oxford, Cambridge and North American colleges is particularly thorough.

2.9            The health education programme in Years 9 to 11 is well developed and includes a range of age-related issues such as drugs and personal safety.  Pupils benefit particularly from small discussion groups meeting in the boarding houses.  These are led by visiting health professionals.  The ‘way of life’ programme runs during the first half of the year in the sixth form, and is highly valued by the students.  It covers both health-related and philosophical topics.

2.10         Careers education and guidance is helpfully provided.  Aptitude tests are taken by all Year 11 pupils, and guidance on GCSE choices is given with reference to the results.  Careers talks in Year 12 together with the annual careers convention give the pupils an insight into a range of careers which they might pursue.  Work experience at the end of Year 11 is an integral part of the pupils’ careers education.  The opportunity to work abroad is taken by a few boys and more opportunities are planned for the coming year, based on Harrow’s overseas schools.  Below the sixth form, broader education in career opportunities is not formalised.  As a result, it is difficult for pupils to develop a strong awareness of the diversity of the careers that exist and the particular requirements and personal qualities important for them.

2.11         The highly effective and flexible curriculum offers a wide range of subject choice, and the possibility of taking some GCSE subjects early.  Religious studies is taken at the end of Year 10 and those who also take English or mathematics early move on to an AS course in Year 11.  Pupils who take GCSE French at the end of Year 10 either proceed to AS French or GCSE Italian.  Off-timetable lessons also extend the curriculum further and enable bright pupils to study more than the standard number of subjects.  Among the additional subjects are languages and astronomy.

2.12         The learning support provision makes a highly significant contribution to the personal and academic development of the pupils.  Those for whom English is an additional language receive individual or small group tuition.  Liaison with subject departments throughout the school ensures that effective teaching techniques assist these pupils to make good progress in their various subjects.  For example, help is given for specialist vocabulary in science.

2.13         The school meets the regulatory requirements for the curriculum [Standard 1].

Pupils’ Learning and Achievements

2.14         Levels of achievement are high and fulfil the school’s aim to place academic success foremost among the school’s goals.  Standards are higher than at the time of the last inspection.  The school is well aware of the strength of its examination results relative to the ability of the pupils.

2.15         Pupils have a secure and thorough knowledge of the subjects they study and they show curiosity and willingness to develop their understanding in all areas of their academic work.  They are critical and creative.  Thoughtful and sometimes sophisticated analyses are a feature of pupils’ work in English and other subjects, such as classics and religious studies.  Pupils demonstrate a high level of knowledge and understanding of challenging scientific concepts in all three sciences.  Their understanding often stretches beyond the confines of GCSE or A-level specifications.  In art and in design and technology, pupils explore and develop a wide variety of creative skills and produce projects of a high standard.

2.16         In all year groups and subjects, no significant differences are apparent in the relative achievement of different groups of pupils – the gifted and talented, those with English as an additional language and those needing learning support.  All groups make rapid progress.

2.17         Results in public examinations are notably high for the pupils’ ability, and standardised measures of pupils’ progress also show conspicuous long-term progress.

2.18         GCSE results from 2003 to 2005 are far above the national average for all schools.  Pupils take religious studies in Year 10, not Year 11, and significant numbers also take English, mathematics and French a year early.

2.19         At A level, the results are well above the national average for all schools and also well above the average for selective maintained schools.  In recent years, the trend in results has been upwards, beyond the national increase.  In 2006 the school’s A-level results were the highest ever, with over two-thirds gaining grade A and almost all gaining grades A or B.  Twenty-one students took Advanced Extension Award papers with merit or distinction.  In the past three years, sixth-form students have received a high number of offers for courses at Oxford or Cambridge, including 25 in 2005.

2.20         Pupils’ individual and team achievements are outstanding and strongly supported by the guidance and facilities provided by the school.  Many individual pupils have gained gold awards in mathematical challenges at senior and intermediate levels, The Duke of Edinburgh’s gold and silver awards, and Engineering Education Scheme platinum and gold awards.  Considerable numbers of pupils have gained the highest grade for instrumental music, with distinction or merit.  Among national awards to leavers the areas of science, finance and medicine have been represented.  A total of 19 have climbed Mt Kilimanjaro in the past two years and high numbers of army scholarships have been won (as many as 21 in 2000 to 2004).  Significant other successes have been gained in the UK Chemistry Olympiad and in film-making awards; and a pupil has represented England in junior chess.  Pupils have gained individual sporting successes at national or county level in athletics, cricket, fencing, hockey, judo, polo, rackets, tennis, sailing, soccer, skiing and swimming.

2.21         Recently, there have been highly successful team performances at cricket and swimming, including: the unbeaten 1st XI team’s achievement of the Daily Telegraph School Team of the Year award; the U15 team involvement in the final of the National Lord’s Taverners Competition at Trent Bridge; a team’s participation in a competition to swim the Channel.

2.22         Pupils are capable and competent in the application of essential skills to their work.  Attitudes to study are very positive: pupils are highly motivated and take pride in their achievements.  The school’s objectives are to inspire boys to develop their talents and reach for excellence in all they do.  Their positive attitude and their acquisition of skills help in this process.

2.23         Pupils are articulate and confident in discussion.  They are attentive, listen purposefully and demonstrate high levels of fluency in reading and writing.  They speak and write convincingly and substantiate their work with appropriate evidence.  The school emphasises the importance of accurate writing in all subject areas, reinforced by the Year 12 literacy test.

2.24         Mathematical skills are highly developed in most pupils and pupils of all abilities are able to apply mathematical concepts to a range of related topics.  For example, Year 12 students in a business studies class were quick to criticise a misleading graph and Year 11 chemistry pupils coped easily with mole calculations.  In mathematics, numerical skills are frequently practised and as a result pupils are becoming increasingly more competent.

2.25         The pupils’ use of information and communication technology (ICT) is well established, although there was little evidence of its use by pupils during the course of the lessons observed.  Chinese in Year 9 is taught in the ICT room, as the language teaching programme is computer-based.  In design and technology, pupils use control technology and graphics software.  A Year 12 geography class made good use of the internet, researching into a variety of national population policies and concluding with digital-based presentations.  This skill is learnt in Year 9 ICT lessons.  Pupils use the internal school email system extensively.  The intranet is well exploited for subject work and examination coursework assignments are frequently carried out on computer.

2.26         In class, pupils reason well and confidently put forward their point of view backed up by cogent reasons.  Evaluative judgements are evident in both oral and written work.  For example, a Year 11 group enjoyed a lively discussion evaluating evidence about the importance of Lenin.

2.27         Pupils’ files are well organised and their notes are clear and coherent; for example, using bullet points, mind maps and sub-headings.  Comments in files and observation in class, in libraries and during prep indicate pupils’ willingness and ability to organise their work independently.

2.28         Pupils work well together in class.  In a Year 12 history class, groups operated effectively together to reconstruct the opening paragraph of an essay on Aragon and Castile and Year 9 pupils worked together to prepare self-devised house plays to be performed in front of their parents.

2.29         Pupils settle down quickly to work at the beginning of lessons and evening prep periods.  Scrutiny of work at all levels shows that pupils work hard on assignments and by doing so achieve high standards.

Spiritual, Moral, Social and Cultural Development of Pupils

2.30         The school is highly successful in its aim to foster the human qualities necessary for boys to flourish within a community and to encourage them to develop qualities of leadership.  It places personal development at the top of its educational agenda.  Levels of behaviour and respect between pupils and between staff and pupils are exemplary, as a consequence of the significant strides forward in personal development since the last inspection, when it was judged to be ‘very good’.

2.31         Self-knowledge, self-esteem and self-confidence are commonly found characteristics among pupils of all ages.  Throughout the boarding houses, pupils are typically tolerant and supportive of others.  The empathy which boarders demonstrate within the boarding context pervades all aspects of the life of the school.  Sixth formers are mature and openly reflective in expressing their views and this is a testament to an environment in which, regardless of their faith, they have been able to explore aspects of their spirituality.  The spiritual leadership offered by the chaplaincy is open and accessible, providing regular opportunities for collective worship and personal discussion.  Instead of chapel, ‘thought for the day’ is held for pupils of a faith other than Christianity.  This introduces interesting topics of a moral or spiritual nature, at which pupils are attentive and respectful, as in chapel and at Monday assembly.  Even at breakfast, the start to the day can include a quiet sense of contemplation, enhanced one morning, as inspectors witnessed, by the beauty of the rising sun.

2.32         The code of conduct for pupils is clearly understood and respected by pupils.  As a result, behaviour is civilised and thoughtful towards the needs of others.  The monitors, who are specially trained, and other sixth formers take pride in their responsibilities, especially in setting an example to younger pupils.  Moral issues in the wider world are discussed through the house-based health education programme for Years 9, 10 and 11, while the sixth-form lectures and discussions expose Year 12 students to challenging modern-day issues.  Pupils also take opportunities to explore relevant moral and ethical issues in lessons.  For example, sixth formers engaged in a thoughtful discussion of the morality of high salaries for top business executives.

2.33         Socially, pupils benefit from a wide range of opportunities to contribute to their school and house communities.  Even the youngest boarders have house responsibilities, and throughout the school responsible behaviour is the accepted norm.  From Year 9, the pupils are fully involved in a variety of house activities and inter-house competitions in which they immerse themselves in working with their peers and older boys.  The Year 9 drama productions are an excellent example of co-operation between Year 9 pupils and sixth formers.  Pupils constantly take opportunities to display initiative and leadership qualities through the extensive activities programme.  The head of school’s dinner for younger pupils is typical of the way in which older students contribute to the school community.  Pupils constantly take the lead in charitable activities, thus giving practical expression to their appreciation of the needs of those less fortunate than themselves.  A recent talk was given to the school by two sixth formers who had raised a considerable sum of money for a hostel for the homeless.  This was inspirational to those present in the chapel.  A sound knowledge of public institutions and services derives from subjects such as history and the health education programme.  In the sixth form, students gain further knowledge from the ‘way of life’ course and general studies sessions, which include visitors connected with law and politics.

2.34         Pupils actively explore the cultural avenues available to them in religious studies lessons – for example, in studying Christian and Muslim views of marriage – and through the rich tapestry of art, music and drama at school and house level.  Sixth formers expressed the view that it would be impossible to go through the school without learning from fresh cultural experiences.  In academic lessons, teachers often introduce a cultural dimension as appropriate: for example, a Year 13 Spanish student eagerly discussed the finer points of South American literature with one of the inspectors.  In Year 9 geography, pupils compared and contrasted life in the UK and Burkina Faso.  In the boarding houses, pupils live in tolerance and harmony with others from many different parts of the word, and so benefit from new cultural horizons and gain greater understanding of faiths, traditions and the interdependence of different countries, in line with the school’s aim.

2.35         The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].

The Quality of Teaching (Including Assessment)

2.36         The teaching is highly effective.  A significant proportion of the lessons observed were outstanding, with none being less than satisfactory.  The school succeeds in its aim to offer high quality teaching which leads pupils to develop an interest in academic work and achieve very good examination results.  The teaching staff (‘beaks’) teach in a way that demonstrates their commitment to their subject and to their pupils, enabling them to enjoy their educational experience.  Since the last inspection, planning and organisation have improved, while steps have been taken to allow the most able pupils to be stretched academically.

2.37         Pupils of all abilities are catered for and encouraged to grow in knowledge and to make progress, often well ahead of their apparent potential.  Pupils needing learning support are enabled to communicate well on paper, learning to write good essays.  Teachers provide specific linguistic help to pupils for whom English is not their first language.  Indeed staff are at pains to offer additional time to pupils who need it for whatever reason.  Through more advanced teaching to higher sets (‘divisions’), through the flexible curriculum and through lessons outside the timetable, more able pupils can work at a pace and in a variety of activities that provide the challenge on which they can thrive.

2.38         In the excellent lessons and often in the large proportion of other highly effective lessons, teachers transmit their enthusiasm, and even their passion for their subject, to pupils with whom they have built a relationship that is friendly but firm.  Touches of humour enliven the learning.  Pupils show the ability to think for themselves wherever they are encouraged to ask and answer "Why?" questions.  In about a quarter of lessons, where questions are more closed and teachers adopt less adventurous approaches, pupils still work steadily and effectively but with less enjoyment.  Teaching is successful in promoting interest and self-motivation beyond lessons too, in extra-curricular activities.

2.39         There is much evidence of good planning and lesson time is well managed, with work proceeding at a brisk pace.  Pupils respond best in the large proportion of lessons employing a range of activities, such as question and answer, discussion, oral and written tasks, individual and paired working, explanation or demonstration by the teacher, practice time and presentations by pupils.  Good use is often made of video and audio clips, of presentations with ICT, and of games, an example of which was a Year 9 mathematics group simulating a bank.

2.40         Teachers are very sympathetic to their pupils, knowing them well as individuals, recognising and encouraging their strengths, aware also of their weaknesses and treating these with firmness or patience, whichever is appropriate.  When work is difficult, a teacher’s sensitivity is often apparent; for example, in the reading of puzzled faces in a physics lesson.  Information on the academic achievement of individual boys is accessible via the school intranet and may be consulted by housemasters and teachers at any time.

2.41         Staff not only love their subjects but also have a deep knowledge of them, with many exhibiting a high level of scholarship and seeking to pass that on to their pupils.  Where additional expertise is required, specialist staff are brought into the school, thus extending what is already a rich academic provision.

2.42         Teaching is enhanced by a broad range of plentiful resources and facilities of high quality, which are used effectively.  These include areas of excellence such as the Ryan theatre, the Churchill Schools housing geography, ICT and design and technology, and the outdoor sports facilities, notably the athletics track and tennis courts.

2.43         Subject departments are well resourced with books and equipment.  For example, an array of machinery enables teaching in design and technology to undertake ambitious projects employing a variety of materials and, more generally, the Vaughan library holds a large stock of books, on-line resources and DVDs.  These enable pupils to develop their independent learning in relation to the subjects they study and also help them to broaden their knowledge through wider reading.  The library offers a welcoming environment for private study and is used widely by pupils of all ages.

2.44         Teachers use computer projectors to facilitate understanding and learning in lessons.  For example, among the obvious uses in many subjects, was an excellent computerised demonstration of least squares regression in a mathematics lesson.  A computer projector also came into its own in illustrating the rule for word order in German subordinate clauses.

2.45         Subject departments implement clear assessment and recording policies which lead to a good degree of consistency in the evaluation of pupils’ work.  Marking is usually frequent and helpful in identifying strengths and weaknesses and often suggests ways of improving pupils’ work.  Assessments are recorded and used to monitor pupils’ progress.  Effort and attainment grades and the results of internal school examinations are recorded centrally and the school has a comprehensive system for tracking pupils’ progress.  In this way, any underachievement is identified and effective action is taken in order to raise standards in support of the major school aim to achieve high overall standards in examinations.  Information from assessment is used to plan teaching to enable pupils to learn from their mistakes.

2.46         Teachers have high behavioural expectations, which foster the pupils’ excellent demeanour in lessons.  An atmosphere is thus generated in which learning happens – naturally and effectively.

2.47         All pupils take standardised ability tests on entry to Year 9.  The results are used as a baseline to calculate how much long-term progress the pupils make to GCSE.  Similarly, the average GCSE score is used to assess how well the pupils achieve at A level.

2.48         The school meets the regulatory requirements for teaching [Standard 1].

3.              THE QUALITY OF CARE AND RELATIONSHIPS

The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils

3.1            Pastoral care is maintained at the same excellent standard as recorded in the last report.  This is reflected in the pupils’ questionnaires: a high proportion of the pupils felt they could turn to an adult if they had a personal problem.  The school continues to provide the necessary environment and support to promote its aim of fostering the human qualities necessary for people to flourish within a community.  The school is well aware of the strength of its pastoral care.

3.2            In all aspects of school life, the staff supply outstanding support and guidance.  The highly effective pastoral arrangements are centred on the houses, where the housemaster, tutors and matrons form an important team available to pupils at all times.  In addition a health education tutor visits regularly and acts as a ‘listening ear’ for anyone who needs help and advice.  The chaplaincy is accessible to all and fulfils a valuable role in offering confidential counselling and guidance, as does the school counsellor.  Heads of houses and senior pupils take responsibility for mentoring younger boys.  Relationships between staff and pupils and amongst pupils of different ages are exemplary.  Senior pupils influence and encourage useful initiative and good behaviour by their example.  Pupils are supportive of each other within houses and around the school, and this promotes a safe, comfortable environment within which to develop.

3.3            As indicated by the pupils’ questionnaires and remarks to inspectors, the school is “firm but fair” in the distribution of punishments and rewards.  This contributes to commendably high standards of behaviour.  The central recording of all important disciplinary issues informs any new action deemed necessary by senior management.  Sanctions for poor work or behaviour are logged and co-ordinated by housemasters, who award punishments (‘skews’).  These may involve lines (‘double’) or positive service within the house or school community.  Masters also issue rewards (‘send-ups’), which are accumulated for further recognition or even a prize.  A system of ‘commendations’ operates in the sixth form.  Punishment by senior pupils within houses is rare and only carried out after consultation with the housemaster.  An anti-bullying questionnaire is completed by all pupils each year in order to identify any areas of concern, which are acted on by senior management and housemasters.  The Year 9 health education course places emphasis on countering bullying, through a whole-day workshop early in the boys’ first term, and an anti-bullying committee meets at regular intervals.

3.4            Child protection measures are well considered and fulfil legal requirements.  In appointing staff, the appropriate checks are carried out, including those with the Criminal Records Bureau, and the records are kept centrally.  The measures taken to reduce risk from fire and other hazards are fully in order.  Annual risk assessments are conducted in all departments of the school, including the boarding houses.  Fire practices are carried out twice a term throughout the school.  Fire training takes place annually for the whole staff.  In addition, prudent bomb warning procedures have been devised.

3.5            The arrangements to ensure health and safety are excellent.  Weekly health and safety meetings monitor all issues.  Generic risk assessments are completed by all members of staff to cover short trips, such as theatre visits.  For longer expeditions special risk assessment forms are completed.

3.6            Standards of food hygiene are outstanding.  All members of the catering staff wear special clothing and hats and a high level of cleanliness is maintained in the kitchen and serving areas.  In their questionnaire responses, several pupils described the quality of school food as “brilliant”.

3.7            The well-appointed and professionally staffed medical centre provides care for any pupils who are ill or injured and maintains contact with the school doctors as necessary.  In the school as a whole, a very large number of staff have a first-aid qualification, many at the higher level.  An efficient system for reporting and recording accidents is in operation.

3.8            The school has recently completed its previous three-year plan in response to the Special Educational Needs and Disability Act (SENDA) and has formulated the necessary plan for the following three years.

3.9            The school meets the regulatory requirements for the welfare, health and safety of pupils [Standard 3].

The Quality of Links with Parents and the Community

3.10         The school has highly effective links with parents and with the community.  It is successful in achieving its objective to have a strong relationship with the local community and to acknowledge the importance of links with parents as an indispensable part of support and development.  Since the last inspection, links with parents have continued to be strong, while links with the local community have grown significantly to the present outstanding quality.

3.11         In their replies to the pre-inspection questionnaire, the parents were overwhelmingly enthusiastic in their appreciation of the education their sons receive.  They strongly endorsed the quality of the curriculum, the teaching, and the help and guidance provided, including the promotion of worthwhile attitudes and behaviour, the boarding arrangements and the handling of any concerns.  The inspectors are in agreement with the predominantly positive views expressed by parents.  A relatively small proportion of parents felt that they are not encouraged to be involved in the life and work of the school.  However, several commented that they do not particularly expect this in a fully boarding school.  The inspectors found that parents have ready contact with their sons and are well involved in support of the school's activities, including attendance at sports fixtures, music and drama.

3.12         Parents receive much valuable information supplied to them by the school.  News and information about school events (sports fixtures, plays, concerts and so on) are posted on the school website.  Reports are issued to parents or carers at least at the end of every term – also at half term if parents request this.  Parents’ meetings are held once a year for each year group plus a meeting for all Year 9 parents before the first autumn term exeat.  Half-term reports grade effort and attainment and have a comment.  End of term reports make helpful comments on pupils’ attitudes to learning but some do not refer explicitly to a pupil’s subject-specific skills and progress or suggest ways in which the pupil could improve his performance.  The school was not particularly aware of this as a widespread shortcoming.

3.13         The school has good procedures for dealing with the concerns of parents, and it has given carefully considered replies to the small number of written complaints it has received.

3.14         The school has forged many excellent links with the local community, which consequently enjoys the benefit of the school’s expertise and facilities in a large number of areas.  For example, the school provides education for gifted and talented pupils in its summer school and offers A-level tuition for students from a local sixth-form college in Latin and occasionally in other subjects.  It provides support and administration for the Harrow Club, which offers community facilities in a deprived part of London, and it engages in partnership schemes and co-operation with local schools.  The school makes sporting and other facilities available to members of the local community, some of whom attend events at the school as Friends of Harrow School.  During the inspection, a pantomime rehearsal gave palpable expression to the strong community feeling at the school.  The cast of 60 was composed of pupils, staff with their wives and children, and girls from local schools with drama links to Harrow.

3.15         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

3.16         The boarding provision has improved significantly since the previous inspection and is highly successful.  It fulfils the boarding principles as set out in the Guide for Parents, including the development of respect for others, responsibility, leadership, sense of service and teamwork.  The senior management team has worked closely with housemasters to ensure a more consistent system of procedures and policies; for example, with regard to discipline, house councils, anti-bullying measures, medical issues and financial planning.  The school responded quickly and positively to the recommendations of the CSCI in September 2004.

3.17         Relationships between boarders of all ages are excellent.  They are extremely warm and this creates a sense of community that enables pupils to flourish and grow in self-confidence and self-esteem.  For example, older pupils support the others whenever there is a particular need such as helping new boys to settle into the school.  Co-operative teamwork is a salient feature of relationships, as observed between different year groups in the house singing rehearsals for the ‘glees and twelves’ competition.

3.18         Boarders enjoy a wide range of activities throughout the week and have plenty of opportunities and facilities available to them at weekends.  The residential house staff, comprising housemaster, residential tutor and matron work hard to monitor individual pupils’ involvement in activities.  Sixth formers commented on the characteristic balance of activities at weekends: for example, the sixth form club, sport and work time, but also the possibility of simply relaxing from their busy schedule.

3.19         The quality of boarding accommodation and resources in the houses is of a high standard.  They have benefited from a significant financial investment since the last inspection, and a systematic refurbishment programme has been carried out.  Accommodation is spacious with a good standard of furniture.  Pupils have access to a number of kitchenettes (‘butteries’) and common rooms in each house, together with a computer room, affording access to email and the school intranet, a house library and a music room, and these enhance the quality of boarding life.

4.              THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT

The Quality of Governance

4.1            The governors are highly effective in overseeing the quality of education provided by the school, and take great care to ensure that the aims of the school are successfully fulfilled.  Their strategic plan is a clear and well-argued summary of their vision for the school.  They have been closely involved in the advances the school has made since the last inspection.

4.2            The governing body represents a wide range of expertise including areas such as education, law, finance and property, and it operates several sub-committees to ensure effective oversight and support for the school.  The governors maintain close contact with the headmaster and champion the interests of the school as necessary.

4.3            The governors take positive steps to see that they are well informed about the school.  They receive the headmaster’s report each term and members of staff make presentations to them on aspects of the school’s work or on particular subjects.  They take responsibility for the financial side of the school and see that an advantageous level of staffing and resources is provided.  Current developments include the relocation of modern languages in a new building and the consequent upgrading of facilities for art.  They evaluate and review the strategic and management plans.

4.4            Governors visit the school each term and stay with members of staff.