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INSPECTION REPORT ON |
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Immanuel College |
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Full Name of the School |
The Charles Kalms Henry
Ronson Immanuel College |
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DfES Number |
9196231 |
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Registered Charity Number |
803179 |
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Address |
87/91
Elstree Road, Bushey, Herts WD23 4EB |
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Telephone Number |
020
8950 0604 |
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Fax Number |
020
8950 8687 |
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Email Address |
enquiries@immanuel.herts.sch.uk |
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Headmaster |
Mr.
Philip Skelker |
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Chairman of Governors |
Mr
Raymond Taylor |
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Age Range |
11
– 18 |
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Gender |
Mixed |
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Inspection Dates |
May
8th – 11th, 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 Immanuel College is a selective, co-educational day school for Jewish pupils aged from 11 to 18. It aims to give its pupils an education both Jewish and secular, and to affirm and strengthen Jewish values and practice. The school seeks to be attentive to and supportive of every pupil, in the context of a friendly and encouraging community. Pupils are also prepared for social responsibility and participation in the wider community through a variety of school activities, visits and charity projects. The school aims to encourage pupils to connect Jewish and secular wisdom, to think independently and to exercise responsibility. The school promotes the centrality of the state of Israel to Jewish destiny through the academic curriculum, religious practice and celebration, and in extra-curricular activity.
1.2 The school occupies an 11-acre site in a residential area of Bushey. It is housed in an extensive 19th century building, to which many additions have been made over the years. The school was founded in 1990 by the late Chief Rabbi, Lord Immanuel Jacobovits. Since then it has increased in size, year by year, and has developed its curriculum to meet the needs of its diverse student body. Although the school is co-educational, boys and girls are mainly educated separately until the sixth form. Then they are taught together for everything except certain Jewish studies.
1.3 Since the last inspection early in 2000, the school has increased from 369 pupils to its present roll of 556. Boys number 272 and girls 284. In the sixth form there are 123 pupils, of whom 70 are boys and 53 are girls. The present head was appointed in September 2000. Other changes include an increase in ICT provision and an extension of its use in mathematics, an expansion of the curriculum in Years 10 - 13, and the establishment of a teaching and learning department, which at present supports 115 pupils with learning difficulties or disabilities and the one pupil requiring support who speaks English as an additional language (EAL).
1.4 Standardised tests taken on entry indicate that pupils in this selective school range from those likely to gain 5 grade C passes at GCSE to some of very high ability. Thus if pupils are performing in line with their ability their results will be broadly in line with the average for maintained selective schools.
1.5 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1 Immanuel College provides a good quality educational experience, absolutely consistent with the school’s declared aims and philosophy, which include achieving high standards of academic excellence in both Jewish and secular studies, and educating pupils to develop understanding of both Jewish and secular society. The curriculum is well integrated, so that, for example, annual visits to York, Strasbourg, Poland and Israel are designed to strengthen historical, linguistic and cultural understanding, as well as increasing the depth of pupils’ Jewish experience.
2.2 The education makes good contributions to pupils’ linguistic, mathematical and scientific development. Pupils’ aesthetics and creative sensibilities are particularly well developed, as are the acquisition of skills of speaking, listening, literacy and numeracy. Although some data logging was seen in work in the science department, and plenty of examples of word-processing were found, other uses of ICT were seen only very infrequently. The use of ICT was not seen to be systematically planned in the schemes of work of most departments, although good use was seen in the teaching and learning department. The development of the human and social aspects of pupils’ education is outstanding.
2.3 A good range of extra curricular activities is well attended and much appreciated by the pupils. The sporting activities are especially popular, but the music, drama, debating, Duke of Edinburgh Award scheme and peer monitoring, whereby senior pupils have a care for younger ones, are also deservedly successful. The provision of extra curricular drama, music and physical education (PE) are written into teachers’ contracts, while other activities rely on the considerable goodwill of the staff involved. Award ceremonies in sport and pastoral awards in other activities encourage commitment and high standards. The proposed computerised register, whereby year heads and others will be able to track all pupils’ involvement in activities, will be helpful.
2.4 Regular speakers, both within and outside the Jewish tradition, contribute to the broader education of pupils. Careers guidance is effective from Year 9, where it deals with GCSE option choices, through to Year 12, where it covers work experience, and then on to Year 13 where it deals with the world of work, higher education, and particularly gives detailed help and advice on UCAS procedures. The careers library is well used, and pupils commented positively on the guidance they receive. Preparation for university is excellent; a gap year spent in Israel is organised by the pupils who wish to go. Return visits by former pupils and regular textual study with visiting university students are much appreciated by pupils and add to the preparation for life and work after school.
2.5 The investment in the all-weather pitch and the increased staffing for sport since the last inspection have much improved the sporting experience of pupils. However, the allocation of time in the curriculum for sport is not generous and would, for some pupils, be insufficient without the combined effects of sporting activities on offer at lunchtime and after school. Nonetheless the curriculum does promote good participation in a wide range of activities and offers good opportunities for pupils.
2.6 The curriculum is well planned to be appropriately progressive, and has a strong emphasis on Jewish studies and Biblical and modern Hebrew, both as timetabled subjects and threaded throughout the curriculum as appropriate. Subjects have effective policies and schemes of work.
2.7 The support for pupils requiring special provision and for those for whom English is an additional language is very good. Individual education plans are drawn up by the teaching and learning unit on the basis of various standardised assessments. This detailed information provides the basis for good, sometimes outstanding, specialised individual support within the unit. Information is also disseminated to the relevant subject teachers for their use both academically and pastorally. This ensures the whole staff have access to very good knowledge and consequent understanding of those pupils in their care with learning difficulties or disabilities. Many, but not all, of the staff were seen to make good use of this information during the inspection. Similarly, staff were aware of pupils who were gifted or talented, and, especially with older pupils, they presented them with appropriate challenge. However, not all staff made specific provision for these pupils in their lessons. Boys and girls have equal access to all areas of the secular curriculum, while access to some parts of the Jewish studies curriculum is appropriate to their sex, in accordance with orthodox Jewish practice.
2.8 Overall, the educational experience provided to pupils is good, and has been maintained and consolidated since the last ISI report in 2000.
2.9 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.10 The standard of pupils’ learning is high for both boys and girls throughout the ability range. The school is fully successful in meeting its aims to develop pupils’ knowledge and skills, and critical and creative understanding.
2.11 Achievements have been notable in many areas of school life, including games, in raising money for charity, in debating, in the Duke of Edinburgh Award Scheme, in the national mathematics challenge and in a variety of dramatic presentations.
2.12 Pupils argue convincingly, showing command of logic and fluency in presenting a case. They are happy to voice opinions and to express independent viewpoints. In a lively debate on the extradition of foreign criminals one debater was very quick to refute his opponent’s argument: ‘Sir, you have invented that statistic on the spot to attempt to embarrass me!’
2.13 Pupils write fluently, showing ability in both imaginative and descriptive prose. They are good note-takers and generally organise and present their work well. For example, in a Year 13 English lesson, students wrote introductions for an essay on Chaucer in which they demonstrated high levels of literacy, including excellent ability to transfer complex ideas. In Jewish studies, Year 11 girls showed skill in written debate when considering the role of women in orthodox Judaism.
2.14 Mathematical and numerical skills are well developed in many pupils, who show confidence in handling new techniques. Some more able pupils successfully take their GCSE mathematics a year early in order to study AS modules in Year 11, while more able scientists do well in triple science.
2.15 Pupils are able to make effective use of information and communication technology (ICT) across the curriculum. In the ICT department some very good work was seen, involving pupils in constructing a questionnaire, downloading and manipulating images, using various computer packages with skill, and showing high levels of competence throughout.
2.16 Pupils develop an understanding of chronology in history, and make use of investigative skills across the curriculum. They persevere and are keen to achieve results. Many of them greatly enjoy their lessons and in the pupil questionnaire several commented that they were extremely happy with their learning progress.
2.17 Public examination results for GCSE are generally in line with the average for selective schools, while at A level, performance is generally above that level. This maintains the standard described in the previous ISI report.
2.18 Pupils work effectively and with confidence individually, in pairs and in groups. For example a drama presentation for GCSE showed pupils co-operating to solve problems of timing and use of space, while in a Year 9 cricket lesson pupils worked very well independently in small groups while the teachers were attending to other groups. Year 8 boys in Jewish studies worked in groups to produce some vivid plays exemplifying uses of lying, and then went on to produce thoughtful group discussion on the morality of each example.
2.19 In most years, but more especially among senior pupils, settling to work at the beginning of lessons is done quickly and smoothly. The time allowed between lessons ensures that pupils are generally punctual to class. Concentration is well maintained throughout lessons, which many pupils clearly enjoy. This was particularly observed in some Jewish studies, English and art lessons.
2.20 Pupils listen well, are articulate and confident. They pray with devotion and respect; they lead prayers calmly and as a matter of course. Prayer for many of these pupils is a normal and central part of life.
2.21 Pupils with learning difficulties achieve well with the valuable support of the teaching and learning department, and year heads ensure that staff are aware of individual pupils’ special needs, including both those with learning difficulties and those who are gifted and talented.
Spiritual, Moral, Social and Cultural Development of Pupils
2.22 Throughout the school pupils develop an excellent level of spiritual, moral, social and cultural awareness.
2.23 All aspects of pupils’ spiritual development are dealt with in Jewish studies from Year 7 onwards. As they grow older, pupils develop a mature understanding of their Jewish heritage and its contribution to the spiritual aspect of their lives. Pupils support and respect each other. In lessons, pupils discuss their personal prayer as a regular activity of life. Pupils’ understanding of prayer is at a level well beyond that usually expected of pupils of their age. Other aspects of spirituality, both Jewish and secular, are covered in the excellent chevruta programme in the sixth form, so that pupils leave the school with strongly developed self-knowledge, self-confidence and self-esteem.
2.24 Moral education, both Jewish and secular, is effectively developed. All pupils are exposed to consideration of moral and ethical issues. For example, Year 13 pupils studying modern foreign languages examined euthanasia, healthy living, homosexual marriage, racism and other controversial issues. Pupils have thus been helped to develop the ability to consider more than one viewpoint. They willingly accept school rules and sanctions, not necessarily uncritically, and they understand the importance of law and the meaning of ‘right’ and ‘wrong’. The school continues to seek contacts with other religions, in order to broaden pupils’ understanding of traditions other than their own.
2.25 Social development throughout the school is very strong. The school’s extensive programme of residential visits, mostly abroad, teaches pupils how to live together sociably, and how to relate to people in other societies. The school’s structure, whereby most lessons below sixth form are single sex, but free time and activities are co-educational, encourages strong social development in both mixed and single-sex groups. Team sport and charitable work provide further opportunities for social education, as does community service. The peer mentoring programme, which involves senior pupils, after training, having a care for younger pupils, fosters social development across the age divide.
2.26 Pupils show a thorough understanding of their cultural heritage as British Jews and are encouraged to learn of other cultures. This happens across the curriculum but most notably in music, art, history, drama, English and geography. In English, for example, girls in Year 10 demonstrated a sensitive awareness of the difficulties for an Indian woman trying to integrate into a new English culture; while in sixth form economics, students looked at problems of foreign aid which undermine a community’s ability to help itself.
2.27 Pupils in their questionnaire expressed enthusiasm for their experience of the rich texture of Jewish life at school.
2.28 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.29 The quality of teaching is good and much of it is outstanding.
2.30 Teaching is supportive of the school’s aims enabling pupils of all abilities to make good progress in their acquisition of knowledge, skills and understanding. Pupils with learning difficulties and those who speak English as an additional language are enabled to progress well, relative to their abilities. Relationships between staff and pupils make a significant contribution to the overall quality of teaching and learning.
2.31 The needs of EAL pupils and those with learning difficulties are assessed by the teaching and learning department, which is then always ready to offer teaching advice to other staff. Whole staff training has also taken place to ensure that all staff know how best to support these pupils. More able pupils are also well catered for, especially in the sixth form. The tracking systems in use in some departments highlight the progress of pupils and constitute a very useful teaching tool. In other departments the potential of pupils, especially in the middle of the ability range, may not always be fully recognised and catered for. In the majority of lessons seen the quality of teaching was good or better, a considerable amount being outstanding. In these lessons teachers challenged pupils to think in interesting, often radical ways. In the small amount of teaching of lesser quality, teachers demonstrated low expectations of what pupils could achieve.
2.32 Teachers all expect pupils to work hard. Pupils are encouraged to apply intellectual, creative or physical effort, and to show commitment to their work. They generally enjoy their lessons, the best of which are very well-planned and executed, as seen in an outstanding games lesson in Year 9, where the teachers gave demonstrations with great dynamism and then guided pupils with both expertise and lightness of touch. Lessons all last for one hour and, although some pupils clearly find this a long time, staff build variety into their lesson plans, so that effective use is generally made of all the time available. Lessons tend to be teacher led, which pupils appreciate and to which they respond well. Pupils are encouraged to think for themselves and to work independently to find answers to questions and solutions to problems. The encouragement of individual response was particularly seen in a Year 13 French lesson, where students were attempting to come to terms with anti-Semitism during the Second World War.
2.33 Teachers have good, sometimes excellent, knowledge of their subjects and a strong desire to teach well. The best lessons showed considerable flexibility of approach and some very well designed questions, aimed at encouraging pupils beyond their current levels of thought.
2.34 Teaching is supported by a suitable quantity and quality of resources, including ICT. Management and use of resources is effective. Teachers make excellent use of the Year 9 visit to Israel to inform and enrich subsequent Jewish studies lessons. The music department makes very effective use of its keyboards and computer software, despite being crowded into some fairly small spaces. Art and DT are also somewhat cramped, limiting the use they can make of some of their resources. PE classes make much use of the satisfactory resources and equipment available to them, and in economics students found collections of newspaper articles very helpful.
2.35 Pupils’ written work is generally marked regularly, often with helpful comments for improvement, and in accordance with departmental marking schemes. Outstanding examples of constructive marking were seen in various subjects, including mathematics, English, geography, modern foreign languages, Jewish studies and art. Science had some examples of very helpful teacher annotation and good monitoring of pupils’ files. Evaluation of performance is done through regular testing and school examinations, and by comparison with test scores in cognitive ability tests taken on entry. Most teachers have detailed knowledge of their pupils, which they use to plan teaching in relation to attainment.
2.36 High standards of behaviour are encouraged in lessons. However, pupils are capable of following very independent lines of enquiry, and teachers occasionally had to intervene to establish discipline.
2.37 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 overall quality of pastoral care and the welfare, health and safety of pupils are outstanding, and make a major contribution to fulfilling the school’s aims to promote tolerance, social concern, loyalty and generosity. Members of staff care devotedly for pupils’ well-being and development.
3.2 The school has devised a very effective structure for ensuring every pupil’s pastoral welfare. The form tutor, who meets pupils on a regular basis, is pivotal to this structure. Form tutors meet regularly with the appropriate year head, and heads of Years 7 to 11are responsible to the director of pastoral care, who is a member of the senior management team. Training is provided for all these posts, and the result is a very strong team, given a clear sense of direction, and working together to ensure that the needs of every pupil receive the appropriate individual attention. Pupils of all ages, from Year 7 to Year 13, recognise that they are very well cared for; they know where to go for support and they understand the unambiguous pastoral arrangements made for them.
3.3 Throughout the inspection, inspectors noted the excellent relationships between staff and pupils: the degree of respect which each had for the other, being part of Jewish tradition, was of a very high order. This quality was also seen in the relationships between pupil and pupil, as when, after prayers, boys quietly walked out of their way not to interrupt another boy who was still praying.
3.4 Measures to promote good discipline and behaviour are in place. Pupils understand the system of sanctions and staff are given effective guidance on good practice both within and outside the classroom. Senior staff are readily available to give further support whenever required. Pupils are characterised by their liveliness and independence of mind. Inspectors noted no instances of unacceptable behaviour, although in some classes teachers had to deal with very lively pupils. Pupils responding to the pupil survey showed an awareness of issues of behaviour, though those interviewed knew very well what is acceptable behaviour. Procedures to guard against bullying and harassment are effective. Pupils said they thought that bullying was quickly dealt with, and rarely occurred.
3.5 Child protection measures are in place, and all members of staff receive regular training. The director of pastoral care, as the designated teacher for child protection, has undertaken the training relevant to her position. Pupils spoken to felt safe. Appropriate checks are made on all the school’s employees.
3.6 Provision for first aid is good. The school has 15 trained first aiders, one of whom is available in the well-appointed first aid room throughout the day. Appropriate forms are kept, all treatments are recorded, and medicine is kept securely. All necessary measures to reduce fire risk and other hazards have been taken. During the inspection pupils were reminded to wear seat belts in school buses. Out of school visits are well managed, with risk assessments undertaken. In the pre-inspection questionnaire both parents and pupils expressed dissatisfaction with the hot school meals, a view with which inspectors concurred. Inspectors observed, however, that the daily provision of salad and fresh fruit was excellent.
3.7 The director of pastoral care, the head of personal, social and health education (PSHE) and the school counsellor together make a team that is seen by both pupils and parents as being sensitive, sympathetic and highly effective. Their work is augmented by that of the peer mentors, drawn from the senior school and trained to provide immediate help and support to other pupils, whose safety and well-being is thus further enhanced.
3.8 This is a very caring and supportive school, in which pupils benefit from the considerable concern of both teaching and non-teaching staff. Pupils recognise that they each have a role to play in contributing to the general good, and thus maintaining the school’s ethos.
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 quality of links with parents and the community is good.
3.11 About a third of parents responded to the pre-inspection questionnaire, and a very large majority of them expressed satisfaction with the education and support provided for their children. Almost all parents who responded were happy with both the teaching and the attitudes and views that the school promotes.
3.12 The school has a Parents’ School Association (PSA), through which parents have opportunities to be involved in school activities. Social events and fund-raising activities are organised, and parents are involved in both small purchases for the school, for example, a new football strip, and much more ambitious projects such as the soon to be opened ICT suite. Meetings of the PSA provide a sounding board for ideas and concerns that may subsequently be taken up by the school’s management. Parents with specialist knowledge are asked to carry out mock interviews with sixth formers preparing for university entrance, and they may also give careers talks, or more widely ranging discussions about charitable or public bodies with which they are connected.
3.13 Parents are kept informed about the school through the school calendar, the head’s termly newsletter and the well-produced school magazine ‘College Life’. In addition, the use of text messaging, emails and the school website have transformed the ease and speed with which parents may be contacted.
3.14 Parents are kept in touch with their children’s progress through the homework diary each pupil has to take home to be signed. These provide for messages from staff, commendations for good work, details of misdemeanours and detentions, as well as details of homework to be done. Parents’ evenings are held once a year for each year group, and individual appointments can be made whenever a matter of concern arises. Parents receive comprehensive end of year reports that cover both academic and pastoral matters and suggestions for further improvement. They also receive short reports at the end of the other terms.
3.15 The school has a comprehensive complaints procedure set out in both the school handbook and in the terms and conditions documentation distributed to all new parents. The formal aspects of the current procedure have not so far been invoked by any parent.
3.16 The school has established many links with the wider community, both from the time of its foundation, and subsequently as new contacts are made. A teacher responsible for community service has been appointed, and, in conjunction with form tutors and sixth formers, organises groups of younger pupils to make effective contacts with the community by going out into local homes to befriend the elderly, by performing concerts for them, or by entertaining in hospitals or homes for refugees. Other options include gardening or re-cycling undertaken for elderly people. Pupils in Year 10 were observed being taught social responsibility when learning how to write letters of condolence, suitable to send to members of their communities suffering bereavement. The school has an extensive programme of residential trips to develop pupils’ awareness of the wider community, both historically and in relation to the present day circumstances of Jewish communities. Thus, in different years, pupils make very worthwhile trips to York, (Year 7), Israel (Year 9), Strasbourg and Madrid (Year 10) and Poland (Year 12). Pupils also make sporting links with other schools, and through competing in district, county and league events. The social development of pupils is thus well provided for in the many links they are able to make with different sections of the community.
3.17 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 in the school is good.
4.2 The school has 13 governors, six of whom are, or have been, parents of pupils in the school. The governing body includes three women. Governors cover a good range of disciplines including law, secondary and higher education, finance, business, property and Jewish life. They meet regularly and are very well briefed by the head’s report. There are three effective sub-committees, education, marketing and finance, which also meet once a term, and more often when needed. The chairman of governors has close contact with the school and knows many of the parents well. He has developed a very good working relationship with the head and bursar.
4.3 The governors have a good awareness of, and involvement in, all main areas of school life. Governors are interested and committed to the school without intruding into detailed management. Presentations to the education sub-committee by the various heads of department enable its members to keep informed, and provide them with the opportunity to contribute from their own expertise where appropriate. Areas of the school which governors are at present considering as part of their on-going review of the school development plan include the school’s ethos, the need for market research, Jewish life in the school, the quality of teaching and learning, premises and resources. They have ambitious plans for the school, including a new sports hall, but will not finally commit to it until it is financially prudent to do so.
4.4 Those governors who are parents of pupils in the school have much insight into the school’s workings, which they pass on to others. The parent governor, who is nominated by the PSA, has much contact with other parents and is thus able to form an effective liaison. The staff and governors work harmoniously together primarily through the link provided by the head, deputy head and bursar.
The Quality of Leadership and Management
4.5 The quality of leadership and management is outstanding.
4.6 The school is led with exceptional sensitivity and skill. All aspects of the school’s work benefit from a clear and decisive direction, in which personal warmth towards pupils and colleagues is as significant as vision and rigour. The leadership and management in the school embody its Jewish ethos. Since the last inspection, the school has successfully undertaken a major expansion in its numbers, while maintaining the very positive ethos, the high standards of teaching and learning and the excellent pastoral care the school provides, all of which were noted in the last inspection report.
4.7 Senior management has a clear and appropriate structure, which brings together the key strands of the school into a very united and committed team, who bring dedication and much expertise to their posts. Always good listeners, they all operate an open-door policy, and are quick to respond to positive suggestions, from any source.
4.8 Communication is excellent. Throughout the school responsibility is clearly defined with departmental and pastoral teams meeting fortnightly; their deliberations are conveyed to the pastoral and academic staff via team leaders who also meet fortnightly, and who have the opportunity at these meetings to feed their views up to the senior management team, as appropriate. All staff are kept well informed through a daily briefing, and via email.
4.9 The pastoral management structure supports the personal and academic development of pupils very effectively. Year heads work with heads of department as appropriate to support individual pupils. Heads of department provide strong leadership supported by good paperwork, and many of them work well to ensure the spread of good practice within departments. Thought now needs to be given to spreading the good practice of monitoring and target setting across departments to those not yet making sufficient use of these techniques for helping pupils to improve.
4.10
The school operates a good appraisal system, whereby all staff analyse
their performance and set themselves targets for the forthcoming year. These targets are discussed, and then
reviewed, by appraisers and heads of department. Formal lesson observation is part of this
process, and also takes place informally, providing an opportunity for sharing
ideas and teaching techniques.
4.11 Staff are very effectively inducted into their roles, with teachers new to the school receiving a detailed introduction. Newly qualified teachers (NQT) are supported in full conformity with the national NQT programme. A strong mentor system is in operation. This involves regular meetings between heads of departments and the senior management team, including the deputy head who provides assistance in the management of the appraisal system, and carries out regular observation of teaching. All staff have clear job descriptions, and these are regarded as work in progress, so that they can be updated readily as roles change and develop.
4.12
Financial resources are well managed, and pupils have access to
appropriate facilities and equipment.
The school recognises the value of continual professional development and
makes funds available to cover the cost of courses identified through appraisal
or reasonably requested by staff.
4.13 The management structure is supported by efficient and effective administrative staff.
4.14 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.15 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 The school is entirely successful in meeting its aims and aspirations. It satisfies pupils’ needs in developing their academic potential, and is outstanding in its promotion of their spiritual and moral awareness, within the context of both their Jewish belief and their place in society. The leadership and management of the school provide an excellent framework in which a dedicated staff operates very effectively. Pupils develop into confident and thoughtful young adults, well prepared for the next stage in their lives. The high standards noted in the last inspection have been maintained, notwithstanding a considerable increase in the size of the school over the last six years.
5.2 The school meets all the regulatory requirements.
5.3 The school has no major weaknesses and so, as at the last inspection, there are no significant measures it needs to take that are not already in its plans.
5.4 No action in respect of regulatory requirements is required.
6. summary of inspection evidence
6.1 The inspection was carried out from May 8th to May 11th, 2006. The inspectors examined samples of pupils’ work, observed lessons and conducted formal interviews with pupils. They held discussions with teaching and non-teaching staff and with governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined a range of documentation made available by the school.
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J.M. McCallum |
Reporting inspector |
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P. Cartwright |
Former head of department, ISA school |
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M. Elford |
Former head, SHMIS school |
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S. Hamill |
Head of department, HMC school |
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J. Shinkwin |
Head of SHMIS school |
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A. Wood |
Head of SHMIS school |
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H. Wren |
Head of sixth form, HMC school |