INDEPENDENT SCHOOLS INSPECTORATE

INSPECTION REPORT ON

Hemdean House School

 

Full Name of the School

Hemdean House School

DfES Number

870/6003

Registered Charity Number

309146

Address

Hemdean Road, Caversham, Reading, RG4 7SD.

Telephone Number

0118 947 2590

Fax Number

0118 946 4474

Email Address

office@hemdeanhouse.co.uk

Headmistress

Mrs Joanne Harris

Chair of Governors

Mr Roger Newton

Age Range

2˝ – 16 years

Gender

Co-educational 2˝- 11; girls only 11 - 16

Inspection Dates

March 6th – 9th, 2006

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

1.              INTRODUCTION

Characteristics of the School

1.1            Hemdean House School was established in 1859 as a girls’ school.  Boys were accepted into the Junior School in 1912.  In 1972, Hemdean House became an educational trust.  There are currently 165 pupils on roll, 31 (including 11 boys) in the Foundation Stage, 74 pupils (including 24 boys) in the Junior School, and 60 girls in the Senior School.  The school takes part in the government funded nursery scheme.  Both the headmistress and her deputy have been appointed since the last inspection.

1.2            The school is situated on the outskirts of Caversham and still occupies the premises which were purpose built when the school first opened.  Further accommodation was added in 1972 for Reception through to Year 3, and this was replaced by new buildings in 1999.  The Nursery is located in the original lodge house.  Pupils come from Reading, Caversham and the surrounding area.  Seven pupils speak a language other than English at home; all are now virtually bi-lingual.

1.3            The results of standardised tests, on entry to the school and subsequently, indicate that the ability profile of the pupils is rising.  That is to say that the ability profile of the younger pupils is above that of the national average and higher than that of the pupils in Years 9 to 11.  Therefore, where pupils are performing in line with their ability, their results in National Curriculum (NC) tests at age 14 and in GCSE examinations will be broadly in line with those achieved in all maintained schools, whereas results in NC tests at ages 7 and 11 will be above the average for all maintained primary schools.  Ten pupils are on the school’s register of special educational needs, most of whom have specific learning difficulties, e.g. dyslexia.

1.4            The school identifies several aims: enable pupils to fulfil academic potential; build their confidence and self esteem; encourage consideration and respect for others and the value of self discipline; produce well-adjusted, mature young adults; foster an enjoyment of work sport and culture; and value pupils as individuals, celebrating their every achievement.  The school regards parental involvement in their children’s education as being of great importance and seeks every opportunity to meet with them and exchange information.

1.5            National Curriculum nomenclature is used throughout this report to refer to year groups in the school.  The year group nomenclature used by the school and its NC equivalence are shown in the following tables.

Junior School

 

 

School

NC name

Nursery

Nursery

Reception

Reception

Transition

Year 1

LI

Year 2

UI

Year 3

LII

Year 4

UII

Year 5

LIII

Year 6

Senior School

 

 

School

NC name

UIII

Year 7

LIV

Year 8

UIV

Year 9

LV

Year 10

UV

Year 11

2.              THE QUALITY OF EDUCATION

The Educational Experience Provided

2.1            The educational experience offered by the school is sound and reflects successfully the aims and philosophy of the school.  It provides a broad curriculum which caters satisfactorily for pupils’ intellectual, personal, physical and aesthetic needs, interests and aptitudes.  Since the last inspection, the curriculum has been further improved by the strengthening of personal, social, health and citizenship education (PSHCE) in the Senior School, by increased support for pupils with learning difficulties in the Junior School, and by the introduction of information and communication technology (ICT) as a short-course GCSE subject for all pupils.  The provision of extra-curricular activities and other enriching experiences is, however, limited.

2.2            At all stages of their education, pupils experience a broad curriculum which develops and supports effectively all aspects of their learning and contributes to their personal growth.  In the Foundation Stage, the curriculum helps pupils achieve and progress beyond the early learning goals, strengthened as it is in the Reception class by specialist teaching in music, art and ICT.

2.3            From Years 1 to 6 the curriculum includes all NC subjects together with drama, and French from Year 3.  Specialist teaching in ICT, music, physical education (PE) and French ensure that it is implemented successfully.  The curriculum in design technology (DT) is particularly good; pupils were observed designing and making moats for their castles, using design principles.

2.4            The breadth of the curriculum is generally well maintained in the Senior School.  Provision for modern languages is good; all pupils learn French and German.  Drama is included but only up to the end of Year 8.  The extended core curriculum in Years 10 and 11 ensures that all pupils have a broad experience; all pupils take a GCSE short course in ICT.  The possibility to choose their first foreign language increases flexibility for pupils.  The range of optional subjects is sound and includes PE and drama.  A comprehensive PSHCE course contributes well to pupils’ personal development, particularly in the Senior School.  Curriculum arrangements ensure that all pupils have equal access to the opportunities offered by the school.

2.5            The provision of extra-curricular activities is limited.  Nearly a quarter of the parents who responded to the questionnaire thought that the range of activities, particularly sporting activities, was unsatisfactory.  The school offers only netball, and a soccer club is organised by the local professional team.  Cross-country is strong in the Junior School.  A number of pupils have instrumental lessons and there are senior and junior choirs but, as a result of staffing difficulties now resolved, musical activities have not been well supported.  There are dance and drama groups for the Senior School, mainly in preparation for the school production.  Only one interest club, electronics, is organised and that is for the juniors.  The school offers after-school supervision where pupils can do their homework.

2.6            Good provision is made to ensure that pupils feel secure and make a confident and smooth transition to the next stage of their education.  At each transition point, pupils have a taster day where they meet their tutors and those who are going to teach them.  Key staff liaise effectively on both curricular and pastoral matters throughout the school.  In the Senior School, preparation for future careers is thorough and well developed through a carefully planned programme, and pupils feel well supported.  Careers education is an integral part of the PSHCE programme in the Senior School and includes work experience for Year 10.  In addition, the school organises options evenings and parents’ evenings provide an opportunity to discuss choices for post-16 education.

2.7            The curriculum is well planned and the balance of time between subjects is generally appropriate, though the amount of time devoted to English in Years 3 to 6 is disproportionately high.  Schemes of work take account of previous learning and subsequent stages but many of them are too focused on the requirements of the National Curriculum and external examinations; they take a narrow view of what a subject can offer.  This is particularly true in mathematics in the Junior School where insufficient attention is given to practical mathematics and problem solving.  In contrast, the schemes in history and English in the Senior School are well developed and the study of the war poets is particularly relevant to those learning about the two World Wars.  Overall, continuity of the curriculum is preserved and all pupils are able to make good progress in the acquisition of knowledge understanding and skills.  Opportunities for enrichment are limited, however.

2.8            Good provision is made for pupils with special educational needs to enable them to access the broad curriculum.  Learning support in the Junior School is good for those with learning difficulties.  Individual education plans (IEP) are detailed, informative and regularly updated, and teachers make very good use of them.  The school is only just beginning to make appropriate provision for the gifted and talented pupils.  In the Senior School, pupils do not have IEPs, but teachers give very good individual support to pupils who are under-achieving or having difficulties.  Formal and informal contact between learning support staff and other teachers is frequent and effective in the Junior and Senior Schools.

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

Pupils’ Learning and Achievements

2.10         In keeping with a philosophy which values and aims at fulfilling the academic potential of all pupils, the school has maintained and in many cases improved on the good academic standards reported at the time of the last inspection.  Good standards have also been achieved in music, dance and drama.

2.11         By the end of the Foundation Stage (Nursery and Reception classes), all pupils have achieved the Early Learning Goals and some have started the Year 1 programme of the NC.  Progress is particularly strong in language development; pupils are articulate, have a good vocabulary and speak confidently to adults.  Mathematical skills are sound, their development limited by the lack of opportunities for experiential play, particularly in the Reception class.

2.12         By the end of Year 2, pupils achieve very good standards in English, drama, design technology and mathematics.  Results of the NC tests have been high and, over the last three years, far above the results for all maintained primary schools.  Standards in Years 3 to 6 are good in English science and history and satisfactory in mathematics where progress is inhibited by the lack of practical mathematical activities.  Results in the National Curriculum tests at the end of Year 6 have been good over the last three years, well above the average for all maintained primary schools.

2.13         In the Senior School, pupils achieve high standards in relation to their abilities by the end of Year 9, though standards are not as high in mathematics as in English and science.  At GCSE, results have been high in relation to pupils’ abilities.  The results are all the more impressive since a significant proportion of the pupils joined the school for their last two years, having experienced difficulties in their previous schools.  The proportion of A* and A grades has been more than twice that of all maintained schools.  The small number of candidates makes statistical analysis unreliable but the results of most subjects have been very good and those for French have been outstanding.

2.14         Nationally standardised measures indicate that pupils make good and sometimes very good progress.  According to national statistics for 2005, progress made at Hemdean House has been greater than in any other secondary school, maintained or independent, in the local authority area.  Pupils with learning difficulties make very good progress and pupils for whom English is an additional language make the same progress as their peers.

2.15         At all stages and in most subjects, pupils are knowledgeable and can apply their knowledge and skills well in new situations.  In a Year 10 history lesson, pupils used good interpretation skills to learn about conditions in the First World War from songs of the period.  Year 5 pupils were able to set up an investigation into the drainage qualities of soil, taking measurements and understanding how to ensure a fair test.

2.16         Pupils are articulate; they express their views clearly and confidently and are not afraid to venture an opinion.  Year 10 pupils showed good analytical skills when discussing the characterisation in Journey’s End.  Year 11 pupils showed balanced judgement when discussing the relative importance of the different factors leading to World War II.  The standard of pupils’ writing is good throughout the school and the presentation of written work is often impeccable.

2.17         In most classes, mathematical skills are applied competently across the curriculum.  Pupils handle data, manipulating formulae and producing appropriate graphs.  Year 3 pupils playing ‘Numeracy Bingo’ applied their knowledge of tables to inverse operations of multiplying and division.  Pupils have good ICT skills which they use mainly for word processing and desk-top publishing.  One pupil used her ICT skills to produce publicity material for her dance club.  Opportunities to make more rapid progress have been enhanced as pupils now make good use of a well-resourced ICT suite; in history, geography and home economics’ pupils are confident users of productivity software, and the use of an interactive whiteboard now extends their experience in secondary science.  Overall, however, not enough use is made of ICT.

2.18         In keeping with the school’s aim of developing the whole person, achievement is valued and recognised in other spheres.  Some 15 pupils achieved success in music examinations of the Associated Board.  Forty pupils took London Academy of Music and Dramatic Art (LAMDA) examination, one of them achieving Grade 8 and winning a gold medal.  Junior pupils have dominated local cross-country competitions over the last three years.  Pupils in Year 9 regularly compete and are successful in public speaking competitions and in the 2005 Mathematics Challenge, the school won one gold, two silver and one bronze awards.  In recent years, pupils have been successful in the Reading Young Chef competition.

2.19         Pupils develop the essential skills and attitudes for work and study; they apply themselves, persevere and work well in groups and individually.  They listen carefully and respectfully to each other’s views and opinions, sharing ideas and helping each other.  They show some capacity for independence, but a minority of pupils who have been at the school for a long time have grown used to the very good support provided by their teachers and have become too dependent on it.  The behaviour of pupils in all sections of the school is exemplary.

Spiritual, Moral, Social and Cultural Development of Pupils

2.20         Pupils’ personal development is good.  Throughout the school, pupils demonstrate positive personal qualities, encouraged and developed by an ethos that emphasises personal responsibility, strong moral values and concern for others.  Within a safe, friendly environment they are encouraged to develop spiritually, morally, socially and culturally.  Provision since the last inspection has been improved by the introduction in the Senior School of a comprehensive and well- implemented programme of PSHCE.

2.21         Pupils’ spiritual awareness is strong.  In assemblies and in religious education, as well as through wall displays, pupils learn about world religions; they discuss matters of faith and are encouraged to develop their own response.  In PSHCE, the discussion of social, health and emotional issues further contributes to the pupils’ understanding of who they are and what they stand for; this was evident when Years 5 and 6 were discussing punishment for certain situations, and in religious education in Year 10 when pupils discussing euthanasia reflected on a growing sense of mortality.  In a history lesson, pupils’ understanding of the spiritual impact of the barbarity and horror of war in the trenches was sharpened by reading the poetry of those who had experienced it.  The encouragement that teachers give to pupils to participate to the best of their ability in all activities and the public recognition they receive for even the smallest achievement, whether in or out of school, make a great contribution to their sense of self worth and to their sense of identity as an individual and member of the school.  They feel they are valued.

2.22         Pupils are presented with a clear moral code and develop strong moral values.  They are set a good example by staff, and are well able to distinguish between right and wrong.  No opportunities are missed to raise moral issues wherever they occur in the curriculum and to help pupils to form their own view.  Pupils in Year 11 spoke with confidence on the issues of Nazi Germany and compared persecution in the Second World War to the politics of today; they expressed their own outrage about events in certain parts of the world.  The school has a clear code of conduct, which pupils understand and respect, and the rare misdemeanours are dealt with sensitively.  At all times, pupils are encouraged to think of the effect of their actions on others.  Pupils interviewed considered the rules and sanctions to be just and to be fairly applied.

2.23         Pupils’ social development is good and stems from the opportunities they have to work together and take responsibility.  Participation in public speaking competitions and drama productions helps pupils to develop confidence and social skills.  In class they work well in mutually supportive groups, and the activities and visits give them valuable opportunities to establish new relationships and assume leadership roles.  These characteristics were well demonstrated by a Year 11 pupil who gave up her time to play the piano to help two younger, Year 10, girls to improve their duet for a school performance.  Pupils value the opportunity to hold positions of responsibility, which help to prepare them for adult life.  The peer-mentoring scheme has been successful in the Junior School and is being extended to the Senior School.  The well-organised work experience scheme provides a good opportunity for pupils to develop socially in a controlled context outside the school.

2.24         The PSHCE course gives pupils an insight into different aspects of society.  Pupils acquire a knowledge of British institutions and of the workings of democracy, and they discuss issues such as global poverty.  Senior pupils have a clear understanding of the parliamentary system and have visited the Houses of Parliament.  They have discussed local elections and competed in elections themselves.  Next term, they are due to visit the local magistrates court to see how it works.  The operation of the student council gives them practical experience of democratic debate and decision-making.  Pupils are encouraged to participate in such activities because they know that the senior management takes them seriously and they can bring about change; it was at their suggestion that the school installed a water cooler and provided a bicycle rack.  Influenced by the caring ethos of the school, the pupils demonstrate their awareness of the privileges they enjoy through fundraising for charity on a considerable scale.

2.25         Pupils enjoy a sound cultural experience throughout the school.  They learn about their own heritage and culture through visits to the theatre, galleries and other places of interest, though these are not as frequent as they might be.  They participate in musical, dramatic and artistic events.  All these experiences enhance the knowledge that they gain from their study of history, geography, literature and the arts.  Pupils from minority ethnic groups are well integrated.  Throughout the school, pupils are aware of difference and diversity in their own country and elsewhere; they learn about other faiths and visit their places of worship.  Lessons in English, art, PSHCE and religious education explore different cultures and pupils gain a sense of identity by understanding differences within society.  An assembly on Farm Africa prompted pupils to raise money for an African village.

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

The Quality of Teaching (Including Assessment)

2.27         The quality of teaching across all years is good and sometimes very good.  It supports the school’s aims and contributes effectively to pupils’ good attainment and progress throughout the school.  The quality of teaching has improved significantly since the last inspection.  More than three-quarters of the lessons seen were good or better, and in one lesson in five the quality of teaching was outstanding.  Teaching is strongest in the Nursery, in Junior School English and science and in Senior School English, history, geography and GCSE science.  At its best, the teaching is exciting and enriching, expanding pupils’ horizons and setting them imaginative challenges.  Nevertheless, in a small but significant proportion of lessons, the teaching was narrowly focused and inflexible and, whilst it was supportive, did not provide enough opportunity for pupils to use their initiative, leading to some pupils making less progress than they might.  The school is aware of the problem and is addressing it.  For the most part, however, the teaching enables pupils to make good or very good progress, including those who have learning difficulties or for whom English is an additional language.

2.28         Teaching encourages pupils to have an interest in their work, whether intellectual, physical or creative.  In the best lessons, pupils are made to think for themselves, and appropriate challenges are set to allow pupils to progress at an appropriate rate.  For example, in a food technology lesson, Year 9 pupils worked independently to prepare and cook sausage rolls with very different, yet mouth-watering results.  Lessons take place in a relaxed but purposeful atmosphere and behaviour is exemplary.  The excellent relationships between pupils and teachers create a supportive environment in which pupils respond readily to questions.  When given the opportunity, they are confident enough to offer their own ideas and suggestions and to take risks.  In a Junior School science lesson, Year 5 pupils working in groups were encouraged to develop their own methods to explore soil structure; unsuccessful methods were analysed and modified and as a result pupils completed a variety of successful investigations.  In other lessons, where teaching was less effective, opportunities were missed to include practical investigations to reinforce learning.  Occasionally, prescriptive teaching or an unwillingness to adjust teaching style and approach inhibit creativity.  Pupils feel comfortable admitting to difficulties and are confident that teachers care and will offer additional support.

2.29         Teachers are well qualified in the subjects they teach; they use their knowledge well and in the best lessons their enthusiasm is inspirational.  Teaching is conscientiously and sometimes imaginatively planned.  Learning objectives are made clear, lessons proceed at a brisk pace and at the end teachers review how much has been learned.  Subjects where positive planning encourages independent learning are also those which are the most successful at GCSE.  Teachers have a good knowledge of their pupils’ needs and abilities and, in the Junior School, make good use of IEPs to support those with learning difficulties.  They are, however, less good at catering for the needs of the most able, though there are areas of good practice; in the main, they do not provide specific tasks for them.  In less successful lessons, teachers use more limited strategies, relying on exposition followed by questions and making too great a use of unimaginative worksheets and set texts, which allow pupils too few opportunities to contribute their own ideas.  In a Reception class lesson, the ineffective management of time led to individual needs not being met and pupils making less progress than they should.

2.30         The provision of resources is adequate to support the teaching and they are generally well used.  The ICT resources have improved since the last inspection and are now good.  Access to the computer room is not always easy because of the timetable demands of specialist ICT lessons.  Nevertheless, not enough use is made of the equipment across the school, though examples of good practice were found.  In a Year 9 ICT lesson dealing with spreadsheets, more able pupils were challenged to develop more advanced, numerical, data-modelling solutions using formulae.  Pupils use ICT mainly to word-process their coursework, though there is some use for research in history and home economics.  Other resources are adequate and are used effectively.

2.31         Teaching includes regular and thorough assessment of pupils’ work.  The information gathered is used to help teachers plan their lessons.  In the Junior School, practice is very good in English, mathematics and science; assessment is carried out within daily lessons and recorded in teachers’ planners so that planning can be modified on a day-to-day basis.  In other subjects, assessment is largely informal.  In the Senior School, in Years 10 and 11, pupils’ work is assessed against GCSE criteria; teachers write helpful analytical comments and set clear targets, particularly in history.  In Years 7 to 9, where subjects determine their own marking policy, less use is made of external criteria and practice is much less consistent.  Pupils interviewed were unsure as to how and why marks were allocated in English though they felt the marking was fair.  Assessment practice differs between French and German, leading to some confusion.

2.32         Examinations are set twice a year, in December and June.  Marks and the grades which they represent are filled in by the member of staff concerned on to master grids for each class and for each subject.  They are thus available for comparison across subjects and are used for discussion at staff meetings and before parents' evenings.  Whilst these grades provide some information, their usefulness is limited by the difficulty in ensuring that the examinations are of the same difficulty and marked to the same standard.  Form tutors transfer these marks and grades to individual pupil record sheets.

2.33         The school makes good use of NC tests at ages 7, 11 and 14 to assess pupils’ performance.  The results are carefully analysed to identify weaknesses in performance so that curriculum planning and teaching strategies can be modified.  The Year 11 tests are used to establish a baseline from which to calculate pupils’ progress to GCSE.  In Year 7, at the beginning of the Senior School, the school uses standardised tests to provide a common baseline, which includes pupils joining the school at that point.  The GCSE results are analysed carefully to establish the progress made from Year 7 and Year 9 and to identify particular weaknesses in individual subjects.

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

3.              THE QUALITY OF CARE AND RELATIONSHIPS

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

3.1            As at the time of the last inspection, the quality of care for all pupils throughout the school is good; it is backed by clear and effective policies and structures.  Staff know their pupils very well, and good relations and a caring atmosphere prevail throughout the school.  Arrangements to secure pupils’ welfare, health and safety are good and are kept under constant review.  Analysis of the questionnaires completed by pupils and their parents and discussions with pupils themselves, indicate a high degree of satisfaction.

3.2            Throughout the school, teachers have a detailed knowledge of their pupils and are skilled at nurturing their individual talents and personalities; they are supportive and deal with problems very speedily as they arise, ensuring that whatever action is taken is reported to all concerned.  Any problems are aired and dealt with at weekly staff meetings.  In the Senior School, the comprehensive PSHCE course allows pupils to be informed about and discuss matters of concern to young people such as healthy living, relationships, sexual health and drugs and alcohol misuse.  The PSHCE provision in the Junior School is less comprehensive and less well organised.  The lay chaplain, a former teacher at the school, makes a considerable contribution to pastoral care; she acts as a counsellor, and her regular visits are appreciated by the pupils.  The support and care for pupils is enhanced by very good communication and recording systems.  Much information is passed on informally and regular staff meetings provide a forum where pupils with problems can be discussed.  Pupils’ records, which are stored securely, are comprehensive, containing not only a pupil’s academic and pastoral history but also his or her achievements.

3.3            The quality of relationships throughout the community is high.  Pupils mix well with their peers.  They are kind and helpful to each other and spontaneously celebrate their personal and team achievements.  Pupils interviewed had confidence in their teachers and appreciated their support.  The peer-mentoring scheme in Year 6 has been successful in improving the quality of relationships in the Junior School, and in raising the self esteem of the Year 6 pupils themselves.  Nevertheless, care needs to be taken that the pupils selected are sufficiently mature and well trained.  The scheme is to be extended to the Senior School.

3.4            Pastoral policies spring from the ethos of caring which permeates the school; all statutory policies are in place and effective.  Parents and pupils agree that standards of behaviour are very high and that high-level sanctions are rarely needed.  Rules are understood and seen to be reasonable.  Sanctions are fairly imposed and the reward system further encourages good behaviour and the right attitudes.  The reward system is more successful in the Junior School than in the Senior School where not all pupils are aware how it operates: some pupils were unclear as to how house points are awarded.  Measures to counteract bullying are thorough and most pupils questioned thought that the rare incidents that occurred were dealt with swiftly and effectively.

3.5            Effective child-protection measures are in place.  The head mistress is the designated child protection officer and her training and that of her staff are up to date.  The deputy head is the deputy designated protection officer and she is shortly to complete her training.  The school has no medical room; pupils’ minor injuries are attended to by staff trained in first aid and children who are ill are looked after in their classrooms or in the headmistress’s study until their parents arrive to collect them.  In the event of illness or accident requiring more than first aid parents are sent for or the pupil is taken to the nearby doctors’ surgery.  All staff have undergone basic first-aid training and 15 have paediatric first-aid training.  Checks have been carried out on all staff with the Criminal Records Bureau.

3.6            The school takes its health and safety responsibilities seriously and sets high standards.  Policies and their implementation are overseen by a sub-committee of the governing body.  The school has employed an external agency to carry out a health and safety audit, including electrical checks and measures to safeguard against fire hazards, and has followed up all the recommendations.  Procedures for organising off-site activities and the accompanying risk assessments are detailed and clear.

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

The Quality of Links with Parents and the Community

3.8            The quality of links with parents and the community is good.  Parents are pleased with the quality of education their children receive.  They are provided with varied information about the school through the school prospectus and the website.  Parents are kept in touch with forthcoming events through the school calendar and newsletters.  The quality of reports is good but could be improved.  The quality and amount of information that parents receive have improved significantly since the last inspection and parents are much more involved in the life of the school.  Links with the community have been strengthened.

3.9            Analysis of the replies of the pre-inspection questionnaire sent out to parents indicates that they are pleased with the education their children receive.  62 per cent of parents responded to the questionnaire and 92 per cent of the responses were positive.  Parents are particularly pleased with the standards their children achieve and the progress they make; they think that their children are well cared for, that behaviour is good and that the school promotes worthwhile attitudes.  On the negative side, a significant minority of those who responded was dissatisfied with the help given to those with learning difficulties, the range of extra-curricular and enrichment activities and the handling of complaints.  The inspectors agree with the positive comments; they also agree that opportunities to enrich the curriculum through educational visits and visitors are too few, that the range of experience pupils have in some subjects is too narrow, and that there are not enough extra-curricular activities.  On the other hand, inspectors found that support for those with learning difficulties is good and that teachers go out of their way to provide additional help.  The very good progress that pupils make to GCSE is further evidence of the effectiveness of that help.  The school’s procedures for dealing with complaints are secure; the complaints policy meets statutory requirements; all concerns are logged and answered, and records are comprehensive.

3.10         Parents have good opportunities to be involved in the life of the school.  A flourishing Parent Teacher Association organises social and fund-raising events and also runs a second-hand uniform service.  A wide range of events takes place, including summer and Christmas fairs, Halloween discos and Quiz nights, all serving to bring the community closer together, as well as raising funds for the school.  Recent efforts have provided new nursery play equipment and garden furniture, interactive resources for junior electronics and whole-school ICT, and sports equipment for PE and games.  Few parents are involved in the school’s day-to-day activities but they accompany pupils on outings and provide support for school plays, sports day, speech day and school concerts.

3.11         Parents are well provided with information about the school and its activities; they are kept in touch with forthcoming events through the school calendar and newsletters, and the homework diaries and reading records help to maintain day-to-day communication.  The prospectus is concise, clear and attractive, and highlights the school’s ethos and aims.  A school website has been developed which is being further refined, as it does not yet include interactive content.

3.12         Parents’ evenings are held appropriately to discuss pupils’ progress and provide information about options and post-16 opportunities; written reports are issued twice a year.  Primary reports provide useful information on progress, attainment and effort in each subject area, though they do not yet include statements of what has been covered nor reference to national standards.  Therefore, progress against these standards is not made clear, though the school does report pupil’s performance in such tests at the end of Years 2 and 6.  Senior School reports provide an effective summary of what the pupils have covered in each subject, the standards they have achieved and the efforts they have made in the classroom and when examined.  The reports are informative, helpful and structured to include, in most cases, points for improvement.  Grades in core subjects such as English, mathematics and science include reference to national standards and tiers at the end of Years 9 to 11, though this is not the case in other subjects.  In general, reports do not contain targets or indications of pupils’ achievements in activities, and no space is provided for pupils or parents to comment.

3.13         Links with the community are good.  Pupils’ participation, often with considerable success, in local and regional sporting and cultural events improves the school’s relations with the community and makes a valuable contribution to their personal development.  The Reading Youth Forum and the Young Chef competition are but two examples.  Pupils also work hard to raise money for local as well as national charities.  Through work experience placements, pupils have further opportunities to be involved with, and contribute to, the local community.  Membership of the Reading Early Years Partnership and of the local independent schools cluster group allows Hemdean teachers to exchange ideas and take part in in-service training with other local Nursery, Reception and main school teachers.

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

The Quality of Governance

4.1            The quality of governance is good; the governors provide effective oversight and guidance to the school, which enable the headmistress to work with confidence towards achieving the school’s aims and objectives.  They are well organised and know the school well.  They are effective in determining the overall strategic direction of the school and are rigorous in holding it to account.

4.2            The structure and remit of the governing body are clearly defined.  Management arrangements are good and all meetings are well documented.  The governing body does not have a committee structure, apart from a finance committee, but individual governors take responsibility for particular areas; for instance, one governor is specifically responsible for child protection.  The governors have a broad range and great depth of expertise and experience.  They are active and their involvement in the life of the school is increasing.

4.3            Governors play a significant role in financial and strategic planning, in subjecting the school’s development plan to professional scrutiny, and in ensuring that regulatory and legal requirements are met.  Even so, they do not fully comply with all aspects of the regulatory requirements, an example of which is the inadequate provision for sick children.  They manage the school’s finances very well, ensuring that the school receives good value for monies spent.  The governors have a lower profile and less direct involvement in matters of educational policy and planning.  Both the headmistress and the governors see the governors’ role primarily as facilitators, enabling the headmistress to fulfil her professional responsibilities.  Nevertheless, all new policies are subjected to their rigorous scrutiny before they are adopted.

4.4            Sound communication between governors and the school ensures that in addition to formal reporting at governors’ meetings the governors are kept informed in various ways about the life of the school.  They are regularly briefed by the headmistress and receive all editions of newsletters; they attend school functions.  Governors occasionally visit the school, though not systematically, and some have limited first-hand knowledge of the school or contact with the staff.  Four of the nine governors are parents of pupils at the school and hence have regular contact with teachers and other parents.

The Quality of Leadership and Management

4.5            Leadership and management are good throughout the school.  The headmistress, strongly supported by the deputy head, provides clear and decisive direction in all aspects of school life.  Both have been appointed since the last inspection.  The school’s aims are clear and, as a result of good leadership and the commitment of staff, they are being achieved.  Academic standards are good and pupils make good and sometimes very good progress in relation to their abilities; the provision for personal development and pastoral care is also good.  Senior management is effective and energetic but the roles and understanding of those with subject responsibilities are less well developed.

4.6            The school goes to considerable lengths to analyse NC and GCSE results, to measure pupils’ progress, and modify practice as a result.