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INSPECTION REPORT ON |
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The King’s School, Gloucester |
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Full Name of the School |
The King’s School,
Gloucester |
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DfES Number |
916/6003 |
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Registered Charity Number |
3834841 |
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Address |
Pitt
Street, Gloucester GL1 2BG |
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Telephone Number |
01452
337337 |
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Fax Number |
01452
337314 |
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Email Address |
headmaster@thekingsschool.co.uk |
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Headmaster |
Peter
R Lacey MA, PGCE, FRSA |
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Chairman of Governors |
The
Very Reverend Nicholas Bury MA |
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Age Range |
3
– 18 |
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Gender |
Mixed |
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Inspection Dates |
23rd
to 26th January, 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 The King’s School is in origin part of the Gloucester Cathedral foundation and retains close links with the Cathedral. It continues to educate the choristers for the Cathedral and offers to all its pupils a ‘distinctive education firmly based on Christian principles’. The school’s mission statement is set out in its current development plan, ‘to provide an all round education in a caring Christian environment, developing academic, social and recreational skills to the highest possible standards that consistently meet the individual needs of all members of the school within the wider community’.
1.2 This overarching mission is expanded by a statement of school aims which include:
· welcoming boys and girls from a variety of backgrounds and of all religious faiths, promoting qualities of tolerance, understanding, compassion and commitment, and encouraging young people to think for themselves with due regard for the school community;
· through the expertise and dedication of its staff, through the school’s facilities and its special location in the Cathedral Close, seeking to stimulate all pupils to the greatest possible academic, creative and athletic achievement, by exploring a wide range of cultural, intellectual and sporting activities;
· developing mutual respect and encouraging self-discipline, while treating all pupils as individuals;
· commitment to a broad, balanced and coherent curriculum which is relevant to the needs of the pupils, whether of high or average academic ability, enabling all to develop fully their individual potential, to prepare themselves for responsible adult life and to develop qualities of leadership;
· encouraging excellence in all areas and high expectations of achievement, paying particular attention to individual needs and offering a strong sense of community in a disciplined environment which is both friendly and caring, whilst demanding and challenging.
1.3 The school was refounded by Henry VIII in 1541 and has remained physically and spiritually close to the Cathedral ever since. It occupies a number of monastic and cathedral buildings close to Gloucester city centre. It is fully co-educational and takes pupils from age 3 to 18 and is by choice a medium sized school of just over 500 pupils and between 60 and 70 teachers.
1.4 Since the last ISI inspection, which was in March 2000, the school has established a separate Foundation Years department in Wardle House. King’s has ceased to be a boarding school and has embraced a five day week; the last boarders completed their education at the school in the summer of 2005. Part of the boarding accommodation, Paddock House, has become the central administrative base for the school.
1.5 The school is in three sections but forms a single school community. The Junior School consists of Wardle House, a separate building for the under fives, and the main Junior School building for pupils aged 5 to 11. At present 40 children attend Wardle House, about half of these part-time. Pupils in Years 1 to 6 number 119, with roughly equal numbers of boys and girls. Pupils form a single class in each of Years 1 to 4 and are in two classes in Years 5 and 6. A number leave at the end of Year 6 and join one of the four local grammar schools. Others, including some who have failed to gain a local grammar school place, join the Senior School in Year 7 with the remaining pupils from the Junior School. A further significant entry occurs in Year 9, with pupils coming from local preparatory schools. Total numbers in Years 7 to 11, up to GCSE, are 264 (174 boys and 90 girls) and currently the sixth form numbers are 83 (50 boys and 33 girls). All pupils now come from the local area. Entry to the school is based on the applicant’s ability to access the curriculum, except for the choristers, who undergo a rigorous test of musical potential. The 20 choristers, who receive scholarships from the Cathedral, are aged between 8 and 14 and have their own programme of rehearsal and musical training within the wider context of the school curriculum.
1.6 The ability range at all levels in the school is quite wide. In the Junior School and up to Year 11 in the Senior School, most pupils are in the second quartile or the bottom of the top quartile of the national ability range. A small number of pupils in each year are in the third quartile. Thus, pupils’ average ability is above that of the national average and their performance would be expected to be above the average for all maintained primary or secondary schools but below the average for maintained selective secondary schools.
1.7 None of the pupils has a statement of special educational needs, but 93 pupils have been identified by the school as having special educational needs and 63 of these receive support from the school. For three pupils, English is not their principal language and one of these receives support for English.
1.8 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 National Curriculum (NC) equivalence are shown in the following tables.
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School |
NC name |
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Nursery |
Nursery (Foundation Stage) |
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Reception |
Reception (Foundation Stage) |
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Kindergarten |
Year 1 |
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Transition |
Year 2 |
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Lower Prep |
Year 3 |
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Upper Prep |
Year 4 |
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Lower Shell |
Year 5 |
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Upper Shell |
Year 6 |
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School |
NC name |
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First Form |
Year 7 |
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Second Form |
Year 8 |
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Third Form |
Year 9 |
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Fourth Form |
Year 10 |
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Fifth Form |
Year 11 |
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Lower Sixth |
Year 12 |
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Upper Sixth |
Year 13 |
The Educational Experience Provided
2.1 The education provided by the school successfully reflects its declared aims and philosophy. It is based on Christian principles and offers a broad range of educational experiences which meet pupils’ intellectual, personal, physical and aesthetic needs, as well as catering effectively for their interests and aptitudes. The breadth of provision contributes significantly to the school’s stated aim to stimulate all pupils to the greatest academic, creative and athletic achievements by encouraging them to explore a wide range of cultural, intellectual and sporting activities.
2.2 The Senior and Junior Schools are largely separate in their organisation of the curriculum and education provided to pupils, as is Wardle House and the Foundation Stage from the rest of the Junior School. Specialist teaching for physical education (PE) and games, music and information and communications technology (ICT) is co-ordinated right through the school and teachers of those subjects are engaged in both sections. The provision for PE and games is particularly extensive and of high quality right through the school. The educational support for the choristers is another distinctive whole school feature. In other subjects, continuity of education is maintained by heads of department in the Senior School liaising with co-ordinators in the Junior School. This is generally well done, although inevitably some variation occurs from subject to subject.
2.3 Pupils in the Junior School enjoy a broad and interesting range of experiences in which their intellectual, personal, physical and aesthetic development is catered for well. Written schemes and handbooks support curriculum policies and provide pupils with good opportunities across the whole curriculum. Since the last inspection, the curriculum has been reviewed. Documentation supporting the curriculum has been significantly improved, and subject co-ordinators are much clearer about their role and show greater confidence in its fulfilment.
2.4 The National Curriculum guides the curriculum, but the school uses selectivity in its application and seeks to achieve greater breadth by offering a wide range of opportunities. Music art, drama and dance offer creative opportunities. Sport is available in curricular and extra-curricular time and includes a large number of matches against other schools. The range of extra-curricular clubs and activities is exciting and popular with pupils at lunchtimes and after school. The school’s very strong and much valued links with Gloucester Cathedral significantly enhance the educational experience and provide a pervasive ethos for what it does. Educational outings, to Severn-Trent Water, Slimbridge Wildlife Park, Techniquest, the Forest of Dean and Quantock Lodge outdoor activities centre, add further to the whole educational experience of pupils.
2.5 Teachers generally maintain strong links between the Junior School and Senior School to assist curriculum planning, although in some subjects, for example in mathematics, links are less effective ICT is taught primarily as a discrete subject and pupils learn ICT skills well. Many have already developed good ICT capabilities at home. However, they do not use their ICT skills sufficiently in all the subjects across the curriculum and ICT does not feature sufficiently strongly in some schemes of work. Personal, social, and health education (PSHE) is not yet a timetabled part of the curriculum. Support for those pupils identified with special educational needs or those identified as being gifted and talented is not organised well and opportunities are missed.
2.6 The school prepares pupils thoroughly for the next stage of their education, whether for Year 6 transfer assessments for the Senior School or for entry examinations to local grammar schools.
2.7 Since the last inspection the curriculum in the Senior School has been broadened and now includes a wider range of sixth form subjects. In addition, Spanish has been introduced in Years 7 to 9.
2.8 The education, in its range of subjects in Years 7 to 9 and in the examination subject choices available to pupils in Years 10 to 13, contributes fully to all areas of learning. In Years 7 to 9, all pupils take French and Latin and are introduced to Spanish; art, music, design technology (DT), religious studies (RS) and a generous allocation of time for games are taken by all throughout these years; ICT is timetabled in Years 7 and 8, drama in Year 7 and PSHE in Years 7, 9 and 11. Through non-examined subjects such as PSHE, PE and games and general studies in the sixth form, and in the range of extra-curricular activities available, all pupils enjoy a much broader education than that provided by their examined courses. In the sixth form, more than 22 subjects are offered at A2 and AS levels, including psychology, media studies, and travel and tourism. Considerable importance is attached to cross-curricular links. At all ages and for all pupils, the acquisition of skills of speaking, listening, literacy and numeracy are central to the curriculum as it is taught.
2.9 The curriculum is well managed by the deputy head and by department heads, who provide firm direction and comprehensive schemes of work which effectively support the lesson planning and teaching of individual teachers. The curriculum in general is perceived by the pupils as fully meeting their needs. The effectiveness of the curriculum is nevertheless constantly monitored, and the balance in Years 7 to 9 is currently being reviewed, where, in Year 9 in particular, the pressures of the range of the curriculum cause some awkwardness in the allocation and programming of periods to subjects. Further rationalisation of foreign language provision in the Senior School is also underway. More generally, the use of ICT across the curriculum is not as widespread or as well embedded as the school intends, but further extension and upgrading of the facilities in this area are planned.
2.10 All pupils have equality of access and opportunity in all areas of the curriculum. Staff are kept well aware of pupils with particular educational needs, including the very able, those who require extra support and those for whom English is an additional language. Suitable provision is generally made for these pupils in lessons and in one-to-one extra teaching, but the potential of the special needs department to liaise with class teachers and drive strategies for the teaching of pupils of different abilities is not currently being fulfilled. Little use is made of individual education plans (IEPs) to monitor the pupils’ programmes and progress.
2.11 The curriculum is significantly enriched by a wide range of extra-curricular sports and many creative and recreational activities, such as table tennis, computing, dance and film clubs. The many educational visits, exchanges and expeditions, including trips to destinations such as Mongolia and Paris, offer excellent opportunities for pupils of all ages to enhance their intellectual, academic and personal development. Furthermore, the school enjoys strong links with the community, which are mutually beneficial. Strong musical links are maintained with the Cathedral. Within the school, regular concerts, plays, and inter-house activities and competitions all further enhance the pupils’ education. The school’s reputation for drama is high. Pupils develop their speaking skills by contributing to assemblies in the Cathedral. Pupils have many opportunities for teamwork and the development of initiative through participation in the Duke of Edinburgh Award Scheme and by assisting with the running of activities.
2.12 Careers provision has been reviewed since the last inspection and its range and quality in this area is effective in enabling pupils to make decisions about curricular choice, higher education and future employment. The process begins as part of the PSHE programme in Years 7 to 9 and continues through to individual assistance in the sixth form, from university advisors, tutors and subject teachers. Senior pupils are particularly appreciative of the help they are given with the UCAS application process. Use is also made of outside testing schemes. Careers Fairs are organized and Year 12 pupils are able to take advantage of a work experience scheme. Representatives from the Armed Forces visit the school regularly. Information on careers is readily accessible in both the school library and the sixth form centre and contains a satisfactory range of resources.
2.13 The day-to-day educational experience provided reflects the Christian ethos of the school, which in turn mirrors its strong community spirit. Relationships between staff and pupils are open and friendly. Pupils are sensitive towards, and supportive of, each other. The environment is respected. The pupils are well aware of the beauty of the Cathedral and of their immediate surroundings and of the quality of the education they are offered.
2.14 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.15 Pupils are well grounded in knowledge, skills and understanding in their subjects and activities. Pupils achieve good standards and their attainment overall is at least appropriate and usually good in relation to their ages and abilities. Study skills are strong and levels of literacy and numeracy are high. Pupils’ attitudes to their work, their motivation to succeed and their behaviour in lessons are very good. Relationships between pupils themselves and between pupils and teachers remain strong. The school aims, to develop individual potential and encourage excellence in all areas, are met well.
2.16 Overall in the Junior School, attainment has been raised since the last inspection, although progress for the most able and for those with special educational needs is sometimes less than it might be.
2.17 At all levels, pupils are articulate in their answers and discussions in class. In a Reception RS lesson the children explained clearly their choice of animals to paint for Noah’s ark and the relationship in the story between God, Noah, the ark and the rainbow. Pupils show good practical skills in DT and strong critical reasoning in history and mathematics. Their presentation is neat, focused and orderly.
2.18 Baseline assessment of children’s achievements was introduced very recently in Reception in September 2005. The school does not enter pupils for the national tests at ages 7 and 11, though it does use them for its own assessment purposes to provide information on pupils’ attainment and progress. However, the school’s tests are not externally marked or validated and so cannot be used reliably for comparison with national standards.
2.19 In drama, pupils represent the school in plays performed at the Cheltenham Festival. The choristers play a major part in the school’s life and have recently represented it overseas in a tour of the United States. The list of sporting fixtures continues to grow. Many pupils are keen to become involved in sporting activities, and some represent the school at county level, for instance at cross-country. The Junior School does well in competitive individual and team sports and is involved with the Gloucester Sports Partnership.
2.20 Pupils’ skills and attitudes to learning and study are good. They are articulate, listen effectively, read intelligently and write fluently. Pupils apply mathematical concepts well. In a Year 5 mathematics lesson, pupils were analytical in problem-solving. They were also perceptive in their poetry criticism. Pupils in the school council put forward their points eloquently. Year 6 pupils were able to think and speak rationally and cogently in an RS lesson on Buddhism. Pupils’ work shows fair competence in the use of ICT, but as yet they do not use it sufficiently across the curriculum.
2.21 Pupils study and work effectively on their own and they cooperate with others harmoniously. Extension opportunities are offered to pupils who finish work early by providing boxes of stimulating and challenging activities. Pupils often work in pairs or groups, for example, in PE. In the Nursery the pupils worked together very well in their drama work on ‘The Three Bears’. The choristers provide an outstanding example of the benefits and possibilities of working together.
2.22 Pupils settle well, clearly enjoying their work and activities. Assemblies in the Cathedral ensure that pupils start their day in a very positive way. They listen acutely, worship reverently and behave excellently, and this sets the ethos which pervades the school day as a result. Pupils’ attitudes to their work are good, and their behaviour in class and around the school is very good. Displays are attractive and informative, at all levels in the school; they celebrate the pupils’ efforts and achievements well.
2.23 Pupils in the Senior School achieve a secure base of knowledge, skills and understanding in the subjects and activities they undertake and are able to use this to form judgements and apply their learning productively. They are focused on their work, are able to sustain concentration and are enthusiastic in their learning. By the time they leave the school, pupils have been well educated and carry forward learning that prepares them well for future studies, and for adult and working life.
2.24 Responses to the questionnaire indicate that parents in general are very happy with their children’s academic progress.
2.25 Performance in public examinations is good in relation to pupils’ abilities. Results at GCSE and A level show significant improvement since the last inspection. GCSE performance over the last three years has been well above the national average for all maintained schools. Students’ performance in A level examinations over the last three years has been above the national average for all maintained schools. Relative to the ability profile of the pupils, this reflects good and consistent progress, above national norms, both for individuals as they move through the school and for departments. Results at A level ensure that almost all students obtain places on courses at the university of their choice. Pupils make good and sometimes very good progress in almost all subjects up to GCSE, showing strong positive added value. Good progress continues in the sixth form where results in different subjects show value added generally a little above the national average.
2.26 In sport and music, pupils achieve significant individual successes at national, regional and district level. Notable achievements in the past two years have been the award of organ and choral scholarships at Oxbridge, merits and distinctions in a range of instruments and grades in music exams, gold Duke of Edinburgh awards, and national representation in rugby and athletics. The school has an excellent record for team sport for both boys and girls.
2.27 Pupils show significant strengths in literacy and numeracy. They listen attentively and to good effect; they read with understanding and intelligence. When offered the opportunity, they are articulate and express opinions with confidence. In an assembly, two pupils gave accomplished presentations in outlining the differences between courage and fear. Pupils respond readily and with clarity to questions in class. Essay-writing skills are well developed: the younger pupils can write accurately and imaginatively and, by the time they reach the sixth form, writing is mature and often stylish. Extended writing skills are well developed in many subjects, notably in English and history for critical, descriptive and imaginative writing. Pupils’ mathematical and numerical skills are well developed and they have the confidence and understanding to apply them effectively where needed in other subjects. Good use of mathematics was seen in the sciences, DT and spreadsheet work in ICT, and by sixth form students in geography and business studies.
2.28
The use of ICT is planned in
the work of most departments, but very little evidence was seen of this being
used in lessons or for homework. The
school is aware of this shortcoming and plans are in hand for more integration
of ICT work in lessons. In the books
inspected, some word-processed work was seen, and pupils quite often turn to
the internet to access information for different subjects. In dedicated ICT lessons, pupils undertake a
number of tasks, using spreadsheets and desktop publishing successfully.
2.29
Pupils study and work
effectively. They concentrate well on
their own learning and work sensibly in pairs and groups to complete a required
task. Good opportunities for independent
learning are available through growing use of the library, and in research for
topic and course work. The main school
culture for pupils as they move up the school, unsurprisingly, is increasingly
examination orientated and rather less aimed at encouraging independence and
individual initiative, but the school is also actively involved in a number of
projects targeting the most able pupils and the encouragement of independent
learning. These include the Fendick
Project Competition for Year 12 presentations to a wider audience invited in to
the school and the sixth form critical thinking course run jointly with other
schools. A week’s summer school is held
for able pupils in Year 9.
2.30
In most lessons pupils are attentive and most are
eager to respond to challenging questions and tasks when they are offered. Occasionally, pupils are passive in
lessons. Pupils relish different
approaches, for example in Year 8 science, where they were asked to evaluate
the food content from the favourite menus of some Radio 1 DJs. Subject-specific
vocabulary is well understood, remembered and used. By Years 11 and 13, many pupils have
developed good subject-related skills, seen for example in art, chemistry,
modern foreign languages, history and music.
Pupils are keen to do well and so settle quickly to a task. They want to succeed and will persevere until
a satisfactory outcome is achieved.
Spiritual, Moral, Social and Cultural Development of Pupils
2.31
The
school’s provision and the pupils’ spiritual, moral, social and cultural
development are outstanding and continue to be great strengths of the
school. The aims and the educational
ethos of the school stress the needs and growth of the individual pupil. Their successful attainment is evident in the
warm, friendly and lively atmosphere and community, supported by an exciting
array of stimulating activities. Pupils
mature into confident, responsible and caring individuals. They communicate well and are of service to
the wider community. Teachers provide
very good role models in all areas of school life. The school’s aim to
provide an education based on Christian principles is very well met and the
spiritual development of the pupils is an important element in the school’s
ethos.
2.32 The Junior School promotes spiritual development outstandingly well. One example is in the daily use of the Cathedral for assemblies and special services. The school’s close relationship with the Cathedral has a strong and very positive influence on pupils’ spiritual development and provides many with a cornerstone of faith. Pupils’ self-knowledge, self-esteem and self-confidence are built up and they learn a proper humility and pride.
2.33 The Junior School promotes moral development very well and pupils have a strong moral code. They are able to distinguish clearly between right and wrong, and respect the law. High standards are expected and are supported by elements of PSHE which appear in a number of subjects, in form periods and in assemblies. PSHE is not yet a timetabled subject in its own right.
2.34 The school promotes social development very well. Pupils’ behaviour is excellent and they interact exceptionally well with each other. They show initiative and understand how they can contribute positively to the school “family”. They have a good knowledge, appreciation and awareness of public institutions and services. Pupils display good social and caring skills. They are courteous and demonstrate empathy for their peers and others. For example, pupils in the Junior School and in Wardle House have good table manners and demonstrate a willingness to queue fairly. Pupils enjoy their roles as monitors or school council representatives. These roles promote their leadership skills and encourage pupils to take initiative and develop a commitment to the school community. Pupils are regularly involved in fund-raising for local and national charities
2.35 The school promotes cultural development very well. Through lessons, discussion and social interaction, pupils acquire an appreciation and respect for their own and other cultures and faiths in a way that promotes their awareness, compassion and tolerance.
2.36
The
Senior School makes very good provision for pupils’ spiritual development and
pupils’ spiritual awareness is readily apparent, not least in the ethos of the
school and in the atmosphere in assemblies and services in the Cathedral. Once a week and on special occasions these
services include the whole school. The
inspiring surroundings, the music and well chosen themes, prepared by the
chaplaincy team, contribute greatly to pupils’ self awareness and the sharing
of a warm supportive sense of community.
Pupils with beliefs other than Christian, or with no beliefs, all
benefit from these quiet reflective moments at the start of the busy school
day. Pupils wishing to be confirmed
receive preparation classes and a school Confimation service is held every two
years. RS is a core subject and pupils
learn about spiritual beliefs and practices other than their own. Tolerance and understanding are
encouraged. A number of pupils attend
the weekly Christian Youth Group. More
generally, pupils develop a sense of self value and of respect for others, as
well as a developing understanding of the meaning of life and of wider values.
2.37
The
school makes very good provision for pupils’ moral development. An expectation of high standards of behaviour
and moral awareness is also part of the the school’s ethos. A very wide programme is introduced through
the PSHE lessons, where pupils are encouraged to consider moral and ethical
issues in such diverse topics as abortion and global citizenship. Through talks given by visiting speakers,
group debate and role play, pupils gain an insight into issues from many
perspectives. Personal matters such as
drugs awareness, binge drinking and personal safety are also approached in this
way giving pupils the opportunity to discuss widely different viewpoints in the
company of their peers. They learn to
think for themselves, based on considered information and moral values. In many other subjects of the curriculum, for
example in English, science, geography, drama and business studies, moral
issues are raised and discussed. Pupils
in the sixth form undertake useful work in the community, for example helping
children from ethnic communities learn English in local schools. Support for charities is an important aspect
of school life. From talking to pupils
it was clear that most have a well developed sense of right and wrong, and a
compassionate attitude to the less fortunate.
2.38
Provision
for cultural education is very good and pupils have a growing appreciation of
their own and other cultures as they move up the school. Visits abroad and in Britain to galleries and
museums help emerging artists to appreciate and respect the work of other
cultures. Geography, music, DT, RS and
English all include reference within their schemes of work to activities
involving ethnic and cultural studies.
An annual art and DT trip to Paris is organised. The modern languages department promotes
linguistic and cultural exchange trips.
Art, music and drama within the school, together with visits to concerts
and theatres ensure that pupils are exposed to cultural and creative activities
of good quality.
2.39
The
encouragement of personal and social development is very strong and permeates
the pastoral provision, and the social and community structures within the
school. Pupils are very supportive of
one another. A buddy system was seen in
action in DT where one pupil experiencing dificulties was helped by another in
his group, with the teacher’s approval.
A practical problem was tackled together and new skills were
acquired. Older pupils noticeably show a
concern for, and look out for, younger members of the community. Indeed, this feeling of mutual respect and
support is evident all around the school.
Pupils are well behaved, pleasant and cooperative. They are clearly proud of their school.
2.40
Pupils
gain confidence through participation in a wide range of extra-curricular
activities. The house system fosters
team spirit through a variety of competitions.
Sixth form pupils take responsibility for organising events such as
sport, drama, debates, quizzes and other inter-house competitions. Team work promotes responsibility and
encourages self-discovery. The Duke of
Edinburgh Award Scheme, and community service are popular areas where pupils
exercise leadership and personal responsibility. An environmental awareness programme, which
runs across the whole school, encourages personal responsibility and also gives
opportunities for pupils in the management of elements such as the wildlife
haven, the organic vegetable garden or the recycling project. Opportunities for taking on responsibility
exist at all levels in the school, within the form, helping with the library,
membership of the school council and running activities, as well as the more
obvious posts of team captains, prefects and heads of school.
Whole School
2.41 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.42
The quality of teaching is good
and effectively helps pupils of all ages and abilities to make good progress in
their acquisition of new knowledge, skills and understanding. The great majority of parents who responded
to the questionnaire expressed a strong satisfaction with the teaching their
children receive.
2.43 The overall quality of teaching in the Junior School is good. In the best lessons, expectations are high, the pace is brisk and pupils respond to challenge well. Very occasionally teaching is unsatisfactory, because of low expectations of the pupils and a slow pace to the lesson. The overall quality of teaching in the Junior School has clearly risen since the last inspection.
2.44 Teachers generally have very effective subject knowledge and have the confidence to use a variety of approaches. They are enthusiastic and usually support their lessons with thorough and careful planning, which includes the provision of well-chosen resources. A teacher used very good resources in a Year 3 religious studies lesson on ‘The Sower and the Seed’ to compelling effect.
2.45 Teachers do not consistently take into account the needs of the most able pupils and those with special educational needs, although good practice was seen in Years 1 and 2 and in some English and mathematics lessons. In a Year 5 mathematics class, the teacher paired pupils of differing abilities to instil greater understanding for both. In many lessons, however, work is not varied for pupils of different abilities and little extra challenge is offered to pupils who are gifted or talented. The support given to pupils on the special needs register is patchy in the classroom, although good individual help is provided in extra one-to-one sessions. In particular, individual education plans are not used systematically enough to aid planning and teaching. Nonetheless, teaching methods are generally effective and teachers manage time well. The specialised teaching of choristers is focused and challenging.
2.46 Although assessment is regular and thorough, the use of assessment to help with future lesson planning is less evident. Marking is frequent, but comments usually focus upon effort and presentation, rather than on achievement and the specific improvements pupils need to make. Senior managers in the Junior and Senior Schools review teaching regularly, but scrutiny of pupils’ written work by subject coordinators is more informal and infrequent.
2.47 The quality of most teaching in the Senior