|
INSPECTION REPORT ON |
|
|
Kingswood House School |
|
|
|
|
|
Full Name of the School |
Kingswood House School |
|
DfES Number |
936/6026 |
|
Registered Charity Number |
312044 |
|
Address |
56
West Hill, Epsom, Surrey KT19 8LG. |
|
Telephone Number |
01372
723590 |
|
Fax Number |
01372
749081 |
|
Email Address |
|
|
Headteacher |
Mr.
P.R. Brooks |
|
Chairman of Governors |
Mr.
R. Austen |
|
Age Range |
3
– 13 |
|
Gender |
Boys
(with girls in the Pre-prep only) |
|
Inspection Dates |
23rd
– 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 Kingswood House was founded in 1899 as primarily a boarding school for boys. It has been at its present conveniently located site on the outskirts of Epsom since 1920, and for the last forty years it has been exclusively a day school. In 1963, the school became an educational trust under a board of governors, currently numbering twelve members, and which is also a member of the Association of Governing Bodies in Independent Schools. The headmaster is a member of the Incorporated Association of Preparatory Schools.
1.2 Amongst the school's aims is the intention, 'to create and maintain a community, which cares for the individual in a secure and friendly environment, where pupils are happy and well-motivated to learn'. The school also emphasises the development of pupils' self-discipline, social awareness and self-esteem, and the cultivation of a strong partnership with parents.
1.3 The school's buildings centre on a large Edwardian house, in whose grounds classrooms and sports facilities have been added over the years; these include an astro-turf pitch and the freestanding Langlands building, which provides an assembly hall/gymnasium, changing rooms, art and design technology rooms, and a science laboratory. An important feature of the school is its Study Centre, located in the main building, which provides assessment and high quality professional support for pupils with a very wide range of special educational needs, including those who are very able.
1.4 There are 167 pupils in the school, mainly boys, although girls are accommodated in the Foundation Stage. Sixty-nine pupils are on the school's register as requiring learning support, including four who have statements of special educational needs. Entry to the school is unselective, and it is substantially augmented in Year 3 with boys, both from independent pre-preparatory schools and maintained primary schools in the area, with which Kingswood has very good relations. Thereafter, the school's numbers remain very stable until boys take the Common Entrance examination at 13+ to a wide variety of independent senior schools, mainly in the local area.
1.5 Pupils' origins and backgrounds reflect the social mixture of the area. A good cross-section of small businesses and professional classes are represented, and a high proportion of families where both parents work.
1.6 National Curriculum nomenclature is used throughout this report to refer to year groups in the school, as is the practice of the school.
The Educational Experience Provided
2.1 The school's educational aims are fully promoted by the high quality of its provision. The school is aligned to boys' passing the Common Entrance examination for senior independent schools at 13+, with the clear aim also that the more able will be prepared for the challenge of scholarships to these schools and its curriculum reflects this. Attention to curriculum development since the last inspection has resulted in much stronger science and French departments and high standards in information and communication technology (ICT). Subject policies show a clear 'house' style and similarity of approach, so that inclusion of planning for individual's needs, assessment, teaching strategies, cross-curricular links and use of ICT are common to all. The schemes of work acknowledge the requirements of Common Entrance and successfully accommodate National Curriculum programmes of study. Clearly written whole-school policies for homework, handwriting and spelling, complement other curriculum documentation. The school has greatly improved its library since the last inspection. However, it has identified a need to improve pupils' approaches to reading, and better use of library facilities overall. A recent school curriculum group survey identified potential key areas for attention, and the school now needs to move more rapidly towards agreeing and implementing improvements.
2.2 The school makes good provision for the development of pupils' knowledge, interests and abilities beyond the academic subjects. In physical education (PE) and games they are taught by specialists from the beginning, in a course which embraces a wide range of disciplines, and is matched by the variety of sporting fixtures against other schools arranged at all levels. Pupils also benefit from coaching by outside professionals in cricket and football. Although the allocation for the creative arts is generally good, a weakness is in the amount of time allotted for class music to the middle and upper forms, which the school acknowledges and proposes to rectify. This was endorsed in discussion with pupils who, for example, complained that they do not have enough time to finish their compositions on electric keyboards. However, outside the classroom timetable, pupils are encouraged to be part of a choir, or to learn an instrument and play in a group, and perform publicly. The provision for art, both in the timetable and in opportunities out-of-class is good, although design technology has less emphasis. Pupils' experience of drama is promoted through a senior production in a local theatre, by in-house productions for Years 3 to 5, and a nativity play in the pre-prep. The creative curriculum is celebrated in the annual Arts Festival, a successful and popular event, in which boys take part by houses in an exhibition of art, in musical performances, and a public speaking competition.
2.3 The school provides a generous range of well-chosen educational visits in the support of the academic curriculum, and a range of activities and clubs take place throughout the week at school, catering for pupils' more individual interests. Pupils' knowledge of subjects is substantially enriched and broadened through the visits, for example when seniors go to the Wintershall Passion Play as part of religious education, or Year 3 spend time in a 'Victorian' classroom. Visits are made to a variety of historical sites, and, in geography, very good use is made of the locality for field studies, and of nearby farms. Clubs at school involve boys in practices for sports teams, but more diverse interests are well catered for, in chess and cookery activities, nature or keep-fit clubs for example, and in specialist sessions for scholars.
2.4 The provision by the Study Centre for pupils identified as having special educational needs (SEN) is a major strength of the school; it is also a well-used resource for good classroom practice, and offers valuable support for teachers in their strategies for pupils of high ability. The SEN policy is very intelligibly written, easily accessible to non-specialists, and clearly reinforces the identity and supports the aims of the school. Thirteen part-time, appropriately qualified, specialists are employed to support a very wide range of needs. The system works through sensitively organised withdrawal from lessons combined with very good quality in-class support by the special educational needs co-ordinator (SENCO). Separately from the Study Centre, but fully supported by the SENCO, is the school's very good provision of special sessions for gifted and talented pupils, who work in a senior group, and a recently instituted junior one. A similar group of pupils, whom staff have identified would benefit from informal and relaxed development in specific weak areas, for example through games and activities designed to improve their co-ordination and motor skills, also meets weekly. Potential scholarship candidates in science also meet in sessions outside the daily timetable.
2.5 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.6 The quality of pupils' attitudes to work, their standards of motivation and relationships with their teachers in all age groups are excellent, and fully reflect the school's aims. As pupils move up the school, their ability to appraise themselves, and the way they acquire a new skill particular to certain subjects, improves commensurately. Particular strengths are in science, information technology and physical education. Standards in English and mathematics are satisfactory and they must be seen in the context of the levels of ability in Year 3, which is a major point of entry to the school, and where a fairly large proportion of pupils are identified as requiring support for learning difficulties. Given this, pupils' attainment in national tests is good. Results in national tests at age 11 over the last three years have been well above the national average of all maintained primary schools in science, and above these schools in English and mathematics.
2.7 The objectively measured progress achieved by the school for each of its pupils, irrespective of their level of ability, is outstanding. The work of the Study Centre makes a major contribution to this, particularly in applying regular and effective diagnostic testing to assess pupils' progress. Pupils' attainment in extra-curricular activities which the school provides during the week is very good; very high standards were observed in sports, in the scholarship science activity, and in the team skills and reasoning of the gifted and talented group.
2.8 Pupils of all ages show every sign of really enjoying their lessons, work and activities. Through a questionnaire and in discussion with inspectors, pupils declared the significant influence of teachers on their learning, in which kindness, understanding and enthusiasm were highlighted. They reciprocate in a mutually respectful and productive relationship, in which they listen carefully to teachers' instructions, respond quickly in a self-disciplined way, and follow lesson conventions very well. Pupils appreciate the contributions of others and collaborate well with them. High levels of sustained concentration were evident in lessons seen. Pupils' standards of presentation in exercise books are very good in all age groups.
2.9 Pupils' learning and application of skills and concepts in subjects are good. This was clearly seen, for example, in a 6α mathematics lesson on the investigation between area and perimeter, pupils compared, through trial and error, rectangles of the same perimeter but different combinations of length and breadth; and in 7α they used Excel to measure the surface area of a leaf. Pupils reason well, using learned subject skills and correct terminology. In Years 7 and 8, boys agreed that they are encouraged to think for themselves and work independently.
Spiritual, Moral, Social and Cultural Development of Pupils
2.10 The school's aims for its pupils are exemplified in their outstanding spiritual, moral, social and cultural development. The pupils' spiritual development is very good; they have strong self-knowledge, and awareness of what makes others different from them in their needs, values and interests. These qualities are well promoted by the school, in moments for guided reflection provided in house assemblies, and as seen in a whole-school assembly where loneliness, and consideration for others, were the source of deep consideration. Opportunities for spiritual development in lessons are also very good. In religious education (RE), for instance, Year 4 pupils were encouraged to reflect upon their 'goliaths' – their personal worries – and in history, where the work on the Tudors in Year 7 focuses on understanding how ordinary people used to live in straitened circumstances.
2.11 Pupils live by a strong moral code, in the development of which their teachers are excellent role models. Pupils show a clear ability to distinguish right from wrong; they respect others and are polite; their self-discipline and sense of fair play are very well developed. Pupils respond positively towards the well-established system of rewards for both conduct and achievement, comprising 'stars' leading to a 'headmaster's commendation', which encourage responsible and thoughtful behaviour. A regular component of weekly assembly is 'Caught Being Good' where understanding of underlying moral and social principles is well promoted.
2.12 Pupils' first-class social development is closely allied to the strong growth of their ethical values, in that teachers provide a strong example, and social structures within the school nurture good social understanding and skills. 'Citizenship' charts and 'Golden Rules', posted in classrooms and other areas of the school, reinforce the school's agreed standards and values. The house system promotes collective responsibility across the age groups, and prefects are required to implement and act as role models, so that younger pupils can clearly see and understand the good example of their elders. Team virtues are celebrated, as all boys applaud the achievements of house members from all age groups. Additionally, the school's emphasis on team sports, the Year 7 residential trip to France and for leavers to Wales, support pupils' maturing social skills, so that they become increasingly aware of the benefits achieved in working co-operatively with others. The personal, social and health education (PSHE) programme in the upper school builds on the precepts of the citizenship charter, clearly exemplified during the inspection in the Year 7 programme about bullying; its significance to pupils was reflected in the expressed view of one from Year 8 who said, "Bullying is rare at this school". In discussions, pupils in Year 4 and Year 7 both declared how secure and unthreatening they found the environment of the school.
2.13 The cultural awareness of all age groups at the school is well developed. The school's diverse community links, and a varied programme of visitors to the school, together with educational and recreational trips abroad extend both boys' knowledge and understanding of other people's contemporary life and traditions. The school successfully encourages multiculturalism through inter-school citizenship days, through regular presentations on world faiths organised by the local minister, and by participating in the Good Shepherd charity project that supports homeless families in India. The school's summer Arts Festival, organised on a house basis and adjudicated by visiting specialists from senior schools, encourage cultural participation and interest from all age groups. A similarly inclusive principle lies behind the school plays, so that by the time he leaves a boy will have performed at a number of levels. Visits to the theatre and the opportunity for pupils to perform musically with those from other schools, further enrich their cultural experiences.
2.14 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.15 The current standard of teaching represents a clear improvement over that reported in the previous inspection. Out of the lessons observed, about a third were outstanding. Teachers are very well informed on all pupils' needs and abilities through the individual profiles supplied and monitored by the Study Centre. These, with teachers' formal weekly evaluation of lessons, are key features in ensuring appropriate, good quality planning for all pupils, including those identified as requiring support for learning difficulties. Approaches to teaching are supported by a comprehensive range of written policies, by regular reviews from the Study Centre, and by supportive monitoring of lessons by the senior management team (SMT).
2.16 Teachers have good experience and knowledge, and they make good use of incidental opportunities to go beyond the formal lesson plan and broaden a topic. They use language and strategies which are appropriate to the age and abilities of pupils; in French lessons for example, the amount of English used is very well-judged, and teachers continually assess that pupils have understood, and support them appropriately. Lessons are well prepared and timed, and structured with activities chosen to stimulate and hold pupils' interest, as well as to challenge them. Teachers' enthusiastic and encouraging attitudes are much appreciated by pupils, who say, "Teachers are very helpful", and that, "Everybody has a good attitude to work." The high quality of relationships between pupils and teachers significantly contributes to the very good classroom management, behaviour and outcomes observed in lessons.
2.17 Resources to support pupils' learning are of good quality and teachers use them effectively. They also speak approvingly and enthusiastically about ICT as a resource; interactive whiteboards were observed, for example, being well employed in science, and in mathematics where the school's in-house generated software was particularly impressive. Teachers pay good consideration to the impact of their choice of resources, as, for example, when puppets, slings and pebbles in an RE lesson brought the story of David and Goliath to life. The school's resources are augmented by a very full programme of visits to institutions and sites, and for field work, and by a range of visitors to the school. In addition, the French department organises valuable residential trips for Years 5, 6, 7 and 8. Through these arrangements, pupils' enjoyment of their work, and the development of their understanding of individual subjects, are significantly enhanced.
2.18 The school has developed its assessment procedures since the last inspection, so that they now are a considerable strength, although their management and administration need improved co-ordination in order to allow a better continuity and use of comparative assessment information between year groups, and ensure the relevance of its contribution to the data bank. Teachers' assessment of pupils' class work is regularly carried out and their marking is thorough. In most subjects, helpful and supportive comments are included for older age groups, and the use of target charts or similar aids in exercise books, on lesson plans, and on interactive whiteboards, is widespread. In discussion, pupils acknowledged the contribution which teachers' feedback makes to their confidence and progress.
2.19 Individual assessment of pupils' skills and abilities is efficiently carried out by the Study Centre, so that from Year 3 all pupils have a profile, including a 'tailored' education plan, which extends beyond solely academic information and is regularly updated. Assessment of pupils for a wide range of specific learning difficulties, and consequential specialist support for them, is sensitively and effectively organised by the Study Centre. The result of these measures is that teachers have a deep and secure knowledge of all their pupils, and that their planning of lessons, and consequently the progress of pupils, benefit considerably.
2.20 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 very high quality of care for the well-being and development of all pupils continues to be an outstanding strength of the school. Staff provide effective support and guidance for all pupils, and the quality of pastoral care is very dynamic; it does not solely rely on the very comprehensive and wide-ranging policies that are in place, but derives from the mutual trust, respect and support between pupils and staff. In addition, the headmaster clearly values his staff and pupils and knows them very well, and a strong sense of unity pervades the school.
3.2 The staff are assisted by very effective pastoral arrangements. Registrations are regular occasions for good pastoral work, for example in giving advice to pupils about problems with homework, and, in junior forms, ensuring that pupils are properly organised for the rest of the day. The staffing arrangements within the school 'house' system complements that of the form tutors in providing effective pastoral outlets for pupils, who are confident about whom to approach when in difficulty.
3.3 The quality of relationships between staff and pupils, and between pupils themselves, is excellent. Teachers provide exemplary care and consideration for them, both in and out of the classroom. Pupils' response to staff is confident and entirely trusting. Throughout the school, the commitment of staff to pupils is palpable; pupils were observed intuitively thanking their teachers for lessons. Prefects take their responsibilities seriously, and value the trust that is put in them. They play an effective role in supporting younger pupils.
3.4 Measures to promote good discipline are highly effective. The school rules are understood by all, and seen by pupils to be reasonable. Strong, school reward-driven procedures result in self-discipline and high standards of behaviour. Staff deal quickly and calmly with pupils who forget or transgress. Assembly celebrates considerate behaviour in the 'Caught Being Good' procedures.
3.5 Effective child protection measures are in place under the overall responsibility of two child protection officers, so that pupils feel self-assured and secure. Comprehensive child protection files are kept, supported by Care, Risk and Prudence policies. Whole-school in-service training (Inset) is undertaken on child protection issues. The administrator is responsible for regulations concerning fire and health and safety, and all necessary measures to reduce risk from fire have been taken. Alarms are tested once-a-week and fire evacuation drill is practised once a term. The arrangements for monitoring health and safety are effective, and supported by regular meetings of the health and safety committee.
3.6 The supervision of pupils out of class and around the school is good; duty staff are prompt and efficient in attending to arising incidents or issues. Members of the SMT are on hand to ensure the safe departure of pupils at the end of the day. Pupils who become ill are well cared for in the school office; the secretarial staff are the named first-aiders, and they are appropriately qualified. All teachers have attended a first aid course, and five are trained first-aiders to the standard approved by the Health and Safety Executive. First aid is also a component of the PSHE programme for Years 6, 7 and 8.
3.7 School meals are of good quality and provide a choice between hot dishes, including a vegetarian option, or a salad every day. The week's menu is well-publicised. In a questionnaire, older pupils remarked on the restriction of space in the dining room, imposed by the configuration of the main building, which the school has alleviated by realigning the furniture.
3.8 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
3.9 The school has a very effective partnership with parents and extensive and regular links with the community. Responses by parents to the questionnaire distributed before the inspection show substantial satisfaction with the education and support provided for their children. This was particularly noticeable in the areas of curriculum provided, the quality of teaching, and for the help and guidance offered.
3.10 Parents have very good opportunities to be involved in activities at school, and in the work and progress of their children. A small number of parents suggested that one parents' evening per year was insufficient, and the view of the inspectors is that perhaps this comment is justified in Year 7, where parents might have more concerns about their sons' progress towards important examinations, and this would then match the allocation for Year 8. Parental links are very well supported through the activities of the Kingswood House Association, to which all parents belong, and its informal 'sporting' arm, the Kingswood House Sports Association. Social events provide opportunities for parents to meet in a relaxed, enjoyable atmosphere, and money raised goes beyond supporting the school's regular curriculum, by providing 'the icing on the cake' for existing facilities and current projects. The house-school partnership policy has three well focused sections which are directly relevant to the idea of parents knowing about their son's life at school and how they can be actively involved in their education and progress. The school has also introduced parents' curriculum 'workshops' and an open day for grandparents. It makes practical use of a brief exit questionnaire as a way of continually improving and assessing relationships.
3.11 On a more day-to-day basis, the head of pre-prep invites parents to be fully involved with developments and issues. Additionally, from Year 3 upwards, the school homework diary provides a conduit for messages and comments on individual pupil's work.
3.12 The school aims to give clear, useful information to parents from their initial contact with the school onwards. The prospectus contains a small pack, identifying details of open days, and a copy of a current newsletter. It is also accompanied by an informative and entertaining DVD. Amongst many other items, the parents' handbook gives outlines of the curriculum, formal assessment by year groups, and how reporting will be carried out, including associated parents' meetings. All parents receive a termly calendar, the Friday weekly newsletter, and, at the beginning of each term, full curriculum information for their son’s year groups.
3.13 The school's system of written reports for pupils is well developed, and all parents receive full written reports for two terms in the year, and a grade report, including brief comments, in the other term. The quality of information in full reports is very good; teachers' comments include aspects of pupils' attitudes, their successes and failures. The report finishes with form and head teacher's comments, a record of the pupil's 'stars' and his contribution to school life, and a brief assessment of his personal qualities. Reports are complemented by the personal plan which is drawn up for each pupil every term; these include aims for improvement, and targets for the future.
3.14 Responses to the parental questionnaire indicated that the overwhelming majority approve of the way the school handles their concerns. The school also has a clear complaints policy, which fully complies with regulations, and parents' attention is drawn to it in their handbook.
3.15 The school values its extensive involvement with the wider community at home and abroad, as part of its aim to promote pupils' social awareness. The school uses local sports facilities, and itself welcomes local groups in using its own accommodation in various ways, so that boys see the values of social co-operation and sharing. They learn about the structure of local society, and concepts of social responsibility, through a number of activities and events over the year. These include participation in a citizenship day organised by the police and other support services; boys also regularly go 'wombling' to pick up litter in the locality, and they carry out fieldwork studies and surveys in the town. Boys become aware of the differences between theirs and other people's lives through the support of local charities, for example in donations of clothing to Leatherhead night shelter, or in sending surplus educational materials to support schooling in Swaziland. Each 'house' also takes responsibility for a fund-raising day at school. In a different context, the school takes a regular and critical view of its website, to ensure that it appropriately informs and targets the right audience.
3.16 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 high quality of the governance at Kingswood House is a strength of the school. The experience, qualifications and operating structure of the governing body support and promote the school's day-to-day and long-term interests very well. The governors' partnership with the school covers a wide range of its activities and provision. All governors live locally and serve on different sub-committees, which meet regularly and have clear responsibilities for key aspects of the school, both in its buildings and facilities, and in its educational provision. Good continuity of leadership is established by the vice-chairman assuming the chair every three years.
4.2 Systems for monitoring the school's finances and for future planning are well-founded. Budgets are set and reviewed on a termly and cumulative basis by the Finance Committee so that they are accurate and well controlled. Governors discuss and ratify the school improvement plan, which is produced and implemented by the SMT. Recently, however, they have also been actively involved in developing the school's risk management strategy, and in a detailed review of the school's charitable status.
4.3 Governors rely on the head's written reports to their meetings in selecting issues for their formal attention, but their personal knowledge of the school and involvement with it on a routine basis is an important factor in ensuring that the board understands, supports and promotes the school's aims. The chairman maintains close and frequent contact with the head, and individual governors efficiently carry out functions in areas where they have particular expertise, such as finance and planning, curriculum, pupils' welfare and safety, and monitoring and supporting the work of the Study Centre. In these activities they liaise and collaborate with senior management and teachers at the school so that strategies and provision are securely based, are well understood by all, and work effectively to the school's benefit.
4.4 Governors are committed to, and understand very well, the school's caring and personal approach to its pupils. They meet socially with staff at school and attend many school events. Governors interest themselves in areas or aspects of the school's life and work where issues or concerns have arisen and where their support would be welcomed and appreciated.
The Quality of Leadership and Management
4.5 The SMT comprises the head and his deputy, the director of studies and the SENCO, the heads of pre-prep and junior school, and the school administrator. Their roles are clearly described in the staff handbook and, in practice, under the head's experienced and trusted leadership, they provide educational direction of good quality, which is valued and appreciated by all staff. At Kingswood the SENCO is incorporated as a key figure in disseminating guidance on good practice in teaching and learning throughout the school, so that benefits are clearly seen in the quality of education provided for all pupils, irrespective of whether they are also supported by the Study Centre itself. In addition, the responsibilities of the bursar in the position of administrator enhance the way management can effectively fulfil its duties in promoting the school's aims and ethos.
4.6 The SMT are effective in identifying and prioritising the school's needs, and these are clearly set out in The School Improvement Plan. Its incorporated action plan details targets under specific headings relating to the school's provision, for which individual members of the SMT will have responsibility. All members of staff are made aware of these targets, in which their collective ownership of the school's development is emphasised.
4.7 The SMT, under the director of studies, is efficient in reviewing and updating the full range of policies relating to the daily operation of the school, and to its educational provision, to ensure their current relevance and efficient support of the school's work. However, a weakness in this system relates to the co-ordination of assessment, which, although it has been very well developed to provide relevant information since the last inspection, is not managed and drawn together under the clearly defined management of one SMT member so that it is interpreted and used consistently for all age groups; this has led to an imbalance of workload within the team. The management of subject teaching policies and schemes of work is well monitored by the director of studies, and thoroughly reviewed annually by heads of department.
4.8 The appraisal of teaching staff is carried out by the head, with an emphasis on his personal support for, and understanding of, their work and needs, so that their motivation for improvement is well-promoted. The value attached by the head to the quality of teachers' self-esteem and self-appraisal is seen in the custom for them to show him examples relating to their work, where they have been particularly pleased with the outcome; these might be pieces of work themselves, or from a particular lesson, or perhaps letters of appreciation from parents. Appraisal identifies areas for individual professional development and training. This is also organised on a whole-staff basis at the beginning of each term, when it is targeted on current educational issues, with the purpose of creating beneficial initiatives or updating training, such as first aid. The monitoring by the head of teachers at work has a similarly personal and supportive basis as appraisal, and they might request assistance, for example if they are having specific problems in class. Otherwise, the heads of pre-prep and juniors monitor teaching in their departments, and the deputy head in the seniors.
4.9 The management of the school's financial resources and administration supports its educational aims and needs very well. The school accountant meets with the bursar every week, so that, for example, emerging issues can be promptly dealt with, and the head may also become involved if necessary. The head and the bursar also work closely together on a day-to-day basis. Supporting departments, of catering, maintenance and grounds, are provided in-house and are very well managed. These aspects of the school make a good impression, which is complemented by the operation of the front office; this presents a welcoming view of the school to the outside world and visitors, and a friendly, personal point of contact for parents and their sons alike.
4.10 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
5.1 Kingswood House School successfully meets all its aims and in many areas it more than fulfils them. It is truly a community which cares for the individual in a friendly and secure environment, where pupils are happy and where relationships amongst themselves and with all adults are of high quality. The school and its teachers provide an excellent educational experience for all pupils, so that their individual abilities are developed in all areas of the school curriculum. Pupils' achievements are good, they acquire very good skills and superior attitudes for work, and feel confident in asking for, and receiving, supportive help when necessary. The school benefits from the positive support of its parents for the full range of its activities, and from the excellent quality of the governing body's contribution.
5.2 The school has improved considerably since the last inspection in 2000, notably in areas of curriculum and teachers' planning, in the quality of pupils' learning skills and in approaches to the school's development planning. However, it needs to continue work carried out in two areas where valuable improvements have already been made, to ensure that they fully support and promote the school's provision and activities; these are in the management of library facilities, and of assessment.
5.3 The school meets all the regulatory requirements.
5.4 The following matters are suggested in order that the school may continue to improve still further.
1. The school's management should consider and implement ways of co-ordinating its assessment practices to ensure the development of maximum benefit from them.
2. The school has established a well-furnished and potentially attractive library. However, it needs to institute well-founded management to ensure better use of this facility in promoting pupils' independent learning, and to support its plans for improving their attitudes to reading.
3. The school should review the balance of the curriculum and the distribution of lessons in the weekly timetable, to ensure a more even distribution, with particular reference to music, design technology and English.
5.5 No action in respect of regulatory requirements is required.
6. summary of inspection evidence
6.1 The inspection was carried out from 23rd to 26th January 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.
|
T. Andrews |
Reporting Inspector; former head of IAPS schools |
|
J. Hawkins |
Retired head of IAPS
schools |
|
R. Merriman |
Current head, IAPS school |
|
P. Nicholson |
Current head, IAPS school |