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INSPECTION REPORT ON |
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International College Sherborne School |
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Full Name of the School |
International College Sherborne School |
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DfES Number |
835/6030 |
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Registered Charity Number |
306219 |
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Address |
Newell
Grange, Sherborne, Dorset, DT9 4EZ |
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Telephone Number |
01935
814743 |
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Fax Number |
01935
816863 |
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Email Address |
principal@sherborne-ic.net |
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Principal |
Dr
Christopher Greenfield |
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Chairman of Governors |
Professor
Richard Hodder-Williams |
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Age Range |
11
– 16 |
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Gender |
Mixed |
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Inspection Dates |
8th
to 11th May 2006 |
This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.
The inspection was carried out in conjunction with the Commission for Social Care Inspection (CSCI). The CSCI report is available separately (www.csci.org.uk).
The inspection does not examine the financial viability of the school or investigate its accounting procedures. The inspectors check the school’s health and safety procedures and comment on any significant hazards they encounter: they do not carry out an exhaustive health and safety examination. Their inspection of the premises is from an educational perspective and does not include in-depth examination of the structural condition of the school, its services or other physical features.
1.1 The college was founded by Sherborne School in 1977 as an international study centre with the specific aim to prepare boys from overseas to pass entrance examinations to British independent schools. It grew to the stage where it became a distinct school in its own right and, in 1991, moved to its own campus with separate premises, staff, timetable and budget, and registration with the Department for Education and Skills. Girls were admitted soon afterwards. The college is administered by a separate governing committee, responsible to the board of governors of Sherborne School.
1.2 At the time of the inspection there were 85 boys and 56 girls between the ages of 11 and 17 on roll. The majority take GCSE examinations after being in the college for between three and six terms. The turnover of students each year is very high, and the college is ‘top heavy’, with the great majority of students aged 15 and over. All students are full-time boarders and have English as an additional language. No student has a statement of special educational needs, but the college has identified one requiring special educational provision. The college also runs intensive Easter and summer holiday courses for examination revision and English language reinforcement. These holiday residents are not full-time members of the college and different staff are employed to teach and look after them. Students are drawn from 24 nationalities, mainly China, Russia, Hong Kong and Western Europe, but Korea, Taiwan, the former Soviet republics, Japan, Middle East and Africa are also represented.
1.3 Entry to the college is based primarily on a student’s level of written and spoken English and, for older students, on a judgement of when he or she is capable of performing satisfactorily at GCSE in the time available. Selection is not carried out on the basis of academic testing, although internal tests are used in conjunction with nationally recognised tests in English for speakers of other languages to plan a student’s timetable and course structure. Based on the limited information available, the average academic ability of students on entry to the college is broadly in line with the national average. Their level of English is well below that of British students at the same stage of their education. Where students are performing in line with their ability, therefore, they will achieve results at GCSE broadly in line with the national average for all maintained secondary schools.
1.4 The college is located on its own campus close to Sherborne town centre. The buildings comprise a blend of appropriately renovated older buildings and modern purpose-built blocks for teaching and senior boys’ boarding. Boarding accommodation for girls and junior boys is situated off site, but close at hand.
1.5 The college has two broad aims:
· to provide a thorough preparation (cultural, linguistic and academic) for boys and girls from non-British educational backgrounds who wish to join British boarding schools;
· to provide short courses for non-native students during Easter and summer holiday periods.
1.6 These are under-pinned by a series of ten more detailed objectives which are intended to influence the educational provision, the school management and the structure of care of the students.
1.7 National Curriculum nomenclature is used throughout this report to refer to year groups in the college. The year group nomenclature used by the college and its National Curriculum (NC) equivalence are shown in the following tables.
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School |
NC name |
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J2 |
Year 7 |
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J3 |
Year 8 |
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Year 9 |
Year 9 |
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Year 10 |
Year 10 |
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Year 11 |
Year 11 |
The Educational Experience Provided
2.1 The educational experience provided for the students is excellent. It very effectively fulfils the college’s aim to provide a thorough preparation for boys and girls from non-British educational backgrounds who wish to join British boarding schools. Good progress has been made since the last inspection, in particular in developing the curriculum to include a planned programme of personal, social and health education (PSHE) and tutorials for all students. The college is aware of areas in which further development is needed, for example in increasing the use of information and communication technology (ICT) in subjects, and strategies for the future are already under review.
2.2 The education provided is consistent with the college’s declared aims and philosophy. The aims and objectives are clearly understood by the staff and the ways in which they are to be achieved are fully set out in departmental documentation alongside subject-specific aims that support them. A key objective is to develop English language skills that allow full access to the curriculum in British schools. Schemes of work focus both on what is to be taught and on the learning that is to take place, although this is primarily concerned with acquiring knowledge, with less emphasis on students thinking for themselves. These are working documents that show good awareness of the needs of individuals while providing a clear structure for teaching and learning. These programmes are fully implemented in practice in the classroom.
2.3 The taught curriculum and the wider educational provision in the college contribute well to students’ linguistic, mathematical, scientific, technological, human and social, physical, aesthetic and creative development, and to the acquisition of skills of speaking, listening, literacy and numeracy. The curriculum is appropriately balanced with sufficient breadth and depth for students at all stages, including those taking one-year examination courses. A realistic appreciation of what can be offered successfully in the short time students stay at the college to prepare them for life in British independent boarding schools is clearly evident in the college’s work. Technological development is achieved through the study and use of ICT; aesthetic and creative development is achieved in art lessons, the study of literature and in creative writing, and in instrumental music lessons. Students’ education is also enhanced (particularly so for these students from non-British backgrounds) through visits to art galleries and theatres.
2.4 Students choose from a good range of extra-curricular activities, both in activity periods and at weekends. Many sporting activities take place both within the timetable and after school, including individual sports such as tennis and badminton, house competitions (such as the swimming gala) and team fixtures with other schools. The range and variety on offer prepare students well for life in the British independent school system, and make a significant contribution to their personal development. The curriculum is also enriched by links with the local and wider community, and these are noted later in the report.
2.5 Students are extremely well supported for the next stage of their education - the move into a British independent boarding school. The college has a clear focus on the requirements of the different entrance and GCSE examinations, and the curriculum ensures that students are very well prepared, particularly so in the rapid improvement in their English. The future-schooling adviser gives expert and comprehensive support, both formally and informally, for all students in the process of choosing appropriate schools and making applications. Parents are consulted and kept informed at all stages, and their children are successful in gaining places at a wide range of independent schools, including the most highly selective. The very good cultural and social development of students helps them take their places in the house communities of their next schools. The independent learning skills of many students are not yet sufficient to support sixth-form work fully. The college recognises the need to develop this area further.
2.6 The curriculum is very well planned to ensure equality of access and opportunity for all students, and to promote participation in a wide range of activities. The college has an extremely flexible approach to the academic provision, and the curriculum committee undertakes continuous review to ensure that the needs of all students, including those who join the college in January and April, are catered for. The college is also responsive to requests from students who wish to study additional subjects. Decisions are made and implemented quickly. Close contact, often by e-mail, takes place with parents to ensure that they are consulted and informed about proposed decisions or changes.
2.7 The provision for students who are learning English and for those who are identified as having special educational needs is excellent. The whole curriculum is planned to support the learning of the students, all of whom have English as an additional language. The English department offers advice on strategies and good practice to all teachers as well as enabling students to make rapid progress in all areas of English usage.
2.8 Procedures for the assessment and diagnosis of students’ needs relating to English proficiency and requirements for learning support are thorough and very effective. Teachers make effective assessments when students arrive at the college, and all staff are alert for indications that a student may have additional needs for learning support. Such concerns are discussed with heads of department, who pass these on to the vice-principal. Parents are contacted and assessment begins, with outside professional support brought in where appropriate. Testing in the student’s native language is arranged where possible. The college then makes every effort to ensure that a student’s needs are met, sometimes bringing in specialist teachers.
2.9 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.10 The students demonstrate an impressive level of knowledge, skills, understanding and application in their academic subjects and in a wide range of activities, particularly so given their initial low levels of English language. The standards achieved and the learning developed contribute strongly to meeting the college’s aims to provide a thorough academic preparation for students to join British boarding schools. The good standards of achievement and learning seen during the last inspection have been maintained, and the college is aware that continued development of independent research and problem-solving skills is needed to raise standards still further.
2.11 Students apply their knowledge and understanding well – for example, in chemistry when considering cause and effect in the structure and properties of materials; in English when inferring points of comparison in the study of poetry; and using information in geography. Students show considerable skill in applying knowledge in mathematics. They are competent users of ICT. In English, students progress rapidly through the different levels of specialist examinations to GCSE level, demonstrating competence and confidence in listening, reading, speaking and writing. Considerable success in football and basketball was also noted.
2.12 More able students are challenged through accelerated learning programmes and extension work, particularly in English and mathematics, and those less able are supported through individual tutorials and extra English classes. No significant difference was observed between the achievement of boys and girls.
2.13 Students’ attainment at GCSE is high in relation to their capabilities and level of English, results over recent years being well above the national average for all maintained secondary schools. Taking into account their level of English on entry, and the short time they are at the college, this represents particularly rapid progress. Students have performed creditably in the mathematics Olympiad and in the UK Maths Challenge. Individuals have achieved success in the English Speaking Board examinations and in music, in a range of instrumental examinations. High levels of achievement and rapid progress through the different levels of the Cambridge English tests have been particularly notable.
2.14 In their learning, students show a strong desire to succeed: they are highly motivated and closely focused on their work. Behaviour is excellent, and students are committed and enthusiastic about their studies. Given that all are learning with English as an additional language, they speak, listen, read and write very well, and their skills are developed and extended through the different levels of the specialist English examinations for non-native speakers. Students are confident in handling numbers and discussing mathematical terms. They give good explanations of their calculations. Students occasionally experience difficulty in interpreting questions but have no trouble with mathematical processes once the requirement is understood. All students develop appropriate competence in ICT, both in timetabled lessons and in a few other subjects such as art and English. The college recognises the need to develop further opportunities for computer-based learning such as logging and manipulating data in science and geography, and making use of presentation software.
2.15 Students can reason and argue effectively and express their ideas articulately, although some do not respond well to this style of learning. In history, they argued the case for the abolition of slavery and, in English coursework, they constructed logical arguments on a theme of conflict from a poetry stimulus. In role play in a PSHE lesson on relationships, they identified sensitively with their characters and expressed their views effectively.
2.16 Limited evidence of independent note-taking was seen in the work scrutinised, students generally copying notes from the board or from text books. However, in history, they were able to highlight and annotate text to draw out the main points.
2.17 Students invariably take pride in their work which is well organised, and carefully and neatly presented. A strong work ethic is evident throughout the college and students take great responsibility for carrying out the tasks set to an appropriately high standard. Some examples of independent work were seen, particularly in English, where a class using the language laboratory corrected their own work in a mock IGCSE paper. Some good paired work was seen, where ideas were exchanged. Group work was often achieved effectively through the small numbers within the classes. Students also have opportunities to work collaboratively in sports teams and in rehearsals for the production of Grease. Students are committed and disciplined in their attitude to activities and their homework sessions. They settle quickly in lessons and apply themselves readily to the tasks given to them. They persevere well to achieve the targets set and enjoy their work and activities.
Spiritual, Moral, Social and Cultural Development of Pupils
2.18 The college provides excellent opportunities for students to develop personally and to enhance their self-esteem, self-knowledge, self-awareness and sense of responsibility. The values promoted, the educational opportunities provided, and the boarding experience, all promote the spiritual, moral, social and cultural development of students very well, and this is a great strength of the college. This is a school that instinctively understands the need to develop individuals in as many areas as possible and, in so doing, helps to fulfil the college’s aims and purpose extremely well. Progress since the last inspection has been good, and improvements in spiritual and social development and the creation of a formal PSHE programme have been significant contributory factors to the current high standards of personal development.
2.19 Students are encouraged to observe their own faith, and a number attend church in town on Sundays. Others do so on an individual basis. Students feel comfortable in saying grace privately at meals if they wish to do so. Assemblies are led on themes of a moral or spiritual nature. For example, exploring the feast days of prominent saints enables students to appreciate a spiritual or contemplative life style. One student explained that he enjoyed being at the college because it gave him the chance “to mix with other cultures and understand their traditions and beliefs”. Without the structure provided by communal worship in chapel and religious education in the curriculum, opportunities to promote spiritual development may seem fragmented, but they are very much present in the college community. The very nature of a new community of international students coming together each year brings with it many opportunities to explore new experiences and understand each other’s beliefs. Opportunities are also taken in the curriculum to reflect on the nature of life and the physical world in science, to appreciate the European Christian heritage in history, and to explore the nature of relationships and self-awareness through English literature.
2.20 Students demonstrate a well-developed ability to distinguish right from wrong. They understand and feel strongly about acceptable and unacceptable standards of behaviour, irrespective of their own cultural background. They expressed a clear disapproval of bullying or unkindness. As one student explained, “we are all new here, we have to be friendly”. Students’ moral development is thus very strong. This is reinforced by the PSHE programme, and in one lesson students explored the moral dilemma of unwanted pregnancy through a powerful role play. In English, students were moved by a poem inspired by a Vietnam war photograph. One girl felt that her viewpoint on life had completely changed as a result. In history, students expressed their antipathy to racial inequality and, in science, moral and ethical issues were discussed in relation to genetic engineering and environmental issues. Much of the excellent moral and spiritual development is seen in the students’ response to the very good role models provided by the adults in the college community.
2.21 Students show excellent social development. The boarding community gives them a very successful structure to explore relationships and develop their talents within a supportive and encouraging framework. With such a transient school population, few older student role models exist. However, students show strong support for each other and an ardent loyalty to and a strong pride in their boarding and competitive houses, which are created to provide a forum for competitive sport. The newly created community credit system rewards worthy citizenship and responsibility, and house committees are appointed to discuss domestic issues and routine organisation. ‘Buddies’ are selected to support and help new students in their induction to the college. Assemblies and the PSHE programme help to provide an insight into contemporary social issues and British institutions, and older students are given a short course in drugs awareness and personal safety. The college has piloted systems of student leadership which were not considered to be appropriate. Further approaches to enable students to take responsibility for themselves are being developed.
2.22 Students’ excellent cultural development is, of necessity, enhanced by the very nature of this non-British community. They learn about and celebrate the traditions and festivals of each other. Chinese New Year heralded the arrival of a dragon into assembly, and students have opportunities to appreciate the nature of festivals such as Diwali, Ramadan and Christmas. Gastronomic cultural awareness is very popular, and students enjoy sharing each other’s cuisine, with Russian, Vietnamese and Thai meals being experienced recently. In geography, a lively discussion led to appreciation of social and cultural customs of the Masai tribes in Kenya. A palpable atmosphere of harmony and tolerance pervades the college. Students come to appreciate the western cultural tradition through art, music, visits to the theatre, concerts, galleries and museums. They have also taken part in trips to the battlefields of Belgium and to Versailles.
2.23 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.24 Throughout the college, the good standard of teaching, together with the excellent staff-student relationships, are key factors in promoting students’ learning and achieving good standards. In the great majority of lessons, teaching was at least good, with some outstanding lessons seen. The effectiveness of the teaching lays the foundation for high expectations and hard work by students. The quality of teaching contributes well to the college’s aim of enabling students to achieve good GCSE results and preparing them for academic life in their next school. The college has maintained the high standards noted in the last inspection and has made some further progress in enabling students to explore wider educational issues and develop independent research skills, but more can still be done, even though the college’s primary aim is to achieve examination success.
2.25 A key priority for all teachers is to concentrate on the teaching of English, and the high standard of this is a key factor in students’ progress. This is helped by the significant number of teachers with formal qualifications in teaching English as a foreign language (TEFL). It is clearly understood by all staff that they are teachers of English first and subject specialists second. Good examples of this were seen in a Year 8 mathematics lesson that concluded with a game of ‘Hangman’ using mathematical terms, and a geography lesson where artefacts and models were passed around to illustrate unfamiliar words.
2.26 Teaching throughout the college is well planned, with appropriate support materials being effectively used through carefully constructed handouts, specially prepared tests and revision notes. Each subject has its own glossary of terminology to supplement the college word bank booklet and these are well used. Expectations set by teachers are high, and students invariably meet the levels required of them in terms of effort, understanding and presentation of work. The teaching encourages students to behave well and take responsibility for their own progress.
2.27 In fulfilling the primary aim of the college, the teaching focus is predominantly on acquisition of knowledge and preparation for examinations, rather than teaching for independent learning, which is often inconsistently promoted. This can occasionally result in a narrow range of teaching styles and limited use of resources. The best teaching is lively, fully engages the students and uses a wide variety of techniques to reinforce learning. When less successful, a few lessons lacked pace and did not always fully recognise the range of ability of the students. With great pressure on preparation for external examinations in such a short time, teaching does not always encourage students to contribute their views or opinions spontaneously in lessons, and is occasionally dominated by the more able English speakers.
2.28 Teaching shows a very good understanding of the aptitudes, level of English and needs of the students, and teachers know them well. This process is helped by the monitoring of progress through the record card system and by the academic targets agreed with each student twice each term. Teachers are all appropriately qualified and experienced. Teaching is supported through the good quality accommodation and good resources throughout the college. Although it is not yet sufficiently developed, teaching is starting to provide students with the opportunity to develop their ICT skills, and makes very effective use of specialist software to enhance the learning process in the teaching of English.
2.29 Teaching includes regular and thorough assessment of students’ work. Small classes enable very close monitoring of their progress. Regular tests in all subject areas support this process and influence teaching strategies. Good use is made of appropriate module and unit tests which allow yearly comparisons of progress. Assessment information is incorporated very thoroughly into the curriculum planning process. Students’ progress is evaluated effectively with reference to standards required at GCSE and in the specialist English examinations. The marking of students’ work is regular, accurate, consistent and in line with the college’s marking policy. Students find the marking process useful. However, in some subject areas, annotation could be more diagnostic and, as a consequence, be more useful to students in their self-assessment.
2.30 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 quality of the provision of pastoral care, welfare and health and safety of all students is excellent. It successfully promotes a climate of trust, the development of positive relationships and confidence, and makes a major contribution to the college’s aim of preparing students for the pastoral systems they will encounter upon entry to their new schools. Progress since the last inspection has been very good and all recommendations have been addressed. An effective tutor system is in place, effective training for all staff in child protection has been undertaken, and opportunities are steadily being developed for older students to take on more responsibility.
3.2
The
staff provide effective, sympathetic and conscientious support and guidance for
all students. They know them very well
and are committed to meeting their needs.
They respond very effectively to individual concerns and changing
circumstances. Students report that they
find it easy to approach members of staff with problems and are confident that
their concerns will be resolved. Staff
are particularly conscious of the significant cultural changes and the new
school routines and expectations that all students encounter on arrival. The thorough induction programme takes this
fully into account, an example of the high standard of pastoral support that
enhances students’ social development and academic progress.
3.3
The
structure and organisation that underpin the pastoral and welfare systems are
strong, robust and effective. Clear
procedures, well defined areas of responsibility and effective communication
between staff, academic departments and boarding houses ensure that educational
and social progress is extremely well monitored. The regular academic meetings every student
has with the vice-principal enable them to discuss achievement and progress and
set specific targets. The regular
grading system provides staff and tutors with an efficient system to monitor
progress.
3.4
A
striking feature of the college is the good-humoured, purposeful and respectful
atmosphere which permeates every facet of college life. Students are open, very well mannered and
courteous and, while both committed and well motivated, extremely relaxed and
good-humoured. The genuine interest of
staff in their students fosters mutual trust and understanding. These excellent relationships are a strong
factor in the college’s success in achieving its aims.
3.5
The
promotion and reinforcement of an excellent standard of behaviour and
discipline are very effective and the high standards that are expected are well
understood by all students. Incidences
of bullying are very rare and, when they do occur, students report that they
are quickly and effectively dealt with in accordance with the college’s well
understood policy.
3.6
The
welfare of students is rightly given a high priority by the college, and this
is reflected in the comprehensive child protection policy and procedures,
together with appropriate guidelines for staff.
The principal is the designated child protection officer (CPO) and is
assisted by two deputy CPOs, two welfare governors and two independent
listeners. All staff receive appropriate
child protection training, particularly those new to the college.
3.7
The
provision for health and safety is excellent.
A full-time, well qualified health and safety officer co-ordinates and
oversees all areas of risk assessment, first aid and minibus training very
thoroughly, delivers whole staff training and provides induction for new
staff. Forty-one staff have emergency
first-aid certification and four more have the full first-aid certificate. Medical provision is overseen by the school
nursing sisters and benefits from the close proximity of Sherborne School’s
medical centre. All measures to conform
with fire safety requirements have been taken.
3.8
The
college’s caterers provide a balanced, nutritious and culturally sensitive
cuisine. The dining facilities provide a
civilised setting in which students and staff dine together. Little details like tablecloths and fresh
flowers are much appreciated.
3.9 The school meets the regulatory requirements for the welfare, health and safety of pupils [Standard 3].
The Quality of Links with Parents and the Community
3.10 The college has forged very good links with parents, and limited but worthwhile links with the local community. As the college is fully boarding with all parents resident overseas, the college’s aim to have a thorough and efficient communication system is well met. Good progress has been made since the last inspection in developing the college’s website and other electronic means of communication, and in translating many of the key college documents.
3.11 Not surprisingly, only a small proportion of parents responded to the pre-inspection questionnaire. The great majority of these expressed strong satisfaction with the college and with the quality of education provided. They particularly approved of the teaching and support given to their children which helps them to make progress and develop both positive attitudes and values. One parent said that “my child has achieved a growing interest in study, thanks to the good care and very supportive teachers and staff”. Another acknowledged that “my daughter is now highly motivated”.
3.12 Opportunities for parents to be involved in the life of the college are understandably minimal. However, the college prides itself on its 24-hour return time for all communications (which are mainly by e-mail) seven days per week, which helps parents keep in touch with their child’s progress. Parents and guardians can arrange to visit the college and meet staff at any time, and many do so.
3.13 Regular communication with parents, all of whom live overseas and nearly all being non-English speaking, is challenging. However, the college takes its responsibility seriously and documentation sent to joining families is concise and clear. Much of this information is distributed electronically and is accessible through the website, sections of which and other documentation are translated into seven European and Asian languages. Parts of the website cater for the needs of UK guardians and host families, and overseas placement agents. The principal, vice-principal and registrar make up to nine overseas visits each year between them, partly for recruitment but also to arrange parents’ evenings for existing students. These provide good opportunities for parents to hear at first-hand the achievements and progress of their children. Since the last inspection, the college has further improved the reports sent to parents. These are now written at the end of each term and provide a clear indication of the work covered, combining a matrix of grades for performance, effort and attitude, together with subject-specific skills and written comments, including those of the principal, head of year (tutor) and house parent.
3.14 The college’s complaints policy is summarised in the parent booklet. The full procedure, available on request, is fully compliant with regulatory standards. The college has had no formal complaints during the last few years, although it has dealt with minor concerns promptly and effectively.
3.15 The college has developed a limited number of links with the local and wider community. This is understandable, given the high turnover of students, and the limited level of English language on their arrival. Students have decorated the Christmas tree at the local church, business studies students have conducted research locally, others participate in the local art exhibition and charity fundraising, with recent beneficiaries being Macmillan nurses, Pakistan earthquake victims and gift boxes for needy children. These links are very worthwhile and provide valuable opportunities to enhance the social and cultural development of the students. It must also be acknowledged that, in the process of joining the college, students are effectively developing strong links with the global community and appreciating its diversity.
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].
The Quality of Boarding Education
3.17 The college provides a very positive and fulfilling boarding experience, and the opportunities it offers to boarders enhance students’ education and personal development very well. This comprehensively supports the college’s mission and aims by providing a supportive environment well suited to achieving social integration into British boarding schools. The arrangements for boarding also fulfil the particular aim to enable students to “be able to work, play and relax, free from abuse, intimidation and harassment and bullying” very well. Improvements have been made in recent years to the quality of the living accommodation, providing a strong team of committed staff, and enabling students to take some responsibility for themselves and others.
3.18 Relationships within the boarding houses are warm, supportive and respectful. Students are clearly appreciative of the care and help given by staff, and their evident concern for their well-being and welfare. A calm and purposeful atmosphere prevails in the houses, and students show obvious pride in their house communities. This spirit is developed very well, considering the short time that all students spend in the college. Opportunities are being developed for students to take greater responsibility for themselves and others. House committees have been set up to allow chosen students to represent the views of their peers to staff. Computer monitors oversee students’ use of the library computers in the evenings.
3.19 Activities for boarders during the week are necessarily fitted in around their demanding academic commitments. A good range is available at weekends, blending whole-school trips and outings to places of interest such as Bath and Bournemouth with social outings such as bowling and the cinema, and more informal house-based activities, such as cookery, computing and bead-making. Successful and popular inter-house competitions are held in activities such as table-tennis. Time is also set aside on Sundays for revision and catching up with academic work.
3.20 Accommodation and resources for boarding are good, with recent improvements and refurbishment in all houses providing a homely environment that is appreciated by the students. A significant strength is the generous deployment of committed staff who provide both academic and pastoral support. Academic staff on evening duties in the house are well used by students for support and help with their work. Staff induction and training needs are well managed and met.
3.21 Some students, particularly the younger ones, perceive inconsistencies and differences in the routines and provision between the boys’ and girls’ houses. The college is aware of the need to ensure greater oversight and monitoring of this issue.
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The support provided by the college’s governors is of a particularly high standard, and contributes greatly to the college’s success. Governors have a clear commitment to the college’s aims and central purpose, and provide comprehensive guidance and encouragement for these to be fulfilled. They have been key figures in maintaining high standards and improving resources and facilities since the last inspection. Through their involvement with the working life of the college and their clear strategic vision, they are fully aware of areas that need further development.
4.2 The college’s governors operate as a semi-autonomous sub-committee of the full board of Sherborne School which oversees the financial operation of the college. The governors provide a wide range of valuable expertise and experience, and have a clear understanding of the particular needs and special circumstances of the college and its students. They have a good grasp of academic priorities and the needs of staff, many of whom have been enabled to gain specialist teaching qualifications in English as an additional language. Governors have drawn up clearly defined aims and objectives, and a comprehensive action plan to meet them.
4.3 They take advantage of many formal and informal occasions to meet staff, and carry out regular monitoring of welfare and learning to enable them to fulfil their statutory responsibilities. Two governors have been designated to take responsibility for monitoring welfare arrangements in the college, and have been instrumental in carrying out the required annual review of safeguarding and promoting students’ welfare and child protection. Good opportunities have been taken to meet and get to know students as well, through visits to classes and the boarding houses. One governor provided frogspawn to a junior class, who much appreciated her continuing interest in the welfare of the tadpoles as well as their own.
The Quality of Leadership and Management
4.4 The overall quality of leadership and management throughout the college is particularly high, and is one of the major factors in helping the college to fulfil its aims and purpose so successfully. In particular, the leadership and management at all levels enable the students to prepare very well for the cultural, social and academic demands of their future schools.
4.5 Since the last inspection, clear identification of students’ needs, and efficient deployment of staff and resources, have enabled the college to make good progress in many areas. Recognising that there are still further improvements to be made, the college has already introduced initiatives to look more consistently at the use of ICT and the nature of curriculum choices offered to the students.
4.6 One of the greatest strengths is the development of a very strong culture of self-evaluation and self-improvement. This is underpinned by the carefully constructed objectives that outline just how the college’s aims will be achieved. The clear strategic focus and the very comprehensive action plan enable senior management and governors to assess progress in each area. Staff are all involved through the thorough departmental review process that enables heads of subject to discuss the past progress and future developments of each department with the principal and vice-principal. Subject-specific targets link both with whole-school priorities and with the staff appraisal and individual target-setting process. Communication within the college is efficient and effective, relying both on regular informal contact, easily possible in a small school, and more formal regular meetings and briefings.
4.7 The principal and vice-principal provide energetic and dedicated leadership, and their clear-sighted promotion of the college’s mission provides a vibrant sense of purpose among both staff and students. The college reacts efficiently to changing circumstances and a rapid response system ensures that welfare concerns, academic issues and emerging needs of students are swiftly resolved. Several committees and working groups have been set up to identify future needs and priorities. In particular, the curriculum committee ensures that changing needs are taken into account when planning the timetable (which changes every term with each intake of students). A working party on ICT has started to look at the needs of students and staff, and the implications for resource acquisition, training and management.
4.8 The life and work of the college is assisted by a comprehensive range of policies and procedures and these, too, are regularly monitored and their effectiveness reviewed. The needs of staff are given a high priority and the deployment and development of the dedicated and hard-working teaching staff are very good. Staff recruitment checks are thorough, as is the induction process for newly appointed teachers. The principal carries out an extensive programme of lesson observation and this helps to monitor teaching and share good practice more widely.
4.9 Financial control and resource management are well co-ordinated by the bursar of Sherborne School. Day-to-day administration is thorough and efficient. The loyal teams of non-teaching staff support the life and work of the college very well indeed, and play their part in meeting its aims.
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 This is a remarkably successful school. Its very strong sense of purpose and the excellent quality of the education provided enable it to fulfil its mission exceptionally well. Through their strong personal development, their positive relationships, good standards of achievement and learning and, above all, their extremely rapid improvement in English language skills, students are able to proceed to their next schools very well developed socially, culturally and intellectually for the new challenges ahead. Staff at all levels know the students very well; they have a real understanding of their particular needs and a great interest in their progress and welfare. The excellent leadership and management at all levels, and the strong support of the governors, provide a sharp and effective focus for identifying the future direction of the college and creating a willing acceptance of self-improvement and development.
5.2 The college has made considerable progress since the last inspection, maintaining the strengths identified in 2000, and improving the curriculum, tutorial provision, staff training and facilities. The further improvement needed in the development of more sophisticated learning skills, and in widening the opportunities for ICT in students’ work, has been recognised and, in the latter area, initiatives are already under way.
5.3 The school meets all the regulatory requirements.
5.4 The college has many strengths and no significant weaknesses.
5.5 In order to enhance the learning experience of students still further, and to prepare them more effectively for future sixth-form academic expectations, the college should:
1. review the range of teaching styles and strategies used, to enable more independent learning as well as the acquisition of knowledge;
2. continue its efforts to r