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INSPECTION REPORT ON |
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Full Name of the School |
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DfES Number |
358
6014 |
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Registered Charity Number |
250607 |
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Address |
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Telephone Number |
0161
928 8310 |
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Fax Number |
0161
929 5801 |
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Email Address |
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Headteacher |
Mrs
Rosemary Hedger |
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Chair of Governors |
Sister
Jacinta Davenport IBVM |
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3-11 |
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Gender |
Girls
3-11, Boys 3-7 |
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Inspection Dates |
9th
– 12th October 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
1.2
Since
the last inspection in 2000, the accommodation has been extended to improve the
administrative area and provide two additional classrooms with a large work
area, facilitating the development of an ICT suite, a specialist room for
mathematics and refurbishment of the Prayer Room.
1.3
The
school draws its pupils from a wide social background from the local area. It currently has on roll 161 girls and 1
boy. Admission is non-selective in the
early years up to the age of 7, after which tests are given before a place, if
available, is offered. Pupils who may
need support for their learning are also considered. National Curriculum tests are not taken. The school uses other standardised tests to
measure pupils’ progress.
1.4
The
analysis of standardised data shows that pupils’ abilities cover a wide range,
but their average ability is above the national average. The few pupils with English as an additional
language (EAL) all have complete fluency.
No pupils have a statement of special educational need (SEN) but 16 are
identified as having learning difficulties or disabilities (LDD). A similar number are identified as being
gifted and talented.
1.5
The
Loreto philosophy is that their educational communities should be centres where
‘freedom, justice, sincerity, truth and joy find expression.’ The aim of the school is to pursue the
principles of the gospel in the tradition of the Catholic faith and of the
Institute of the Blessed Virgin Mary, ‘forming well-educated men and women who
are alive to the needs of the world, with the knowledge which gives them the
power to act’ (IBVM constitutions). The
aim continues: ‘within a loving, disciplined atmosphere, and in partnership
with the parents, the school encourages all children to work hard to reach
their full potential by developing their special aptitudes and skills’.
1.1
National
Curriculum nomenclature is used throughout this report to refer to year groups
in the school. Pupils in Nursery and
Reception are also referred to as in the ‘Foundation Stage’, and those in Years
3-6 are also referred to as being in the ‘junior years’. The year group
nomenclature used by the school and its National Curriculum (NC) equivalence
are shown in the following table:
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School |
NC name |
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Ducklings |
Nursery |
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Prep 1 |
Reception |
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Prep 2 |
Year 1 |
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Prep 3 |
Year 2 |
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Prep 4 |
Year 3 |
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Prep 5 |
Year 4 |
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Prep 6 |
Year 5 |
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Prep 7 |
Year 6 |
The Educational Experience Provided
2.1 The school meets its aims very successfully and is faithful to the principles of its founders: it is indeed an educational community that is characterised by the Loreto philosophy. The academic programme is broad. It is enriched by a programme of extra-curricular activities, conducive to enabling all pupils to flourish. Since the last inspection, significant development and expansion has increased the number of classrooms, provided a computer suite and refurbished the Prayer Room, all of which have enhanced the learning environment. The breadth of education provided by the school inspires enthusiasm in its pupils, who are moving forward positively to enter the next stage of their education.
2.2 Pupils receive a well-devised, broadly based education. They feel well supported by teachers, who give freely of their time and talents and are fully committed to the school’s aims and ethos. Pupils are confident and enthusiastic advocates of their school. They particularly value the caring ethos which pervades the school and the atmosphere of kindness within a disciplined framework.
2.3 The school fulfils its stated aims by providing a curriculum that enables pupils to acquire a wide range of knowledge and skills. It covers linguistic, mathematical, scientific, technological, human and social, physical, aesthetic and creative development, assists pupils to become confident, articulate young people with high quality literacy and numeracy skills. A fine example of the scientific element is the involvement of staff and senior pupils of the local sister school, who join the juniors in carrying out investigations. In music, the choir involves all junior pupils without the need for audition. A careful mix of tradition and forward thinking occurs, for instance in the diverse language programme and in including street dance in performing arts.
2.4 Information and communication technology (ICT) has recently been developed to a high standard. It is popular with the pupils. Several examples of ICT being used well to support the curriculum were seen, for instance in the project entitled ‘Hedgerows’ in Year 4, where pupils were making a pictorial garden.
2.5 The formal curriculum is complemented well by a carefully-selected and exciting range of extra-curricular activities covering sports, music, drama and languages and others such as the NBA (No Batteries Allowed) Club involving traditional board games. Visits out of school further enhance and support the curriculum. Typical of these is the annual trip in the autumn to enhance the history curriculum for Year 1 and 2, who adopt Victorian roles for a day. The enrichment of the curriculum is significant both within the school environment, in the local area and through visits and speakers coming into school, as diverse as a visit and lecture by an Egyptologist and a visit by a Royal Naval Commander to talk on leadership, all extending pupils’ experiences and opportunities.
2.6 A smooth transition for pupils moving between schools is achieved through very close liaison between co-ordinators in the Prep and link teachers in Loreto Grammar School and other schools in the area, into which Prep pupils move. Opportunities are provided to take part in regular events with these schools.
2.7 Overall, the curriculum is carefully planned throughout and developed logically to extend pupils’ skills and knowledge. However, the dependence on published schemes for some subjects restricts creativity and the ‘project work’ system limits coverage of each component subject. Additional work is planned to support missing depth but this still results in too little work in some subjects and some fragmentation. Since the last inspection, planning has improved overall and subject co-ordinators review documentation regularly. More systems for assessment have been introduced. One result of this is that the evaluation of pupils’ performance in mathematics enables pupils to be grouped by ability. This arrangement is flexible and movement between groups is monitored regularly, an example of exemplary practice. Schemes of work have been developed as recommended. Cross-curricular work is a strong, embedded feature in the school. Time has been re-adjusted, though provision is still uneven because the grouping of some subjects into ‘projects’ challenges thorough coverage and equality of pupil experience.
2.8 No statemented pupil is on roll. Arrangements for pupils identified by the school as having LDD work exceptionally well because the analysis of their needs is thorough and well documented for all staff and parents, so that all work well together. The pupils benefit greatly. The individual education plans (IEPs) are well devised and are shared appropriately with parents. Equal access to the curriculum and to the extra-curricular activities is carefully thought about and provided for all. The provision for those whom the school has identified as gifted and talented has started well. It is currently being developed.
2.9 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.10 Pupils achieve high standards overall and are well grounded in knowledge and skills, and in their understanding of their academic subjects in preparation for their next stage. This maintains the position at the last inspection. As was identified at that time, most are highly motivated, self-confident learners who accept responsibility willingly, often offering help to others, reflecting the school’s aim to provide a loving, disciplined atmosphere and encourage its pupils to work hard and reach their full potential.
2.11
Achievement
is matched well to abilities in the range of extra-curricular activities. Pupils are highly enthusiastic about and
enjoy their studies and activities, and they learn together with much mutual
encouragement and respect.
2.12
Lessons
are characterised by pupil enthusiasm and a feel for inquisitiveness and pupils
use the knowledge thus gained in exploring further new ground. Because of their thirst for knowledge, they
leave the Prep with strong foundations though their acquisition of knowledge is
not evenly acquired. Academic standards
are high in the Foundation Stage. By the
age of 7 standards are in line with expectation, yet by the age of 11 they are
once again high. Pupils are well
motivated by the high expectations and attention to their differing preferred
learning styles, which are the norm in the earliest years, and which are also a
strong feature in some of the higher classes, but in Years 1 and 2, though
pupils’ behaviour is generally excellent, insufficient challenge is offered, so
that their opportunities to build on the strong foundations are fewer,
resulting in the discrepancy in standards of attainment by the age of 7, as
compared with the rest of the school.
2.13
Creative
ability is well developed in some subjects such as music, and art, where a
range of high-quality work was displayed on the walls, from a competition
entered. Creative writing opportunities
are too few overall, though the work seen in this regard, which was by able
pupils, was of the high standard expected for these pupils. On a number of occasions during the inspection,
for example, in science in Year 6, pupils demonstrated their well-developed
speaking and listening skill in responding critically during discussions, when
invited to do so.
2.14
Pupils
achieve well generally, compared with their ability levels. Because of the project system employed in
planning for learning, covering several subjects, the quality and depth of work
is not even for every subject, and is too little in some. Subjects covered by the project system result
in lower attainment for pupils than for the other subjects, due not only to
this lack of depth, which means that progress is less good, but also to
difficulty in identifying and measuring progress in each of the separate
subjects included.
2.15
National
tests are not taken but the school measures pupils’ attainment by using a
variety of other standardised tests.
Standards attained in these are high and match those achieved at the
time of the last inspection, though work seen during the inspection showed a
much wider range of attainment.
2.16
Each
year a significant number of pupils achieve considerable success in
activities. Many are successful in music
performance examinations – almost a third of the school in the most recent year
- and entries in the local non-competitive music festival result in some very
good reports.
2.17
Sports
teams compete with other schools, sometimes nationally, within the school’s
associations, and achieve regular success.
The cross-country team won a recent local event and the swimming team is
particularly successful.
2.18
Pupils
develop outstanding skills and attitudes to learning throughout the
school. They are highly and consistently
articulate, as they demonstrated in interviews with the inspectors. They listen effectively to their teachers and
to each other. They are developing the
ability to read intelligently. They
achieve very well indeed by the end of Reception. Over time, further up the school, they are
able to write increasingly fluently in their notebooks and, given the
opportunity, in their creative writing books.
2.19
Numeracy
skills also have a great start in the Foundation Stage. Learning slows down just a little in this
subject by the age of 7, then picks up well again so that high standards of
application are achieved overall. Pupils
apply their skills well throughout their mathematical learning. In science, for example, mathematical data is
regularly used. Pupils eagerly assert
that mathematics, which they refer to as ‘Fun Maths,’ is their favourite
subject.
2.20
Pupils
are beginning to develop good ICT skills during lessons in this subject and
they are beginning to use these skills well in some other subjects. For example, pupils in Year 6 were able to
use appropriate applications to sequence data.
The use of ICT across the curriculum has shown significant improvement since
the last inspection and the department is buzzing with enthusiasm and activity.
2.21
When
pupils have cause to reason and argue a case in their lessons, they do so
effectively. They answer questions
willingly and with conviction, and think and speak for themselves, for instance
in religious education, in a Year 6 debate on the rights and responsibilities
of being a member of a group.
2.22 Notes are sometimes devised by the pupils themselves, especially in Years 5 and 6. For instance in Year 5 science, in their work explaining the circulation of the blood. Pupils organise their work neatly and record data in carefully constructed tables. Some books and wall displays show good independent learning by pupils, who have clearly taken pride and enjoyment in the challenge of finding information for themselves.
2.23
Pupils
are competent at working with each other.
Whether getting ready for a particular activity or working in small
groups, they collaborate exceptionally well with each other, completing tasks
with a minimum of fuss. A fine example
of co-operative working is the music practice session, which enables pupils to
work together voluntarily to make music during the lunch period.
2.24
Lessons
start very promptly and pupils arrive and prepare for a lesson clearly expecting
to settle and to learn. Concentration
levels are very high, for instance in Year 3 mathematics lesson, where girls
were fully absorbed in their work. Most
pupils clearly derive considerable enjoyment from their work and activities,
Spiritual, Moral, Social and Cultural Development of Pupils
2.25 The spiritual, moral, social and cultural development of pupils is of exceptionally high quality, representing an improvement on the very good provision reported at the last inspection. The school’s promotion of Christian values, so central to its aims, is outstanding. The excellent quality of relationships at all levels within the community supports this ethos. This is a school where staff excels at raising the self esteem of new and established pupils alike.
2.26 The spiritual development of pupils is very strong, so that self-confidence and self-esteem flourish with increasing self-knowledge. Pupils exhibit exceptional self-awareness and open-mindedness. They clearly understand and respect the needs of others. Religious education lessons reinforce this development strongly, as do events which encourage awe and wonder, such as the incubation and hatching of a group of chicks in Year 2. The school is highly successful in enabling its pupils to meditate on the meaning and purpose of life, in a way that clearly values and respects the beliefs and opinions of others. The opportunities to express personal opinions link their own experiences to gospel teachings and serve to focus the attention of each pupil on the purpose and meaning of life. Their propensity to compose reflective prayers in class and also in the atmosphere of the designated Prayer Room exemplifies the high quality of their developing spirituality.
2.27 Moral development is a key feature of the success of the school. Pupils clearly know the difference between right and wrong and the importance of making choices. Their very good understanding of moral issues and respect for the law, which is developing appropriate to their age, are aspects which are carefully nurtured throughout the school so that they are able to discuss ethical issues with developing knowledge and insight. Pupils are well aware of the school rules. They respect them and understand that they exist for the benefit of the school community. Being involved in raising money for charities fosters pupils’ understanding of their obligations to those less fortunate.
2.28 The school provides an abundance of opportunities for pupils to learn to play their part in the community, for instance in their caring commitment to regular visits to local retirement homes, so that their social development is excellent. They respond well to opportunities to take responsibility. Year 6 pupils act as role models in caring for younger pupils during lunch. The school prefect system, which includes management prefects and classroom prefects with different responsibilities, gives further well-devised opportunity to take charge in the school. Elements of citizenship, including knowledge of public institutions and services in England, are included throughout the curriculum and contribute effectively to pupils’ well-developed understanding, commensurate with their age, of how human society functions.
2.29 Cultural development is not quite so well developed, but is significant, and pervades many aspects of school life. For instance, Reception children can sing the traditional Happy Birthday song in several languages, reflecting the languages their classmates hear in their homes. Pupils show insightful understanding of the diversity of the world in which they live, and are genuinely respectful of different cultural heritages. For example, their current charitable project, which focuses on the human rights of children throughout the world, serves to provide direct detail of cultural diversity. The school is careful to include experiences of the music, art and literature of many cultures in its life and includes visits to places of worship of different world faiths.
2.30 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.31 The quality of teaching is good. The school succeeds in its aim to enable even the youngest children to develop their special aptitudes and skills, and to work hard to reach their full potential. Some progress has been made on the recommendations of the last inspection regarding assessment and the development of schemes of work for all subjects, though the depth of study for the subjects covered by project work is insufficient and this work is not marked.
2.32 In those of the lessons that were outstanding, pupils were thoroughly engrossed and entertained by the teaching. Lessons which were a mixture of strengths and weaknesses were, generally, too teacher-led, with lengthy, laborious explanation, or too reliant on published schemes.
2.33 For many lessons, teaching is characterised by careful planning, aimed at stimulating pupils’ enthusiasm. Often this is based on assessment. Standardised tests, taken by all pupils from Reception on entry, provide teachers with an important reference point for pinpointing under-achievement and predicting future attainment and planning effectively for progress and the attainment of the high standards which are achieved in most subjects. Occasionally a lack of sufficiently high expectation and limited challenge results in lower attainment.
2.34 Teaching is successful in enabling pupils of all abilities to acquire new knowledge. The school has recently implemented its plan for gifted and talented pupils. The commitment of the entire school community in supporting those with LDD is exceptional. As a result of well-documented IEPs, all teachers are fully aware of the requirements of those in need of additional help. Overall, those with difficulties progress well because of the strength of the vast majority of the teaching which challenges and builds carefully on previous attainment. The few pupils with EAL all have sufficient fluency to access the entire curriculum.
2.35 In the Foundation Stage teaching is outstanding because the atmosphere, order, sense of happiness and joy of learning exudes, making the learning experience exciting and purposeful. Through most areas of the school, the variety of teaching styles has improved since the last inspection. The best teaching showed brisk, enthusiastic pace, which was well matched to the various abilities of the pupils.
2.36
Teaching
encourages pupils to apply themselves purposefully to their work and some
independent learning is promoted, for instance in the library, the librarian
poses a stimulating weekly challenge which enhances the pupils’ ability to
research effectively. Typically, as in a Year 5 physical activities lesson observed
planned to improve their netball skills, pupils are encouraged by the
enthusiasm of the teaching. Where
creative effort is demanded, for instance in music, it is inclusive. Pupils are encouraged to support each other
and share their expertise. The choir,
for example, includes and values the input of all the pupils in the junior
school.
2.37
Lesson
objectives are clear, especially in the Foundation Stage and junior years, with
useful references to prior learning and next steps. Sometimes the objectives, which are clearly
stated in the documentation, were not so clearly expressed in the teaching
observed. Where expectations of pupils
are high, this is rewarded by good achievement and progress. Poor attainment, where noted, rests on low
expectation, lack of challenge and insufficiently careful planning.
2.38
Teaching
is, for most subjects, adapted well to meet the particular needs of individual
pupils. For some subjects an
over-reliance on published schemes and worksheets leaves little scope for
creativity and tends to curtail extension opportunities for the most able. Project work, a method used for teaching
several subjects in a cross-curricular topic, though potentially offering work
well-matched to needs, results in cursory coverage of some subjects, despite
the school’s attempt to address this through supporting subject-specific tasks
recorded in separate exercise books.
This results in a fragmented feel to the provision, which is challenging
to the less able, though their needs are very well met, otherwise, by the
excellent learning support programme.
The deployment of the librarian to support the teaching of non-fiction
skills fits the needs of various abilities well because it is often individual. Teachers’ own knowledge of their subject is
generally good, and often very good.
2.39
The
quality of resources in many subjects has improved significantly and supports
teaching well. Resources are well
matched to the needs of the curriculum and are effectively deployed in a bright
stimulating and energising school environment.
ICT resources have been the subject of recent development. The school now combines the teaching of
skills with support and enhancement of the curriculum through other subjects,
for instance in a Year 4 lesson on designing a newspaper article relating to
Tudor times.
2.40
A
coherent, whole school marking policy has not yet been devised. Exemplary marking, showing positive
encouragement and targets for future learning was seen in the work of some
classes. In others, marking lacked
consistency. The thinking of the school
is that project work should not be marked.
This makes it difficult for the teacher to measure progress and plan
next steps in the various subjects covered.
It makes it hard for the pupil to know how they are doing, too. For younger pupils, as is appropriate,
marking is often immediate and verbal.
For example, fine examples of constructive oral marking were heard in
Reception, when, for instance, in one lesson, progress in numeracy was rapid
due to perceptive and constructive comments and exchanges with the pupils. Further up the school, some pupils appear to
be coasting and the assessment of their needs and targets, though complex,
lacks precision.
2.41 Teachers expect pupils to behave responsibly and to work hard and they give them every encouragement to do so. Such expectations are fulfilled, creating very positive and enthusiastic classrooms in which pupils thrive intellectually.
2.42
Improvement
has occurred, since the last inspection, in the manner in which the school
measures performance. Measures
proliferate, but are not always understood by all staff so that, sometimes, the
various arrangements unnecessarily increase the testing of the pupils. The school has identified the need to provide
a more coherent and consistent assessment policy to simplify their current
systems to evaluate pupil performance against national norms.
2.43 The school meets the regulatory requirements for teaching [Standard 1].
2. THE QUALITY OF CARE AND RELATIONSHIPS
The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
3.1 The care that staff devote to the well-being of their pupils, and the attention given to welfare, health and safety are both outstanding, improving on the already high-quality provision noted in the last inspection. Staff know their pupils very well indeed. Relationships within the school are of an exceptionally high standard because a culture of openness, community and collaboration ensures that the school’s aims are lived out in practice.
3.2 Pupils feel well supported in and out of the classroom and say that they are treated fairly. Pupils trust their teachers, who place pastoral care high on their priorities. Class teachers provide high-quality support and guidance.
3.3 The structures, policies and procedures established to support and secure the well being of pupils are well thought out and efficiently applied. The ‘Blue Book’ system operated by the class teachers is an effective method of monitoring and communicating the day-to-day incidents of major and minor importance. This efficient and ongoing procedure serves to ensure shared information best supports each pupil.
3.4 The main reason for the success of the procedures is that they are implemented consistently by all members of the school community. Pupils know to whom they can turn and they know something will be done. The staff handbook gives clear guidance on the various pastoral roles and teachers are well supported by the management structure in fulfilling this part of their function.
3.5
The
excellent relationships between staff and pupils, and between pupils and
pupils, are a strength of the school.
The personal welcome for each pupil in the morning sets the positive
supportive tone for the day. Relationships
are based on mutual trust and respect which is palpable throughout the
school. One pupil, on being asked ‘what
is special about your school?’ immediately said ‘The teachers. They make you feel good about what you do and
are always ready to help.’
3.6 Pupils are familiar with school procedures in general and clear about what they should do if they have concerns. They respond very well to the headteacher’s ‘Sad’ and ‘Happy’ books. The ‘Sad Book’ is based on reconciliation and forgiveness and provides opportunities to learn from mistakes.
3.7 Measures to promote responsible behaviour are embedded, and focus on encouragement and positive reinforcement and on clear direction as to expected behaviour from an early age. ‘We learn to be polite in the reception class and we are supposed to set a good example to the others when we get older,’ pupils reported.
3.8 The anti-bullying policy operates effectively because the school makes sure that all know the procedure and that their concerns will not be brushed aside. Pupils and parents say that bullying rarely occurs, but that should they encounter it, pupils are aware of the action they should take and are confident that the matter would be sensitively and effectively resolved.
3.9
Lunch,
brought from home as no catering facility is available, takes place in an
atmosphere of family support. The older
pupils sit with the younger and are responsible for their nurture. This works very well indeed.
3.10 Effective procedures for child protection are in place and training has been undertaken. The headteacher is the Child Protection Officer and is supported by the deputy head, a suitably qualified liaison officer. The school also has a nominated governor who is the designated Liaison Officer for child protection.
3.11 The provision for the welfare, health and safety of pupils is of a very high standard. The school has a clear understanding of the guidelines and is vigilant about the safety and welfare of its pupils. All necessary measures have been taken to minimise the risk of fire and other hazards. Regular fire drills are carefully recorded. All staff have received fire-safety awareness training. Arrangements to ensure health and safety are effective on site and off, and proper regard is made to meet obligations. Risk assessment is carried out well and overseen by the governing body. A governor is designated as health and safety and risk assessment liaison officer, lending clarity to the lines of responsibility. A range of appropriate forms have been devised which ensure parental consent is obtained. Staff and pupils’ understanding of health and safety issues, for instance the importance of healthy eating, is high.
3.12 Thorough medical records are kept for each pupil. First-aid boxes are located around the school and staff are trained to cope with emergency procedures. Effective arrangements are in place for pupils who are ill during the course of the day.
3.13 Admissions and attendance registers are completed accurately and unexplained absence is followed up promptly. The school pays due regard to the requirements for equal opportunities, special educational needs, disability, and race and gender discrimination.
3.14 Pupils are well nurtured, their welfare is carefully fostered and they are happy and very proud of their school.
3.15 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
3.16 The school has established strong, warm and supportive links with parents. Parents are very highly satisfied with the education and support provided for their children. Links with the community are plentiful and well-developed. As identified at the time of the last inspection, these links contribute usefully and significantly to the development of pupils’ personal development and particularly cultural and social awareness. This aspect of the school provides a high-quality means by which the school aims, which are all defined ‘in partnership with parents’, are fulfilled.
3.17 The responses received to the parents’ pre-inspection questionnaire were overwhelmingly supportive. The most positive aspects parents identified were the progress made by their children, the standards of behaviour achieved and the worthwhile attitudes and values fostered by the school. They are also very satisfied with the help and guidance given, the range of subjects, the information provided by the school and the opportunities to discuss their children’s progress.
3.18 A very small minority of parents felt that the school provides insufficient extra-curricular activities. The range of extra-curricular activities is, however, wide, and includes sports activities (gym, swimming, netball, cross-country), music, dance, science, art and language clubs. In addition, pupils are often involved with working on projects of interest during the lunchtimes under the supervision of their class teacher, and use the non-fiction library.
3.19 A few parents of older pupils felt there was insufficient encouragement for them to be involved in the life and work of the school. The inspectors found abundant opportunities for parents to be involved in school life, for instance through being welcomed to all the concerts. The Parents’ Association, a joint group with Loreto Grammar School, provides many worthwhile opportunities for parents to be involved with the life of the school, and further enhances the strong liaison between the two sister schools. Many regular events are organised including Fireworks Night, Family Night and the Winter Fayre.
3.20 The school positively encourages parents to be involved in the work and progress of their children. The excellent range of opportunities includes involvement of parents to enhance the curriculum, for instance a parent talking about her work as a nurse. Homework diaries, used by junior pupils, help develop an effective home/school partnership. Younger pupils have a reading record which not only involves parents in the work and progress of their children, but also provides a useful means of two-way communication between home and school. The music practice booklet is a further means of communication and has to be signed by parents.
3.21 The school provides parents with an abundance of regular information, not only through its informative website, but also by communications directly from the school. New parents are given a useful introductory handbook and all parents are regularly sent calendars and newsletters. The annual charity fund raising newsletter is a good example, effectively highlighting and celebrating success in a broad range of charitable giving and demonstrating the high quality of the parent/school partnership. Termly parents’ evenings and comprehensive and useful twice-yearly written reports ensure good communication. Curriculum résumés and project webs inform parents clearly about the work to be covered.
3.22 Concerns raised by parents are dealt with swiftly and informally. A formal complaints procedure is in place which is comprehensive and readily available for parents. It has not yet had occasion to be used.
3.23 The school has varied and comprehensive links with the local community. Pupils enjoy competing in swimming, netball, cross-country and rounders matches at a national level through the associations to which the schools belongs. They also take part in art competitions arranged nationally and in music in a local community festival. Visits into school include talks given by a variety of speakers. Visits out of school, for instance to the local Jewish museum in a former synagogue and to the local church, together with links with the community that are developed from pupils’ own experience out of school, such as the celebration of world festivals such as Chinese New Year, all provide further strong support to enrich pupils’ education.
3.24 Charitable giving forms an important regular link, both with the local community and much further afield. Recent projects have included a donation to a plan to build a secondary school in Equador and aid for a new mission to educate and support young women in Albania. Concerns closer to home include the Harvest Celebration which provides parcels in the local community. A current National Society for the Prevention of Cruelty to Children (NSPCC) initiative supported by the school is the Justice and Peace programme in preparation for the Bill of Rights for Children, planned for 2015. A group of Loreto Prep girls published a booklet on citizenship called ‘Change the World’, as a result of discussions at a Justice and Peace conference.
3.25
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].
3. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 Governance is well-defined and its structure enables effective oversight of the school. It contributes well to the successful achievement of the school’s aims. Considerable progress has been made on the recommendations of the last inspection but work is still to be done.
4.2 Members of the governing body are appointed by the provincial Superior of the Loreto Sisters. Re-election occurs every three years. Members cover a range of appropriate experience including the law, building construction and education.