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INSPECTION REPORT ON |
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Maltman’s Green School |
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Full Name of the School |
Maltman’s Green School |
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DfES Number |
825/6020 |
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Registered Charity Number |
310633 |
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Address |
Maltman’s
Lane, Gerrards Cross, Bucks, SL9 8RR |
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Telephone Number |
01753
883022 |
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Fax Number |
01753
891237 |
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Email Address |
office@maltmansgreenschool.bucks.sch.uk |
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Headmistress |
Mrs
Joanna Pardon |
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Chairman of Governors |
Mr
Alan Frost |
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Age Range |
3-11 |
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Gender |
Girls |
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Inspection Dates |
March
13th-16th, 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 Maltman’s Green exists to provide a broad and stimulating education within a secure and caring environment for all of its girls. It aims to foster personal qualities such as self-reliance, determination, confidence and respect for others. The ethos of the school includes a clear moral framework, within which pupils have a strong sense of purpose and enjoy working together happily towards common goals. The school is non-denominational, but strong Christian values are maintained and pupils from a variety of beliefs are welcomed.
1.2 Situated in Gerrards Cross, Buckinghamshire, the school was founded in 1918 as a boarding school for girls to the age of 18 but became a preparatory school in 1958. It was registered as a Charitable Trust, administered by a Board of Governors, in 1967. The school retained boarders until about 1995, at which time the Nursery was established, and since then has been purely a day school. The ten acre site was originally a malting house and subsequently a country estate.
1.3 The original building now houses the offices and the Nursery, together with a small number of classrooms and the library. A few of the original dormitories have been retained for boarding experience in the summer term. Separate classroom blocks and specialist facilities, of high quality, have now been built. There are two gymnasia designed for theatrical productions and musical performances, as well as for indoor sporting activities. The site also includes hard and grassed playgrounds and playing fields, which provide space for both play and sport.
1.4 Since the last inspection in March 2000, a number of new facilities have been added; these include a Middle School science room, an indoor swimming pool and a large function room which is also used for Junior School assemblies. Provision for ICT has been extended and a wider range of extra-curricular activities is now offered. The current head took up her appointment in September 2005.
1.5 At the time of the inspection, 402 girls were on the school roll. Of these, 72 pupils were in the Foundation Stage. All pupils from Reception attend school full time and all pupils in the Nursery attend every morning, with some taking up the option of staying in the afternoons. Pupils attending the school come from Gerrards Cross or the surrounding area. A number of nationalities and faiths are represented in the school, but the majority of pupils are white with UK heritage.
1.6 The main entry to the school is into the Nursery or Reception classes at the age of 3 or 4 and at Year 3 when spaces are available. The school has a single class entry at Nursery, three parallel classes of mixed ability from Reception to Year 3 and four classes in Years 4, 5 and 6. Of the latter, three are mixed ability and one is a fast track class for pupils of higher ability. The school is non-selective but standardized data indicate that pupils’ average ability is above that of the national average. Therefore if pupils are performing in line with their ability their results will be above the average for all maintained primary schools. Although a number of ethnic communities are represented in the school, all pupils speak English as their first language or speak English fluently. The school identifies a small number of pupils as having special educational needs and one pupil has a statement of special educational needs.
1.7 The school successfully prepares pupils for entry to a wide variety of maintained and independent schools. A large number of pupils apply for the Buckinghamshire 11+ entry to grammar schools. Pupils also transfer to senior independent day and boarding schools through the 11+ common entrance examination or the separate entrance examinations of individual schools. A number of pupils each year gain scholarships and awards to senior independent schools; recent successes have included music, sport, academic and all-rounder scholarships.
1.8 National Curriculum nomenclature is used throughout this report to refer to year groups in the school. The year group nomenclature used by the school and its National Curriculum (NC) equivalence are shown in the following table.
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School |
NC name |
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Nursery |
Nursery |
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Kindergarten |
Reception |
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Year 1 |
Year 1 |
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Year 2 |
Year 2 |
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Year 3 |
Year 3 |
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Year 4 |
Year 4 |
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Year 5 |
Year 5 |
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Year 6 |
Year 6 |
The Educational Experience Provided
2.1 Pupils at Maltman’s Green benefit from a very broad and balanced curriculum, enhanced by a wide variety of extra-curricular activities which are pursued to the highest levels. The school continues to meet its aim of providing a stimulating education within a caring environment, as it did at the time of the previous inspection.
2.2 The educational experience enjoyed by the pupils ensures that all aspects of their development are catered for throughout the school, and they have a secure foundation of skills in language and mathematics. Provision for pupils’ scientific development is comprehensive and very good laboratories facilitate practical work. The information and communications technology (ICT) suite is well-equipped; pupils are competent and confident in their use of ICT and take full advantage of the range of opportunities they are given, both in lessons and outside lesson time. Lessons are planned to promote pupils’ acquisition of good speaking skills and the ability to sustain their concentration, but the lack of variety of work set and an over-reliance on worksheets, in some lessons, restricts the exchange of ideas. The school’s self-evaluation and development plan identify the need for further professional development focussed on the expansion of teaching and learning styles in order that pupils should have more opportunities to work independently and to think critically. However, in the Foundation Stage and some academic subjects, such as French, religious education (RE), and science with Years 3 to 6, teaching and learning are already varied and the range of expertise in art, music and physical education (PE) is exceptional.
2.3 Drama is timetabled for pupils from Reception to Year 2, and is included in the range of extra-curricular activities provided, but the school does not yet include drama in the curriculum for all pupils, which was a recommendation in the last report. This has been addressed in the school’s self evaluation, with drama being timetabled for all pupils for the coming academic year.
2.4 Pupils benefit from an extensive range of activities, timetabled to take place before school, during morning and lunch time breaks, and after school, which includes many sports, much music making, as well as opportunities such as horse riding, fencing, chess, pottery, art, ballet and the computer club. They are keen to participate in these activities and uptake is high. Teachers also offer additional academic help outside lesson time, with the focus being on support for those having particular difficulties and further opportunities for enthusiasts. Whilst a number of clubs and activities are selective, pupils understand that representation of the school at a high level requires a degree of commitment and expertise. The response to the questionnaire demonstrated that a number of parents feel that more scope exists for non-selective activities and the school is constantly reviewing provision. The inspection team found that pupils were offered a very good range of activities and that the school had made certain that only a reasonable proportion of these was selective.
2.5 A well-targeted programme of educational outings broadens the pupils’ knowledge. Visits to theatres, galleries and concerts enhance their aesthetic development, a trip to Paris enables them to use their French in a natural setting and field trips to Newbury Living Rainforest and Mop End Centre for Sustainable Energy give focus to their geographical and scientific skills. Residential visits to the Isle of Wight for Year 6 and a skiing trip for Years 4 to 6 offer further opportunities for personal development.
2.6 The caring ethos of the school is evident in the attention which is given to pupils encountering difficulties in their learning. The review of Learning Support strategies, which is currently being undertaken by the school, is reflecting the good practice already in place in some subjects and in the Foundation Stage. Individual education plans (IEPs) are being utilised to good effect, by both some subject specialists and class teachers, to ensure that the particular needs of pupils are addressed. The small size of classes ensures that pupils receive a high degree of personal attention. This contributes very well to their educational experience.
2.7 The syllabus for each subject is carefully planned to ensure continuity and progression from year to year, and the school provides equality of access and opportunity for all pupils. Close liaison between teachers in some subjects enriches the learning experience for pupils. Analysis of bread in design technology (DT) had been linked to knowledge of Challah bread discussed during a visit to a synagogue in conjunction with lessons in RE, and involved the use of ICT and mathematical concepts learnt in lessons.
2.8 Each lesson is planned so that pupils who finish the core tasks have further work to move on to, but this extension work occasionally offers insufficient challenge for the most able pupils, since it is not always set at a high enough level. In some subjects, such as mathematics, the range of tasks within lessons is limited and pupils are given few opportunities to take responsibility for their own learning. This has already been noted by the school, and measures to increase such opportunities for independent learning and investigative work are included in the school development plan. Individual targets for pupils are set in some years, but are not yet consistently used throughout the school.
2.9 ICT lessons are timetabled for all pupils from Year 1 and younger pupils use computers in class, but the use of ICT in other subjects has not yet been fully integrated. Where this has occurred, for example in French and history, the pace of lessons has increased, along with the enjoyment of pupils. The regular use of ICT in the Foundation Stage ensures that even the youngest pupils are skilful.
2.10 The fast track system in Years 4 to 6 provides opportunities for some pupils to work at a quicker pace, but its effectiveness is limited since many pupils, who are not in the fast track classes, are also capable of working at such a rapid pace. Preparation for pupils’ transfer to their senior schools is meticulous; teachers hold many additional sessions to ensure that the requirements of all external examinations are fulfilled and pupils are confident.
2.11 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.12 Pupils receive a very good grounding in both academic and non-academic subjects and in extra-curricular activities. They benefit from the breadth of education and the stimulus for learning, which the school aims to provide. In all year groups, they are articulate and confident when they speak, and they listen carefully. Their work is presented with great care. All pupils achieve well. Pupils with special educational needs make good progress. The most able pupils reach a high standard, although the extension work provided for them in lessons does not always fully challenge them. Where good discussion occurs, as in RE with Years 4 to 6, the girls demonstrate that they can reason logically. Since the last inspection in March 2000, standards in mathematics and science have improved.
2.13 The girls read and write fluently, they have good mathematical skills and understanding and can apply their knowledge in a variety of situations. In science they recognise the conditions necessary for a fair test and can draw conclusions from experiments. They have good ICT skills and, when they are given the opportunity, they use ICT effectively in other subjects. Pupils’ attainment in national tests at the ages of 7 and 11 is high in relation to their abilities, since results over the last three years have been far above the national average for all maintained primary schools. Results in national tests at the age of 11, in mathematics and science, have improved considerably since the time of the previous inspection, and the results in English are even higher than at that time. The substantial majority of pupils now achieve Level 5 in all three subjects.
2.14 Pupils’ attainment in art, PE and music is outstanding, with exceptional performances in a number of sports and in music, where much teaching occurs outside lesson time. Most pupils were awarded merit or distinction in Associated Board music examinations. Teams from Maltman’s Green at under 9, 10 and 11 years old were the independent schools’ national gymnastics champions at the time of the inspection and the school participates successfully at national level in swimming, netball, athletics and tennis. The results of nationally recognised examinations in music and speech and drama, and awards gained in the National Mathematics Challenge, attest to the high standards achieved in these areas; which were also evident in the recent production of Scheherazade. The school choir, orchestra and musical groups give performances of high quality.
2.15 Pupils develop the essential skills and attitudes for work and study. They are well organised, hardworking and persevere. They read and speak fluently and confidently and communicate effectively in writing. Handwriting is given considerable attention and girls are encouraged to develop their style and move to the use of a calligraphy pen. Throughout the school, handwriting is neat, a cursive script is well established by Year 3, and all work is carefully presented. Pupils have good command of the mechanical processes appropriate at each stage of development in mathematics, can apply this knowledge efficiently, and are quick and accurate in mental mathematics, although their experience of investigations is more limited. In science they reason cogently. For example, they were able to evaluate problems associated with the threats to habitats in rain forests. Their use of ICT is confident and effective. Learning is built upon the secure start made in the Foundation Stage in all areas and upon the opportunities for sharing experiences which arise there and which are most clearly exemplified by circle time. All the girls benefit from a timetabled period of PE each day. Body control and levels of fitness are very good, and the opportunity to release youthful energy in a constructive way means that they return to their classrooms with renewed vigour.
2.16 Pupils work well on their own, or collaboratively when encouraged to do so. However, opportunities remain for further collaborative work, particularly in academic lessons. When such group work was observed during the inspection, the response of the pupils was outstanding, and their exemplary behaviour means that they can be trusted to follow instructions.
2.17 Throughout the school timekeeping is very good. Pupils settle quickly to their work and apply themselves to their tasks. They sustain their concentration, always aim to please their teachers, and rise to any challenge set before them.
Spiritual, Moral, Social and Cultural Development of Pupils
2.18 Girls at Maltman’s Green are given outstanding opportunities to develop to their full potential spiritually, morally, socially and culturally. The school is most successful in its stated aim of fostering personal qualities such as respect for others and in providing a clear moral framework for its pupils; this strength was noted at the time of the last inspection.
2.19 From the youngest pupils in the Nursery, girls display a well-developed spiritual awareness and a sense of self-worth which enables them to value others and to be sensitive to their needs. The respect and care shown to the children by all the adults around them is repaid by the warmth of the pupils’ response and the great pride which they have in their school. Pupils and staff are concerned for the well-being of the whole school community and take trouble to ensure that everyone feels valued. The infusion of good will, so noticeable in the school, is supported by the well-designed programme of personal, social and health education, which is taught by class teachers.
2.20 The orderliness and tranquillity of the school furnish opportunities for quiet reflection. Grace is said at all sittings of lunch, school assemblies are times which bring different age groups together to consider spiritual issues and in their RE lessons pupils learn about a variety of faiths. The Maltman Singers were clearly moved by the act of making music together and pupils in Reception closed their eyes in registration and sent their love to an absent classmate.
2.21 The girls have a strong moral code, which is reinforced by the school’s system of rewards and sanctions, and is felt by all to be scrupulously fair. They display a concern for morality outside the school; pupils in Year 5 showed considerable understanding of the moral issues surrounding whale hunting. In discussion, and in the survey before the inspection, pupils showed self-confidence and clear recognition of right and wrong.
2.22 Excellent manners and exemplary behaviour are the norm. Lunchtimes are civilised occasions when pupils and teachers enjoy conversation as well as the wide variety of appetising food. The catering staff know the girls well and show as much concern for their wishes and needs at lunch as do their teachers in lessons. Pupils of all ages are very well-developed socially and enjoy working and playing together. They readily volunteer to take responsibility and are keen to help each other. Classroom monitors take their duties seriously, but their tasks are made easier by the high overall standards of behaviour and organisation.
2.23 Pupils respond very well to the many good opportunities which are provided for them to learn about different cultures and to help those less fortunate than themselves. They feel a strong sense of duty towards the less advantaged and fundraising for a variety of charities is most successful. This is often initiated by the girls themselves, who are given every encouragement by the school. The most recent project was the ‘Wacky Sock Day’, when money was raised for the baby unit at High Wycombe hospital. In their lessons in art, history and geography, for instance, pupils develop a good understanding of cultural issues.
2.24 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.25 The teaching at Maltman’s Green is of a high standard, as it was at the last inspection; it is well organised and effective, enabling pupils of all ages to make good progress. Teaching is particularly strong in art, music and PE. Pupils develop the self-reliance and determination which the school aims to foster. There is no marked difference between age groups, since all the pupils benefit from teaching which is well-planned and demonstrates thorough subject knowledge. The small size of the classes enables teachers to give plenty of individual attention, but even so some opportunities to challenge the most able pupils are missed.
2.26 Teachers have high expectations of their pupils, encouraging them to work hard and persevere with their tasks. In physical and creative subjects they are challenged to perform at exceptionally high standards. At times, in some academic subjects, teachers guide pupils’ learning too closely, restricting their capacity to learn for themselves. In these lessons tasks are less varied and rely on the use of worksheets. When permitted to take responsibility for their own learning, the girls show greater interest and motivation.
2.27 All teachers show good knowledge of their subjects. Subject specialists are usefully employed, both with the younger pupils for PE and music, and with older pupils, where all lessons are taught by specialists. Pupils benefit from this high level of expertise, particularly in subjects such as French, where all teachers are native French speakers.
2.28 The management of time is good in most lessons, although in a few, including some in mathematics, the pace was too slow. In the best lessons, where a variety of tasks was set and the pace was brisk, pupils responded enthusiastically. An example of this was seen in an ICT lesson on presentation software: individual support enabled all to achieve the main objective but extra challenges were provided for the more competent.
2.29 Teachers’ planning is careful and provides well for the systematic acquisition of skills and knowledge. The factual content is always detailed but provision for independent learning is less well considered in some academic lessons. Teachers and their assistants know the pupils well. They show a good awareness of the need to provide for the highest achieving pupils, as well as for those needing extra support. This is being further developed through a system of setting targets for each pupil. However, the assessment which teachers make is not always used to ensure that pupils can move forward as rapidly as possible, and repetition of skills occurs, where these have already been consolidated. Considerable use is made of commercially produced material, but teachers have also invested a great deal of time and effort into producing individually tailored workbooks, although the tasks these contain tend to lack variety. Planning to ensure the best use of assistants is good throughout the school, and is particularly strong in the Foundation Stage. The provision for those having difficulty is sensitive and thorough, with teachers offering assistance in small groups within classes and also outside lesson time. In discussion, pupils recognised the help which they receive and could explain the positive effect it had on their confidence and progress.
2.30 Throughout the school, teachers have access to plentiful resources of high quality, which are well husbanded by both pupils and staff, and immaculately stored. The effect of this very good provision is seen in the imaginative and colourful displays which enhance every area of the school. Corridors turn into rain forests, festooned with tropical birds and plants, and pupils’ work in all academic subjects is creatively displayed in classrooms. A washing line of the probability scale aided the girls’ understanding of this area of mathematics and good use of ICT had been made in designing maps of islands, showing contour lines. Three- dimensional artefacts in clay, weaving and silk printing demonstrate the width of the curriculum in art.
2.31 Pupils’ work is marked regularly and returned to them quickly; they understand the system employed. Care is taken not to undermine the confidence of pupils who have not understood a particular topic; their work is kept to one side and gone through individually once the lesson is under way, avoiding many corrections. Oral feedback on written work plays a significant part throughout the school, but is especially important with the younger pupils. However, the marking in pupils’ books is not consistent across the subjects or classes. Where it is most effective, guidance for improvement is given and an assessment made of how well targets have been fulfilled, but some marking is restricted to congratulatory remarks which do little to advance pupils’ learning. Measures to redress this inconsistency are included in the school development plan.
2.32 Assessment at school level is thorough and effective. Results from standardised tests and school examinations are held centrally and used to help guide the selection of pupils for the fast track classes as well as for the identification of problems. Advice to parents on suitable schools for their children when they leave Maltman’s Green is drawn from this assessment bank and from teachers’ detailed knowledge of their pupils. Recent subject action plans include detailed analysis of current strengths and weaknesses and of perceived opportunities for development; they form the foundations of the whole school planning.
2.33 The consistent and clear expectations of pupils’ behaviour and attitudes, which are shared by all their teachers, result in an excellent environment for learning. Even when the pace of a lesson was less demanding, the girls remained well-behaved.
2.34 The school meets the regulatory requirements for teaching [Standard 1].
3. THE QUALITY OF CARE AND RELATIONSHIPS
The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
3.1 The pastoral care of the pupils is outstanding. It is catered for as effectively now as it was at the time of the previous good inspection, when it was cited as a strength of the school. This has been enhanced by the efficient and detailed attention given to all matters relating to the welfare, health and safety of pupils. The school meets its aim of providing a secure and caring environment for its pupils. Responding to the pre-inspection questionnaire all the girls praised the efforts made by the staff to help them settle in when they joined the school, and were overwhelmingly confident that any problems with relationships or bullying would be sorted out fairly and well. They identify that they can turn confidently to their teachers and that their views will be heard. The warm and comfortable relationships at all levels of the school form a secure base for the system of pastoral care.
3.2 This system is very well overseen by the pastoral care team, strengthened by the inclusion of a governor, which meets regularly. Pupils receive excellent support and guidance from their teachers. Class teachers are the focus for the pastoral care of the pupils and their deep knowledge of the girls enables them to fulfil this role very well. The presence of a full time nurse in the school enables teachers to delegate safely the attention which pupils need for minor ailments or for accidents which occur during the day. The nurse also keeps detailed records in accordance with the first aid policy.
3.3 Pupils take responsibility for caring for each other, with buddies and shadowers helping to ease the entry of new girls, and everyone is encouraged to include in their work and games those who might feel isolated. The school is strengthening the links between the different age groups in order to improve even further the sense of a shared purpose in an inclusive community. A good opportunity to experience a period of boarding at Maltman’s Green is offered, in the summer term, to girls leaving to move on to boarding schools. This is available to other pupils if numbers permit.
3.4 Precise arrangements are made for the arrival and departure of pupils and the school has well-organised facilities for an extended day, including the provision of breakfast. Lunch is carefully supervised by teachers and assistants and the catering has recently been expanded, with greater focus on healthy eating. A wide choice of fresh fruit is always available and pupils benefit from a good range of hot and cold meals.
3.5 The reward system is seen as both fair and fun by the girls, who enjoy gathering gold and silver bars for good work and behaviour, and display their loyalty to their house by working hard to acquire house points. A review is under way to develop a whole school system rather than having separate arrangements for younger pupils.
3.6 Effective measures are taken for ensuring the welfare, health and safety of pupils and the school has due regard to all legal requirements and guidance. Secure procedures for child protection have been made and staff have been recently trained. Support staff, as well as teachers, are fully aware of the school policy for child protection. The health and safety committee, which includes a governor, meets regularly to consider procedures, and benefits from the knowledge and guidance of the bursar. All necessary measures have been taken to reduce the risk of fire.
3.7 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
3.8 The school has forged good links with parents and with the community. Parents responding to the questionnaire were pleased with the education and support provided for their children. One parent interviewed commented that it would be unusual to find an unhappy parent at Maltman’s Green. Communications with parents have been much improved since the last inspection, a regular newsletter is now circulated and handbooks for each year group give detailed information for parents. The school seeks to build good relationships with parents and is achieving this aim.
3.9 However a significant proportion of parents commented in their responses that they had not, historically, had as many opportunities to be involved with events in school as they would have liked, nor had they been able to watch their children in all performances, although they had attended school productions, concerts and sporting events. They are appreciative of the recent changes in the school’s approach, which have enabled them to attend further school occasions such as the Harvest Festival and class assemblies. They now feel more included in the life and work of the school. The inspection team considered that parents are now offered good opportunities to be involved in school activities.
3.10 Parents benefit from good information in terms of a handbook for each year group which details school routines and expectations, as well as giving an outline of the curriculum. They also receive written reports on their daughters’ progress twice a year, which include examination results for older pupils. These reports include good information about the work covered, give grades for the assessment of skills in each subject, and constructive comments from the teachers. The system for consultations between parents and teachers is efficient and parents particularly appreciate having written reports before these consultations so that they are well informed prior to holding discussions. Good opportunities for welcoming new pupils include evening functions for parents of girls entering Nursery or Reception, coffee mornings with the headmistress, and a day in the summer term for pupils.
3.11 Regular newsletters include details of past and future events and school news. These are sent to all parents and are displayed on the parents’ notice board in the car park. This notice board is also used by the Friends of Maltman’s Green, the parents’ association to which all automatically belong. This association has raised funds which have enabled the purchase of extra musical equipment and staging for the hall, runs the second hand uniform shop and organises various social functions for parents. Parent representatives in the Nursery have worked most effectively to ensure that all parents feel included in the school community from the outset. Parents have supported the school by their presence on school outings and enthusiastic support at sports matches, as well as with the running of the library. The school website, which is in the final stages of preparation, should give further opportunities for parents to be closely involved with their children’s learning and activities.
3.12 The majority of parents who returned the questionnaire felt that concerns were handled quickly and well. In discussion they indicated that teachers are always happy to talk to them about their daughters and they were confident that any informal complaints would be heard and addressed. The school has effective arrangements for handling complaints, and parents have been notified of these, but no formal complaints have been received in the recent past.
3.13 Satisfactory links have been made with the wider community and the school is developing a further relationship with a home for senior citizens. Pupils raise considerable funds for charities, often working on their own initiative, with little direction from the school, although whole school projects are also frequent. Visitors come in to the school to speak to the girls about topics they are studying, current events or good causes. The visit by a local resident to talk about World War II had obviously caught their imagination and resulted in detailed written work and interesting displays.
3.14 The school is keen to share use of its facilities with local groups and is drawing up a detailed travel plan, which will be submitted to the local council, to include input from parents and neighbours, in order that all concerns should be carefully considered.
3.15 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 Good governance has enabled the school to deliver a high quality education to its pupils. The governing body is well structured and includes governors with a useful range of skills. The regular meetings are carefully minuted and cover all necessary aspects of the school so that governors are well-informed. They have a clear view of the school’s aim of providing a broad education of high quality, and this is successfully achieved. They ensure that all statutory requirements are met. They are aware of their responsibilities and good financial planning has ensured facilities and resources of high quality. Governors have made satisfactory progress towards meeting the recommendation in the previous inspection report that they should play a greater part in the life of the school, and further initiatives are planned to increase their involvement.
4.2 Governors establish the overall policy for the direction and ethos of the school and delegate the oversight of its educational direction to the head. They are kept well informed of educational and management information in the report which the head makes to each meeting and are well-supported by the bursary in their financial planning. They are currently considering the school development plan, drawn up by the senior management team, with input from all departments.
4.3 In addition to the members appointed to the finance sub-committee of the governing body, individual governors have been appointed to take responsibility for matters of health and safety, to membership of the pastoral care team, and to help formulate a comprehensive travel plan. Close liaison with the management team and with parents in relation to these issues is a beneficial feature of governance.
4.4 The constructive relationship between governors and senior staff means that governors are able to support and advise, and their attendance at some school functions provides opportunities for meeting other members of staff.
The Quality of Leadership and Management
4.5 The school benefits from very good leadership and management which enable it to fulfil its aims. The senior leadership team, comprised of the head, bursar, deputy head and director of studies, provides clear strategic direction and vision. It is very well supported by the senior management team, which includes the heads of Early Years, Junior School and Middle School. A strong management structure underpins the life and work of the school. Since the last inspection, when the head was judged to be providing strong and dynamic leadership, a more collegiate approach has been adopted. This new approach is most effective and permits participation by all senior managers.
4.6 Although members of the senior leadership team were in their first term of working together when they prepared the school’s self evaluation in advance of the inspection, this document gives an excellent analysis of the school’s strengths, its development over time, and its intentions for future improvement.
4.7 Following this self-evaluation, detailed subject action plans were drawn up by each department and for each area of school life. These were fed into the school development plan, which now provides a wealth of information on which to base further actions and from which a comprehensive system of professional review and development can be drawn up. Appraisal of staff, which had lapsed since the last inspection, has now been restarted in a helpful manner and the senior leadership team places strong emphasis on professional development. The high quality of the development plan is a tribute to the management team.
4.8 Throughout the school, lines of communication are strong and regular meetings for the exchange of information take place at departmental, group and whole staff levels. Written communications to and from senior management regarding contacts with parents are effective.
4.9 The senior leadership team has good oversight of the monitoring of teaching and learning, and systems for this are efficient and detailed. However, at departmental level monitoring is inconsistent. The development plan identifies the need for more emphasis on monitoring and further training.
4.10 Subject policies are satisfactory and are implemented across the school; they are concise and detail carefully the content of the curriculum, but offer less guidance on learning styles or variety of teaching techniques. They are also due for review under the development plan, with senior management having a clear appreciation of their strengths and weaknesses.
4.11 Careful management of finance and resources at every level has resulted in very good provision and the appointment of staff of high quality. Teachers and support staff are well deployed and training needs and professional development are given high priority. The importance given to human relationships is evident in the way in which all the staff give the school their support.
4.12 Routine administration is efficient, and is complemented by the friendliness and cheerfulness with which any request is met, mirroring the kindness of pupils.
4.13 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
5.1 Maltman’s Green fulfils its aim of providing a broad and stimulating education within a secure and caring environment for all its girls. The very high quality of pupils’ experience in their spiritual, moral, social and cultural education permeates the school. Staff and pupils work together in a harmonious atmosphere, showing great pride in their community. The very good relationships at all levels are a strength of the school. Excellent arrangements have been made for the pastoral care and welfare, health and safety of pupils. Pupils are highly motivated and have a positive approach to their learning; they attain high academic standards and are very well prepared for the next stage of their education. More opportunities for investigative work and independent learning need to be made available to pupils in lessons and the level of challenge offered to the most able pupils, in some academic subjects, should be increased. The use of ICT should be further extended in a range of subjects. Outside the academic curriculum, the school has an excellent record of success in sport, music and art. National achievements in gymnastics, tennis, netball, swimming and music, as well as standards in art, reflect the outstanding teaching in these subjects and the dedication of the pupils. Creativity flourishes. The school benefits from committed, knowledgeable and experienced teaching and support staff. Their work is facilitated by the suitability and attractiveness of the facilities and the generous resourcing of all activities.
5.2 Progress in fulfilling the recommendations in the previous report has been satisfactory and more rapid progress has been made recently. Other outstanding issues are being addressed through the current development plan. Teaching strategies in science and mathematics have been reviewed and results in national tests have improved. The new leadership team has developed a system for staff appraisal which is closely linked to school, curriculum and staff development and implementation has begun. Communication with parents is much better. Drama will be included in the timetable for all pupils in the coming academic year.
5.3 The school meets all the regulatory requirements.
5.4 The school has already identified key areas in which it wishes to improve and their analysis of the way forward is well founded. Particular emphasis should be given to the following points:
1. Lessons in a few academic subjects, for example in mathematics, should incorporate a wider variety of teaching strategies so that the most able girls are always fully challenged.
2. More opportunities should be given for pupils to be pro-active in their learning, with less dependence on worksheets and more focus on investigative work.
3. The use of ICT across the curriculum should be encouraged, so that the very good skills already acquired in lessons can be put to best use in other subjects.
5.5 No action in respect of regulatory requirements is required.