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INSPECTION REPORT ON |
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Marlborough House School |
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Full Name of the School |
Marlborough House School |
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DfES Number |
886/6005 |
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Registered Charity Number |
307793 |
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Address |
High
Street, Hawkhurst, Cranbrook, Kent, TN18 4PY |
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Telephone Number |
01580
753555 |
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Fax Number |
01580
754281 |
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Email Address |
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Headteacher |
Mr
David N Hopkins |
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Chairman of Governors |
Mr
Anthony B E Hudson M.B.E. |
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Age Range |
3
to 13 |
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Gender |
Mixed |
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Inspection Dates |
February
6th – 9th, 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 not carried out in conjunction with the Commission for Social Care Inspection (CSCI) and the report does not contain specific judgements on the National Minimum Boarding Standards. It comments on the progress made by the school in meeting the recommendations set out in the most recent statutory boarding inspection and evaluates the quality of the boarding experience and its contribution to pupils’ education and development in general. The full CSCI report can be found at 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 Marlborough House School is a non-selective, co-educational, independent day and boarding school for pupils aged 3 to 13. It is one of the oldest preparatory schools in the country, having been founded in 1874. It originated in Hove and moved to its present site in Hawkhurst in 1930. The school became a charitable trust administered by a Board of Governors in 1957.
1.2 The school is situated in 34 acres of the Kentish Weald, allowing pupils to enjoy ample space for recreation and study. The main house retains the character and charm of an 18th century listed building and, over recent years, other buildings have been added in order to provide modern and up-to-date facilities. Construction was due to begin on a major new classroom building the week after the inspection.
1.3 The school considers the pastoral care and personal development of its pupils to be high priorities. It operates a unique and popular ‘flexi-boarding’ system for pupils aged eight and over, where most pupils board for only one night at a time and can choose from four nights of the week. This enables the school to encourage pupils’ independence and responsibility for themselves and others within a boarding community.
1.4 The size of the school has continued to increase since the last inspection. It now has a total of 328 pupils on roll. The pre-preparatory department includes 53 children in the Foundation Stage and 65 in Years 1 and 2. The preparatory department has 144 pupils in Years 3 to 6 and 66 pupils in Years 7 and 8. Pupils largely come from families with a business, professional or farming background, and most live within a radius of approximately 15 miles. The results of the Foundation Stage Profiles over the last two years and standardised tests across the school indicate that the range of pupils’ abilities is above average, although the ability range is wide. If pupils perform according to their abilities, their results will be above those for all maintained primary schools.
1.5 Of the pupils identified as needing learning support, 11 are in the Foundation Stage, 21 are in the pre-preparatory department and 67 are in the preparatory department. None has a statement of special educational needs. The most usual needs which require support are speech and language difficulties, basic literacy and numeracy skills and dyslexia. No pupils are learning English as an additional language.
1.6 Almost all pupils remain at the school until the age of 13. Over recent years, all pupils have gained places at the secondary schools of their parents’ choice. Most continue their education in an independent senior school, either day or boarding, or move to the local state grammar school which admits all its pupils at 13+. Only a very few pupils move on to non-selective state education.
1.7 The aims of the school are:
· to discover and to develop the gifts within each pupil;
· to strive for excellence in all it does;
· to provide a safe, healthy and caring environment for pupils to live and learn in;
· to recognise and meet individual needs;
· to develop a happy community based on mutual respect and consideration.
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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Form 9 |
Reception |
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Form 8 |
Year 1 |
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Form 7 |
Year 2 |
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Form 6 |
Year 3 |
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Form 5 |
Year 4 |
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Form 4 |
Year 5 |
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Form 3 |
Year 6 |
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Form 2 |
Year 7 |
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Form 1 |
Year 8 |
The Educational Experience Provided
2.1 The educational experience provided is of high quality. Marlborough House successfully fulfils its aims of discovering and developing the gifts within each pupil, and it recognises and generally meets individual needs, within a framework of striving for excellence. Pupils are prepared thoroughly for the next stage of their education. Since the last inspection, the school has introduced a more structured pre-preparatory reading scheme and developed whole school policies for handwriting and personal, social and health education (PSHE).
2.2 In the Foundation Stage, the curriculum is based around the six areas of learning and children progress effectively through the stepping-stones, working towards the Early Learning Goals. The programme is enhanced with the introduction of French from Nursery. Across the rest of the school, the curriculum incorporates all the National Curriculum subjects. In addition, from Year 4 upwards, pupils choose to take either classical studies (leading to Latin) or Spanish, so all pupils learn two additional languages. Games have a generous time allocation, providing the opportunity for all pupils to learn many different physical skills and for these to be developed through regular matches. Whilst drama is not timetabled for all year groups, it is woven successfully into the curriculum with role-play activities, performances in assembly and a variety of dramatic productions each year. Citizenship is positively reinforced through the comprehensive PSHE programme. The timetable is constructed to allow sufficient teaching time in all subjects, although Saturday exeats do reduce the access of some classes in Years 5 to 8 to aesthetic subjects such as art, design and technology and music. Science is also affected in this way, although it is also taught at other times during the week. The curriculum is enhanced at all stages by a variety of educational visits, including trips to France, and by visitors who come into the school to share their expertise and resources.
2.3 The provision of extra curricular activities is excellent. A small number are run particularly for the pre- preparatory department. All staff in the preparatory department organise at least one extra curricular activity. A few clubs are sporting or musical but others reflect the diverse interests of the staff, such as magic, juggling and astronomy. Members of the Star Trek club even have the opportunity to learn to speak Clingon! Instructors in judo, dance, drama and cricket visit the school. A wide and varied leavers’ programme provides high quality enrichment for senior pupils.
2.4 The school prepares pupils well for each stage of their education. Induction into the Foundation Stage is effective. New pupils enjoy visiting afternoons and all pupils experience moving-up days prior to the start of the new academic year. Social events are organised for new parents so that the family feels involved from the outset. The transition from the pre-preparatory to the preparatory department is managed in a similar way with helpful liaison between staff. For pupils moving on to senior schools, a well-planned leavers’ programme exists. Events are organised by senior staff to assist parents on choice and these include visits from the heads of senior schools. Parents also meet individually with the headmaster and director of studies to discuss their child’s future. The headmaster writes to all pupils in their first term at senior school to ensure that the transition has been a smooth and happy one.
2.5 Curricular planning and policy documents are highly detailed and provide continuity and progression in learning across the school. Links between different subjects are well defined. A three-year programme of curriculum review is undertaken by senior managers.
2.6 All pupils in the school have equal access to the curriculum and benefit from the extensive range of activities provided. Provision for pupils with special educational needs is outstanding. Support is provided in the classroom and, where necessary, pupils are withdrawn either in small groups or individually. Highly detailed individual learning plans have been produced for these pupils, ensuring that they receive an education suited to their needs.
2.7 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.8 Across the school, pupils learn effectively and achieve well in relation to their ages and abilities, in line with the aims of the school of developing the gifts within each pupil and recognising and meeting their individual needs. Pupils are well grounded in knowledge, skills and understanding in their subjects and in other activities, and this has been maintained since the last inspection.
2.9 Literacy skills are used highly effectively and pupils speak, listen, write and read with confidence and enjoyment. Numeracy skills build upon firm foundations and pupils progress well. Their knowledge and understanding is developed effectively through well-planned lessons and good quality teaching. Creativity is fostered well through many different experiences, for example when writing Haiku poems, and pupils apply their knowledge and understanding effectively in a variety of situations across the curriculum. Pupils undertake their own investigative work successfully in some subject areas, for example in weekly mathematics challenges, although in science and design technology these opportunities are more limited. In a few lessons, pupils were not given opportunities to think for themselves because the lesson structure was too prescriptive.
2.10 No significant difference was seen in the relative attainment of pupils in different classes or subjects, or between pupils of differing abilities. All pupils were equally willing to apply themselves intellectually to the tasks set.
2.11 Results in national tests at age 7 over the three years up to 2004 in reading, writing and mathematics were well above the national average for all maintained primary schools. These results represent good achievement and are indicative of the quality of the education being offered. These standards of achievement were also reflected in lessons seen across the school during the inspection. Pupils are not entered for national tests at age 11.
2.12 The school has an impressive list of individual and team achievements. In the last two years, 15 senior school scholarships have been won for academic achievement, music, art and sport. Forty-five pupils have been successful in the Associated Board of the Royal Schools of Music, many with merit or distinction, and three pupils are members of the National Children’s Orchestra. Pupils’ art work has been exhibited. Four Olympiads have been won in the UK Mathematics Challenge competition over the last five years, with an average of six gold and seven silver certificates each year. Among many sporting successes, rugby, girls’ hockey, cricket and football teams have all enjoyed unbeaten seasons during the last two years, and the shooting A team were winners of the National Preparatory Schools’ shooting tournament. One cricket, one netball and two hockey players represent the county in their chosen sport.
2.13 Pupils develop competent skills and positive attitudes for work and study. They are very articulate, listen effectively, and both read and write intelligently and fluently. They are confident in expression and use subject-specific vocabulary extremely well in many subjects. They listen carefully to each other’s comments. Older pupils develop effective study skills through the introduction in Year 6 of an appropriate course and an introductory session is presented to parents, enabling them to support their children’s learning.
2.14 Numeracy skills are well taught and pupils can apply mathematical concepts effectively. For example, numeracy skills are frequently well used in science when handling data. The good use of information and communication technology (ICT) was observed in displays around the school, and pupils say they use their ICT skills frequently. Pupils reason and argue cogently and express themselves confidently and succinctly. For example, good reasoning skills were seen in a religious education lesson when pupils confidently discussed and developed their understanding about recent news items on the Islamic faith.
2.15 Pupils work independently and organise themselves very well. A variety of learning experiences fosters a good approach to paired and group work. For instance, pupils worked co-operatively with others very successfully in ICT and games. Pupils arrive promptly to lessons and settle quickly and quietly to their work. They concentrate well and persevere, for example in the Nursery, when pupils practised their letters and colouring. Pupils have very positive attitudes, their behaviour is exemplary, they show great enthusiasm for their work and activities and they enjoy all the learning experiences that are offered.
Spiritual, Moral, Social and Cultural Development of Pupils
2.16 The personal development of pupils in the school is outstanding, representing an improvement since the last inspection, and is centred around the school’s aim of building a happy community based on mutual respect and consideration. This aim is supported by the ‘Values for Living’ code - be honest, kind, helpful, polite, listen and do your best, and is aided by a comprehensive PSHE programme, the need for which was highlighted in the last report. The proposed continuation of the focus afternoons, when pupils concentrate on an aspect for personal development, enables staff to plan activities which build on circle time in the pre-preparatory department and on the PSHE lessons in the preparatory department.
2.17 Spiritual development is outstanding, and is an integral part of school life. Through assemblies and regular visitors the pupils have many opportunities to reflect on their own spirituality. The school chapel is an excellent environment in which pupils contemplate and consider their personal beliefs. Circle time encourages pupils to share issues of concern and allows pupils to improve their empathy skills and understanding of others. The representation of the ‘Values for Living’ code through an art display allowed pupils to reflect on the impact these principles have on them and their community.
2.18 The moral development of pupils fosters an excellent sense of right and wrong. Pupils of all ages enjoy the sense of achievement when receiving merit badges in assemblies for good behaviour or work. Clear and tangible respect exists between pupils and staff, and pupils feel that both they and their work are valued. The Pupil Forum, set up since the last boarding inspection, allows pupils to identify, discuss and suggest changes to school life. Through this experience, pupils develop in an open and safe environment, express their views and practise moral decision-making.
2.19 Pupils are keenly aware of their social responsibilities to the school, their local community and the global community. They take on roles of responsibility and perform a variety of tasks and jobs to support and enhance the quality of school life. A great emphasis is placed on ensuring that tasks are completed to the best of pupils’ ability. In the pre-preparatory department, the Year 2 pupils have responsibility as form monitors. They undertake simple tasks which benefit the school community. For example by ensuring that games bags are put out and collected in at the beginning and end of each playtime, pupils have an active and positive experience. Some senior pupils develop their social awareness of others by taking on the roles of head boy, head girl and house captains, and all senior pupils are involved in supporting the school community by carrying out various responsibilities. Through fund raising for the local cottage hospital, supporting the Tsunami appeal and performing music for local residents, Marlborough House pupils show that they care about the people in their immediate community as well as those further afield.
2.20 Through both focused lessons and extra-curricular experiences, the cultural development of pupils is excellent. The school’s link with Nyeramya – a school in Uganda - enables pupils to have an understanding of life in the developing world, by sending and receiving cards and letters. Pupils have investigated Aboriginal painting and reflected this style and ethos within their own depiction of the school grounds. Nursery pupils practised and performed a Sri Lankan dance. Pupils have visited a multi-faith centre and are exposed to other cultures through reading biographical accounts of children’s lives in other countries. The whole school participates in an annual multicultural day, which heightens pupils’ awareness of the need for tolerance and harmony between different cultural traditions.
2.21 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.22 Teaching is consistently of a good quality across the school, in line with the aims of striving for excellence in all the school does, discovering and developing the gifts within each pupil, and recognising and meeting individual needs. The quality of teaching has been maintained since the last inspection. In a substantial number of lessons seen teaching was good or better, and several instances of outstanding teaching were seen. Almost all parents who responded to the pre-inspection questionnaire believe that teaching helps their child to make progress, and pupils who took part in the pupil survey were very positive about the fact that teachers help them to learn.
2.23 In all subjects, teaching generally enables pupils of all abilities to acquire new knowledge, make progress according to their ability, increase their understanding and develop their skills. Pupils with special educational needs are given appropriate work and are supported very well in class, either by classroom assistants or learning support teachers. They achieve as well as their peers because of this targeted support, both within the classroom and in withdrawal lessons. However, in a few classes during the inspection, more able pupils were not challenged to achieve as well as they could, because the pace of the lesson was slow or the work was not appropriate to their ability.
2.24 Lessons are generally very well planned with a good variety of activities which meets the needs of all pupils and promotes good learning. For example, in a short Year 1 French lesson, pupils were very well focused and learned effectively because of the use of a glove puppet, doll, songs, numbers and a video. Teachers know their pupils very well and they showed a good understanding of the aptitudes and prior attainment of pupils. Teachers have a very secure knowledge of the subjects they teach and their enthusiasm is clearly evident in lessons. Pupils are very well managed and time is used effectively, with a brisk pace to many lessons, thus keeping all pupils focused on the main activity. Resources, including ICT, to support pupils’ learning are good both in quantity and quality in all subjects and are used effectively. Pupils apply themselves to each task conscientiously and have the ability to work and think for themselves. On many occasions, pupils were seen using the library and ICT facilities for research and working independently. The programme of visits is very wide-ranging and contributes much to the quality of teaching and the educational experiences of the pupils. Teachers encourage very good behaviour, and relationships, both in the classroom and around the school, are excellent.
2.25 Whilst a whole school marking policy is in place, each subject department is allowed to determine its own policy on giving grades or marks. All staff keep records of pupils’ attainment in lessons and in their written work. Some marking, for instance in English, religious studies and history, is very helpful and gives pointers to the pupils on ways in which they could improve. Pupils say that they find this style of marking extremely helpful. However, marking both within subjects and across the school is inconsistent. Some marking is cursory with just a tick placed at the end of the work; other comments offer encouragement and praise but no advice for improvement.
2.26 Pupils’ attainment is assessed regularly, through the use of a range of standardised tests against national criteria, particularly in English, mathematics, science, verbal and non-verbal reasoning, and twice-yearly reading and spelling tests. Staff also record grades for attainment and effort approximately every three weeks for all preparatory department pupils. These results are monitored carefully to look for any unusual emerging pattern of attainment, and to identify pupils who may require extra support. The school is about to embark on a new system of centrally recording and analysing pupils’ results, which should allow them to check individual pupils’ progress more easily and set regular learning targets, thereby enabling all pupils to achieve even higher standards.
2.27 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 pastoral care is outstanding and the school is fully effective in ensuring the health, welfare and safety of its pupils. This excellence fulfils the aims of the school to provide a safe, healthy and caring environment in which pupils can live and learn, and a happy community based on mutual respect and consideration. In the pre-inspection questionnaires, almost all parents were happy about the help and guidance given to their children and believe that the school achieves high standards of behaviour. The quality of pastoral care and the welfare, health and safety of pupils has improved since the last inspection, with any issues being resolved.
3.2 Staff know the pupils very well and provide excellent support and guidance for them. Pupils feel secure and say they have a number of staff to whom they can turn for advice, including the school’s Independent Listener. The atmosphere throughout the school is purposeful and caring.
3.3 Pastoral arrangements are comprehensive, regularly reviewed and updated to provide first-class care for pupils. Staff understand their pastoral responsibilities and undertake them diligently and admirably. Pupils value their form tutors as the initial contact for pastoral support. Each staff meeting begins with a review of pupil issues.
3.4 The quality of relationships between all in the school community is outstanding and a strength of the school. Pupils respond to each other and to adults with kindness and courtesy. The ‘Values for Living’ posters which are displayed throughout the school encapsulate the core values of pastoral care in this friendly community.
3.5 Effective procedures for discipline ensure that relationships between pupils remain very strong and positive. Pupils say that there are very few incidents of unpleasant behaviour and that, on the rare occasions when they occur, they are dealt with firmly and effectively. During the inspection, there were no incidents of unpleasant behaviour seen but many incidents of supportive behaviour and positive interaction witnessed; there was one instance of outstanding care shown by a member of staff to a pupil.
3.6 The school complies fully with the statutory requirements for child protection. Child protection measures are firmly in place; the school has a comprehensive child protection policy and staff are appropriately trained. The school has several staff qualified in first aid and equipment is provided at strategic places. Fire prevention measures are in order and fire practices are held regularly and recorded. Risk assessments are carried out and records are kept. Meals are of a very high quality and catering is described by pupils as one of the school’s strengths. All health and safety arrangements comply with statutory requirements and ensure that pupils are in a safe, healthy and caring environment.
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 Links with parents and the community are outstanding, and make a very effective contribution to the school’s aim of developing a happy community based on mutual respect and consideration. The school prides itself on fostering and maintaining a good rapport with parents and in developing purposeful links with both local and global communities. It has maintained and improved on the good links reported at the last inspection.
3.9 In their replies to the pre-inspection questionnaire, parents’ responses were positive about all aspects of the school’s provision. They gave a particularly positive response to those questions concerning boarding, the curriculum and the promoting of worthwhile attitudes. No significant concerns were raised. Parents are very happy with the education and support provided by the school for their children. They feel their views are valued and respected; for example, in response to a questionnaire sent to parents three years ago, extra parking and crèche facilities were provided.
3.10 From the time they join the school, parents are made to feel very welcome. The prospectus and introductory booklets are very informative. Coffee mornings and social gatherings arranged by the school and the “Friends” (an association for all those who support the school, including parents) provide opportunities for parents to meet with each other and with staff at the beginning of each year. Many other occasions are organised by the “Friends” to ensure that all families, and particularly those new to the school, feel welcome.
3.11 Parents are given many worthwhile opportunities to become involved with the work and progress of their children. Helpful meetings about how parents can support their children academically are held both before pupils join the school and also at appropriate times during their school career. Reading record books and homework diaries keep parents informed of their children’s progress and also serve as a means of communication between school and home. Parents are welcomed into school for matches, concerts, chapel services and assemblies. Parents with a particular skill or interest are invited to share their knowledge and enthusiasm with the pupils.
3.12 Information about the school, and about their children’s work and progress, is shared with parents very well. The headmaster’s weekly newsletter provides parents with useful information in addition to keeping them informed of events and achievements. Parents receive detailed, informative reports in all subject areas once a year in the pre-preparatory department and twice yearly in the preparatory department. Particularly good practice is seen in the Foundation Stage and Years 1 and 2 reports where helpful targets indicate what pupils need to learn next. “Orders” indicating grades for levels of effort and attainment are completed approximately every three weeks and are sent home to parents. Parents’ evenings allow for focused discussion between parents and teachers. Due care is given to parental concerns and all parents are made aware of the complaints procedure. Most issues are dealt with by the headmaster or the head of the pre-preparatory department and are recorded appropriately.
3.13 The school has strong links with both the local and worldwide community. Pupils and parents are involved with the distribution of harvest gifts to the needy. Carol singing takes place in the nearby village and at a home for the elderly. The community uses the school premises for church lunches and badminton club activities, and the school also makes its minibuses available for community use. Links with the local primary school are currently being forged; a joint music day has been held and shared in-service training is planned.
3.14 Pupils are encouraged to consider the needs of children in Uganda through the school’s link with Nyeramya School. In addition to raising funds for the school, the pupils have exchanged letters and postcards and this has contributed very effectively to their understanding of other cultures and traditions. The school is very active in its support of charities. Last year £8000 was raised for several charities from a wide range of events.
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].
The Quality of Boarding Education
3.16 The quality of the boarding experience at Marlborough House is outstanding and it very effectively supports the school’s aims of striving to recognise and meet individual needs and providing a happy community based on mutual respect and consideration.
3.17 The Commission for Social Care Inspection (CSCI) report of March 2005 concluded that boarding is an enjoyable and exciting aspect of the school’s provision: the range of extra-curricular activities available is excellent and the food provision is superb; pupils enjoy positive relationships with staff; and the school encourages pupils to excel in all areas, ensuring that individuals feel valued. Since that CSCI inspection, which stated that the school had already anticipated a number of the recommendations made, the school has made good progress in introducing a range of measures which deal with the issues raised in that report. For example, a ‘Pupil Forum’ has been set up so that pupils can express their views and opinions, and meetings between staff are now formally documented and recorded. The school has reviewed the bathroom and toilet provision and has plans for improving it in the future.
3.18 The school’s boarding provision is unusual, offering opportunities for pupils to board only on four nights of the week. In most cases, pupils board for only one night at a time. This unique situation is highly valued by pupils and parents who see it as both an opportunity and a service. Detailed boarding handbooks for parents and pupils reinforce the school’s aims and ethos within the boarding community. Pupils choose to board for a number of reasons: they say that it’s fun; it prepares them for boarding at senior school; and the meals are excellent! Parents appreciate the quality of boarding at the school – in the parental survey, of those who responded to the question on boarding, all parents felt that the school made good provision for boarders.
3.19 Relationships within the boarding community are outstanding and reflect the standard of relationships throughout the school. The atmosphere is relaxed but respectful and is described by pupils as homely. Pupils are very well supported by a generous allocation of resident and non-resident staff who provide excellent pastoral support under the direction of the resident housemaster.
3.20 The range of activities offered to the boarders at Marlborough House is superb. They are greatly appreciated by pupils and, during the inspection, inspectors were able to share their enjoyment of an impressive view of Saturn and its moons through the school’s splendid telescope in the astronomy club. In addition to organised activities in the earlier part of the evening, pupils have access to both the library and ICT facilities for private study and research. The sports hall is an excellent resource and is available throughout the year; the impressive grounds provide exciting opportunities for recreation during the summer months.
3.21 The quality of accommodation and resources is adequate and it is suitable for the boarders’ needs; it includes a common room which is well equipped.
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The governors take great care for the school and its development. Their overall aim is to strive to promote and facilitate an excellent all-round education. Since the last inspection, major changes have included the provision of better accommodation for Nursery children, and the appointment of a head of the pre-preparatory department with time to properly monitor and evaluate the department’s needs. Both of these changes were in response to the last inspection report.
4.2 The governors have a wide range of experience and expertise and are able to support the school in many ways. They are very diligent in making well-considered and highly effective provision for the school’s accommodation, as evidenced in the building work due to begin the week after the inspection, and they ensure that resources are readily available to supply educational needs. Their structure is effective in keeping oversight of the school and they operate committees for finance and general purposes, marketing and health and safety. The governors are kept well informed by the termly reports of the headmaster, head of the pre-preparatory department, director of studies and bursar, but they do not just rely on these reports. They also take a great deal of interest in the school community and, before the governors’ termly meetings, they have lunch with the pupils and coffee with the staff so that regular informal discussions can take place. In addition, some governors have responsibility for areas of the school such as the nursery and pre-preparatory department and boarding. Governors’ contact with the school is thus strongly supportive but also challenging. Close contact is maintained between the chairman and headmaster. As guardians of the effectiveness of the school, the governors are well informed of the school’s overall development and its successes in academic standards, boarding and cultural and other activities.
The Quality of Leadership and Management
4.3 Leadership and management are successful and fully support the schools’ aims, particularly that of striving for excellence in all the school does. In response to the last inspection, some staff appointments have been made and roles reviewed, and accommodation issues have been resolved, so that good progress has been made.
4.4 The headmaster provides highly effective leadership, and this is reflected in the quality of education and the care of the pupils. The senior management team, consisting of the deputy head, director of studies, head of the pre-preparatory department, boarding housemaster, bursar and registrar, support the headmaster very well. Together they offer complementary skills to ensure the school’s aims are met. Further academic support is given by the subject co-ordinators in both the pre-preparatory and the preparatory departments, and all staff are fully involved in the pastoral care of pupils. Very clear educational direction is given by the senior team. The school’s own view of its current position provides an accurate picture of the next steps which are needed to develop the quality of education which will enable the pupils to achieve even higher standards. However, whilst the current one-year school development plan is appropriately focused on the issues which have been recognised as important for the school to improve further, these objectives are not sufficiently prioritised nor have the financial implications been fully explored. Not enough information is given as to how the school will achieve its targets or recognise that it has been successful in achieving them.
4.5 Appropriate policies have been drawn up covering all aspects of school life, and the school regularly checks and reviews their effectiveness. For example, the record of disciplinary incidents is checked weekly to identify any particular patterns in pupils’ behaviour. Registration procedures are monitored monthly. Effective academic policies have been prepared by subject co-ordinators in all subjects, and the quality of their planning is good. All departments are reviewed over a three-year rolling programme. Each term, one or two subjects are reviewed in depth so that the school can monitor their effectiveness and any areas for development. Subject co-ordinators are involved in monitoring teaching and learning through lesson observation in their own subjects across the school, but this is not undertaken sufficiently regularly or rigorously for co-ordinators to have a secure overview of areas for development beyond improving resources. Further checking of the quality of teaching and learning is undertaken by senior members of staff and subject co-ordinators say they feel well supported.
4.6 Resources for learning, including provision for ICT, are good, competently managed and meet pupils’ needs. The well-stocked libraries are used by pupils and staff frequently and contribute effectively to pupils’ learning. Procedures for budgeting operate very efficiently.
4.7 Across the school, teaching and classroom support staff are deployed well and contribute significantly to pupils’ learning and welfare. Staffing levels are good and enable strong support to be given to pupils, particularly those who have special educational needs. The recruitment of well-qualified staff is successfully managed, the required staffing checks are carried out and appropriate records are kept. Induction procedures for staff new to the school, and those new to the profession, support them effectively and follow national requirements. Many in-service training opportunities are available and a good appraisal system is in place.
4.8 Arrangements for the day-to-day management of the school work very well. The administrative and other support staff provide high quality assistance, upon which the efficiency of the running of the school depends. Communication within the school is very effective, and communications with the parents and the community are very strong.
4.9 The school is a pleasant and welcoming place, and it provides a very secure environment for the pupils. The more recent buildings provide spacious classrooms which are used well and an unusual feature is the provision of an ICT suite for the pre-preparatory pupils. The library has recently been extended, enabling pupils to access information more independently. The new accommodation for Nursery meets the needs of these children effectively. The school’s grounds are impressive and outdoor space provides very well for educational and recreational play. The high quality, bright displays create a very effective learning environment. Pupils say they are very happy, and they are clearly proud of their school.
4.10 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.11 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 The school has many strong features and is outstanding in several important areas.
5.2 The school’s success in meeting its aims and aspirations is represented in the outstanding personal qualities of its pupils. A high quality and wide-ranging curriculum is provided with many opportunities for pupils to learn and achieve well. Extra-curricular activities are extensive. Teaching is generally effective and sometimes outstanding. Pupils’ speaking and listening skills are highly developed. Pupils are exceptionally well cared for and they are enthusiastic about all areas of school life, particularly the very impressive and unique boarding opportunities. Parents, too, are very positive about the educational experiences offered. Relationships between all in the school community are excellent.
5.3 The school has made good progress in all the areas identified for improvement at the time of the last ISI inspection: curriculum, staffing, and accommodation. During the last Ofsted nursery inspection, there were no significant weaknesses, but good progress has been made in the suggested areas for improvement: learning experiences during snack times and the recording of children’s achievements. The issues raised by the last CSCI boarding inspection have been, or are being, resolved.
5.4 The school meets all the regulatory requirements.
5.5 To improve the quality of its educational provision, the school should take the following action.
1. Adapt the current development plan to indicate curricular and other priorities for the next three to four years and identify detailed action to be taken, costings, personnel and both success and evaluation criteria.
2. Extend the role of subject co-ordinators to include more regular monitoring of teaching and learning and to give a clearer overview of the areas for development.
3. Continue to develop a system of assessment that will assist with checking the progress of individual pupils and setting individual learning