|
INSPECTION REPORT ON |
|
|
Monkton Combe School |
|
|
|
|
|
Full Name of the School |
Monkton Combe School |
|
DfES Number |
800/6008 |
|
Registered Charity Number |
1057185 |
|
Address |
Monkton
Combe, Bath BA2 7HG |
|
Telephone Number |
01225
721102 |
|
Fax Number |
01225
721181 |
|
Email Address |
admissions@monkton.org.uk |
|
Principal |
Richard
P Backhouse |
|
Chair of Governors |
Mrs
Ann Holt OBE |
|
Age Range |
11-18 |
|
Gender |
Mixed |
|
Inspection Dates |
6th
– 9th November 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
Monkton
Combe is a school within the evangelical Anglican tradition. It was founded in 1868 by the Vicar of
Monkton Combe, the Reverend Francis Pocock, to train boys for missionary
work. It was, until relatively recently,
an all-boys boarding school. It accepted
girls into the sixth form in the 1970s, and went fully co-educational, and
merged with Clarendon Girls’ School, Bedford, in 1992. The school retains a very strong boarding
ethos although day pupils, mainly from Somerset and the region around Bath, now
comprise a third of the intake. The
present principal took up his post in September 2005.
1.2
The
school aims to provide a full and varied academic and all-round education to
enable boys and girls to discover their abilities, and to develop their
potential to the full. It seeks to
provide an ordered, purposeful, happy and caring community in which every
individual counts. Pupils are encouraged
to develop moral discernment, high standards of behaviour and thoughtfulness
towards others. The school seeks to
instil a sense of service and, at the same time, provide pupils with the skills
to be able to respond to the challenges of a rapidly changing society. Every effort is made to relate Christian
belief and worship to the needs of daily school life.
1.3
The
school is situated in a campus environment in the beautiful Midford valley,
some three miles to the south of Bath.
It has a very pleasant mix of buildings, mainly of Bath or Cotswold Dale
stone.
1.4
Since
the last inspection, in autumn 2000, the all-weather sports pitch has been
re-laid and there has been refurbishment of some classroom and boarding
facilities.
1.5
Day
pupils are not only local, but also come from the wider geographical area. Boarders are mainly regional and national,
although some are international. There
are pupils from about twenty different countries in the school. Most of the parents are engaged in
professional and business occupations.
Slightly less than a fifth of pupils receive scholarships or bursaries,
although nearly half of the pupils, in total, receive some fee assistance. At the time of the inspection, there were 351
pupils on roll, with 130 boys and 77 girls in Years 7-11, and 94 boys and 50
girls in the sixth form. There were 128
boy and 76 girl boarders. Pupil numbers
were similar to those when the previous inspection took place.
1.6
There
is a broad spread of ability in the school. Standardised tests indicate that,
overall, pupils score a little above the national average, and about half are
in the top quarter of the ability range.
Thus, if pupils were to perform in line with their abilities, results in
public examinations would be expected to be a little above those achieved in
all maintained schools.
1.7
No
pupil has a statement of special educational need (SEN), but there are over 60
pupils for whom English is not their principal language, and 53 receive
language support. In addition, the
school has identified 73 pupils as having special educational need, and 33 are
given specialist assistance. The most
usual needs are mild dyslexia and dyspraxia.
1.8
Entry
to the school essentially at 11+, 13+, and in the sixth form, is based on
selective examination, interview, and a report from the previous school. Monkton Combe is a popular school, but it
operates in a very competitive area. In
recent years, up to a sixth of pupils entering at 11+, and a similar percentage
of those joining the sixth form, come from maintained schools in the UK. Other entrants are from the independent
sector or from state or private schools overseas. The majority of pupils stay on in the sixth
form; in recent years up to twenty per cent have left after Year 11. About twenty pupils enter in the sixth form,
annually, including a few on access courses who take A level in three years. Almost all sixth form pupils go on to higher
education in this country.
1.9
National
Curriculum nomenclature is used throughout this report to refer to year groups
in the school.
The Educational Experience Provided
2.1 Monkton provides an effective educational experience through the academic curriculum, a wide range of activities and opportunities for personal development. In the questionnaire completed before the inspection, pupils and parents recorded their satisfaction with the range of subjects offered, the interesting nature of the work and the range and number of extra-curricular activities. One pupil summed up Monkton: “very nice school, very nice people.” The school succeeds in its aim of providing a full and varied education within a Christian context. Christianity suffuses all aspects of the education provided, and Monkton’s reputation for placing friendliness, courtesy and care at the heart of its work is well-founded. The school has made considerable progress in addressing the recommendations made in the last inspection report, particularly in re-working the system for choosing subjects to be studied, especially at AS level. There have also been a few changes to the Year 9 curriculum and to GCSE options.
2.2 Monkton’s academic curriculum offers a traditional range of subjects up to GCSE. The curriculum available to Year 12 pupils is particularly wide for a school of Monkton’s size, with twenty two subjects on offer, including psychology and photography. The school’s ability to attract additional Year 12 entrants is enhanced by its broad curriculum. The small number of pupils in Year 7 imposes some limitations on their academic and social development. They cope well with a long and very busy school life, but the length of lessons and the pattern of the school day prevent the most effective delivery of the curriculum from taking place for all the pupils.
2.3 The personal, social and health education (PSHE) programme has been re-modelled since the last inspection. It supports pupils’ personal development effectively. The formal PSHE programme currently extends to the end of Year 10, although there are some opportunities for pupils to receive PSHE in Years 11-13, such as the recently introduced programme of lectures by visiting speakers, which are also open to parents.
2.4 The educational experience offered at Monkton enables pupils to develop academically and socially and to acquire a range of skills. Pupils are confident and fluent in discussion and. they learn to use information and communication technology (ICT) effectively in some subjects. There are insufficient opportunities for pupils to formulate their own thinking, to work independently and to structure their own learning.
2.5 Monkton offers an extensive range of extra-curricular activities, many of them of high quality. Drama is of a high standard, there is plenty of music, and there is a wide range of sport, with good coaching in a range of different disciplines including cricket, hockey, rowing and rugby. Sports staff make much effort to develop the talents of the best games players while at the same time providing plenty of general opportunities for sport. The combined cadet force (CCF) is very successful and offers an unusually wide range of activities, including fencing, judo and motor maintenance, to a large number of cadets. The school’s Christian ethos underpins community service, charitable fund-raising and the overseas gap year programme. Houses offer a particular focus for charitable activities. One house sponsors an Indonesian child at school in her home country.
2.6 The balance between physical and cultural, intellectual and recreational activities is well maintained. Boarders and day pupils, girls and boys of many nationalities, find activities to suit them, and the staff make outstanding contributions and personal commitments to the success of the highly varied activities programme.
2.7 Pupils receive thorough preparation for the next stages in their education through a programme of work-related education that begins in Year 7 and extends throughout the school. There is a well-resourced careers centre. Virtually all Year 13 leavers go on to university and the advice and guidance offered by the careers department is appropriate for their needs. The week-long Year 12 higher education conference, held in June, benefits from input from former pupils and parents as well as providing opportunities for pupils to hear from university staff and to visit institutions. Pupils receive careful guidance in making their applications, especially in the drafting of their personal statements.
2.8 Pupils are tested for dyslexia where their performance suggests that they may have learning difficulties, and overseas candidates are tested to establish their proficiency in English. The learning support department offers very high quality assistance to those pupils who need it, and English as an additional language (EAL) pupils are particularly well supported. All teachers have access to detailed information about pupils with EAL or SEN requirements within their classes, and are expected to take account of their needs when planning lessons or prep. Much good practice was observed. In a few subjects, extension work is provided for pupils who are gifted and talented, but this is not widespread and has been recognised by the school for further development.
2.9 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.10 Pupils achieve well in their academic studies and in other activities. In the last inspection, standards were judged to be ‘appropriate for their ages, abilities and aptitudes’, so there has been improvement since then. Pupils are keen to learn, listen attentively and demonstrate good presentation of written work. They apply mathematical methods effectively, even when they do not fully understand the rationale, and they enjoy their success. When given the opportunity, as in an EAL grammar lesson, they work well in small groups or pairs, and they show good application when working individually, whether the work is stimulating or more repetitive. In some lessons, the most able pupils are not given the opportunity to be fully stretched, but pupils remain focused and work hard.
2.11 However, the introduction this year of critical thinking in Year 12 is giving senior pupils the opportunity to learn more about how to think and reason, as well as to write in a more coherent and logical way, to the general advantage of their studies. ICT can be used to learning advantage: Year 11 pupils creatively modified photographic compositions, in art, in the style of Patrick Caulfield, and Year 10 pupils gave a good data projector presentation in French. However, the application of ICT is uneven across the curriculum.
2.12 Results in some subjects are a little better than in others, but there is no marked difference between the examination performance of boys and girls. Pupils of all abilities are equally prepared to engage in lessons, and EAL pupils, who form a significant proportion of some sets, are fully involved.
2.13 The school has set and achieved broad objectives for improving GCSE and A level results. External examination performances are good across all age groups, given the wide range of ability at entry. Pupils’ attainment in GCSE examinations is good in relation to their abilities and their progress from entry onwards is well above national norms. GCSE results, overall, have improved steadily since the last inspection, with approximately half of grades being at A* and A, well above those in all maintained schools, and similar to those in maintained selective schools. A level results have improved even more with at least seven tenths of the grades being at A or B. Pupils’ progress at A level in almost all subjects is well above national norms, and comparable to those in maintained selective schools.
2.14 Individual pupils and teams have achieved well, with success in Mathematics and Science Olympiads, and the award of Arkwright Scholarships in design technology. There has been regional representation in boys’ hockey, rowing and cricket, and up to ten teams play inter-school boys’ and girls’ sport each weekend, often holding their own against much bigger schools. A well run CCF, with three sections, has been successful in regional competitions and a flourishing Christian Union runs alongside several voluntary and charitable activities. Drama productions and the Big Band, which tours regularly, are popular and successful creative outlets. A recent performance of the choir, singing Haydn’s Nelson Mass, was enthusiastically received by a large audience.
2.15 Pupils write and speak fluently, with more adventurous ideas tending to come from oral contributions. EAL pupils occasionally confuse technical terms, as with proton/positron in a chemistry lesson, but they are, in general, as good as others; additional help offered normally proves unnecessary. All pupils show strong listening skills, and a Year 12 lesson on Newton’s Laws showed that they are prepared to question assumptions that the teacher has made.
2.16 Mathematical and numerical skills are strong, and are used effectively in other subjects, as when one pupil corrected another in a physics presentation that the latter was giving.
2.17 The atmosphere in lessons is purposeful and pupils take pleasure in their learning and achievements. They listen attentively when new topics are introduced, and they respond well to questions. The tendency to shout out answers in some classes, noted in the last inspection, no longer occurs. In one Year 13 English class the pupils were the driving force behind the lesson, and another sixth form economics lesson showed pupils thinking for themselves and arguing effectively.
2.18 Pupils are purposeful and show a serious approach to academic study. Files and exercise books are, in general, well organised and neatly presented. However, there are many dictated notes, and annotated handouts.
2.19 Pupils worked well in groups when preparing their religious studies presentations, and in modern languages, when they listened and responded to each other’s contributions, but there are opportunities to do more collaborative work which are not taken.
2.20 Pupils enjoy their work, both the process and the results, as when a Year 9 mathematics class offered examples and understood the verbal link between percent, century and a centipede. They apply themselves well in lessons, often remaining on task for long periods, and show perseverance with very little prompting, whatever their ability and the nature of the task.
Spiritual, Moral, Social and Cultural Development of Pupils
2.21 Pupils are deeply aware spiritually, morally, socially and culturally; this is an outstanding strength of the school and is central to its aims. In the last inspection report it was stated that: ‘The Christian ethic is clearly reflected in the refreshing innocence and joy with which pupils honour and respect each other and adult members of the community.’ This remains true today, and while the school has responded to changing educational times, it has not been deflected from its primary purpose. In the questionnaires that parents completed prior to the inspection very high levels of satisfaction were indicated with the school’s Christian commitment and value systems. As pupils pass through the school, they are nurtured and encouraged so that they develop very good self-knowledge, self-esteem and self-confidence.
2.22 The school has a strong evangelical Anglican tradition, with the Chapel at the centre of school life. There are short morning services three times each week and longer services on Sundays, which aim to relate the act of worship to the needs of daily life. The service at the start of the school day provides a moment for reflection and prayer, and also some inspiring singing. In the week leading up to Remembrance Sunday, a moving personal experience of a Falklands War veteran, in an assembly, was warmly received by the school. The pupils respond very positively to ethical guidance. There are various activities associated with its religious life: the Christian Union; Bible Studies; Confirmation Classes; Enquirers Group and a newly formed Philosophy Society. Pupils take an active part in services; two pupils have preached recently, and during inspection week, a sixth form committee organised the Michaelmas Mission lectures, which attracted sizeable and attentive audiences. Monkton is a spiritually well fed community.
2.23 Pupils develop a strong moral sense, and they are prepared to state clearly what they believe to be right and wrong. They support the school’s values and code of conduct: on public occasions pupils know how to behave, being quiet at the appropriate moment; in class they are cheerfully cooperative; around the school they communicate easily and welcome visitors politely. In their houses pupils look after each other with care and support friends in time of need. The curriculum provides opportunities to explore moral issues in a broad range of subjects. In Year 8 a religious studies group was seen to write thoughtfully about the issue of adultery; and in Year 12 pupils explored racial issues in French, and gender issues in English.
2.24 Pupils develop good social skills and contribute towards community life. Pupils are able to communicate their ideas and aspirations clearly, with increasing skill as they grow older. A successful house system allows pupils of all ages to interact in a positive and friendly manner, and senior pupils learn to accept responsibility. School and house prefects take their roles seriously and work together effectively and cooperatively. They show great commitment in helping to ensure the smooth running of the school, supporting staff and caring for younger pupils. A rich variety of extra curricular activities develops self-reliance and the ability to work in teams. Such opportunities are afforded through, for example, music, sport, drama, CCF, The Duke of Edinburgh’s Award scheme and the School Forum.
2.25 Pupils relate extremely well to each other, regardless of any cultural differences, and show tolerance and respect for each other’s cultural traditions. The presence of some eighty boarders who are from expatriate families or are overseas nationals brings a breadth to pupils’ experience, and the International Students Society promotes good relations between different nationalities within the school. Many pupils enjoy the opportunities to participate in visits abroad and are able to gain first hand insights into other cultures. There are regular trips to France, which combine the opportunity to speak the language, with a visit to the Somme battlefields. Art pupils have visited galleries in New York and Barcelona; hockey has been played in South Africa; and an expedition to Turkey is planned so that pupils can follow in St Paul’s footsteps. Pupils support a large number of charitable activities, and there is a link with a South African Aids children’s village. Several pupils take advantage of overseas Christian links, especially in East Africa, to work abroad on charitable projects during their gap year.
2.26 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (including Assessment)
2.27 Teaching is good in many areas of the school, and some examples of outstanding teaching were seen. The teaching enables pupils, including those needing learning support, and those for whom English is an additional language, to acquire new knowledge and skills, and to make good progress. However, a narrow teacher-led approach was apparent in some classrooms. The most rapid progress was seen in lessons in which pupils were encouraged to work independently and were able to learn through making, and then learning from, their own mistakes. The teaching helps pupils to achieve good results in examinations, but does not always imbue them with a love of learning for its own sake. Teachers run their classes in a friendly and well-disciplined manner, which encourages appropriate and responsible attitudes to learning. There is evidence of improved pupil attitudes and classroom management since the last inspection.
2.28 Lessons are often meticulously planned, time is well managed and lessons are usually conducted at an appropriate pace, although the effectiveness of pupil learning was observed to slow towards the end of lesson, mainly in the lower school, but also in other year groups as well. Lessons are long and it can be difficult for pupils to sustain effort and concentration throughout their length. Much of the teaching and learning observed involved pupils in a range of activities, including question and answer sessions, note taking, calculation and practical work. Since the last inspection ICT facilities have become available to all departments and were used to good effect in a few lessons. High quality pair or group work was not widespread, but was found to enhance learning at sixth form level in a biology practical lesson.
2.29 The most successful lessons were characterised by the teachers’ enthusiasm, sense of purpose and effective use of resources. An excellent Year 7 English lesson, on the construction of sentences and paragraphs, embraced a good variety of tasks, was well differentiated, moved at a brisk pace and was suitably challenging. In lessons which were satisfactory rather than good, there was often a lack of variety and pupils were allowed to remain passive and uncritical. Some teachers supply pupils with large quantities of structured, photocopied notes which explain exactly how to answer examination questions. Others use worksheets that require little more than gap filling and allow little scope for pupil interpretation. This reduces the need for pupils to think for themselves, or to engage in independent learning.
2.30 The academic abilities of the pupils are well known to the staff; and teaching is appropriately and sensitively tailored to the needs of individuals. Very positive and warm relations between staff and pupils allow real dialogue to take place, and additional help is willingly provided by staff to those who find work difficult.
2.31 Teachers make effective use of the school resources. Data projectors and interactive whiteboards are available in some lessons – examples of good practice were observed in business studies and biology lessons. The new Cuthbertson Learning Resource Centre is used for study and research, and the practical subjects are backed up by sufficient equipment and technical support. Teachers’ good subject knowledge underpins the increasing progress of the pupils as they move up the school.
2.32 Teachers use the results from prep and tests as the main evidence of attainment levels. Such information allows detailed pupil reports or interim grades to be written, which usefully inform tutors and parents of the rate of pupil progress. Each department has its own marking policy, but it is not always consistently applied. In most departments work is marked well but it can be marked infrequently, or in a perfunctory manner. Where marking is most effective, in English, economics and history, for example, teachers make helpful and detailed comments, praising, encouraging further effort and indicating necessary strategies for further improvement.
2.33 Standardised tests are taken in Year 9 to establish pupils’ abilities and to track their progress towards GCSE, and to set them challenging targets. A similar process is used effectively to monitor progress in the sixth form.
2.34 The school meets the regulatory requirements for teaching [Standard1].
3. THE QUALITY OF CARE AND RELATIONSHIPS
The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
3.1 Pastoral care at Monkton is at the heart of the school’s ethos and is excellent. Arrangements for health and safety, risk management and child protection are very good. Care for the individual lies at the heart of the school’s powerful Christian ethos. The staff know their pupils very well. Throughout the school community relationships are warm, tolerant and based on mutual respect. Since the last inspection, the tutorial structure has been reorganised and it now plays a more effective role in contributing to the high level of care in the houses, and more widely throughout the school. Parents, responding to the pre-inspection questionnaires, praised the school’s outstanding pastoral arrangements and the happy relaxed atmosphere of the school. One new Year 9 pupil, transferring from a bigger independent school, commented: “The size makes all the difference, senior pupils treat us all the same, and it is a very special community.”
3.2 The house structure, with strong family values inculcated by the houseparents, is the cornerstone of the school’s provision of care. No distinction is made between day pupils and boarders, or between pupils from overseas and those who live more locally. Pupils with disabilities are fully integrated into the life and work of the school. One sixth former, commenting on the level of support she receives, said “Whenever you have a problem, your tutor will sort it.” Senior pupils exercise caring and leadership roles, mentoring newcomers and helping to ensure the smooth running of their houses. One recent pupil initiative has seen two prefects holding an informal support meeting with Year 7 and 8 pupils each week.
3.3 Disciplinary structures within the school are relaxed but coherent, and rely on the staff’s detailed knowledge of the pupils. The school runs in a quietly well-disciplined manner, reflecting the tolerant and courteous behaviour of the pupils. Records of serious disciplinary matters are kept centrally. Policies which address bullying and harassment are effective, a view reflected in the pupils’ responses on the topic in the pre-inspection questionnaire.
3.4 The site is attractive and is as secure and well-lit as its geography allows. The school has made provision, where able, for disability access, as shown by the recently installed ramp leading to the new Cuthbertson Learning Resource Centre. Safety exits are clear.
3.5 Provision for pupils’ welfare is a real strength of the school. The medical centre is a model of good practice, and possesses excellent facilities. Pupils and staff have regular access to a male and female doctor, and the three nurses who run the centre on a rota basis ensure that medical cover is available twenty four hours a day. The management of the centre is outstanding, and also provides counselling and support to the pupils.
3.6 School food is well prepared and varied. Healthy eating advice is prominently displayed in the light, spacious dining hall, and at lunchtime a salad bar offers a popular alternative to the range of hot meals. Lunch is provided for all pupils, and some day pupils also have breakfast or supper at school. Mealtimes are an enjoyable experience.
3.7 Child protection measures are effective. An assistant head is the designated Child Protection Officer and staff have recently attended child protection in-service training (INSET) which has further enhanced awareness of the school’s procedures and channels of communication. Documentation is detailed and policies are clear. The school follows the appropriate procedures for all appointment and Criminal Records Bureau (CRB) checks of all staff are undertaken.
3.8 The school has due regard for health and safety. Risk management procedures are effective and records are kept meticulously. Fire practices are carried out regularly in the houses and in all school buildings. The school’s fire protection policy is clearly displayed in all buildings, and the rolling programme of testing and maintaining the fire alarms is exemplary. Refresher courses for staff first aid training are ongoing. In the science departments, health and safety procedures have been greatly improved since the last inspection, with a specific science health and safety policy, weekly discussions in science meetings, detailed record keeping and an incidents’ file. Arrangements have been made to ensure the maintenance of high health and safety standards for staff and pupils during the temporary re-location of the respective departments while the new science and maths centre is being developed.
3.9 Registration procedures are now in order.
3.10 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
3.11 The school takes great care to keep parents informed and to develop close links with the wider community. There is no parents’ association but the Friends of Monkton help to promote social contacts amongst parents and friends of the school. Since the last inspection reporting arrangements and central report storage provision, have been improved, and the school’s approach to handling parental concerns has become more streamlined and effective. The deputy head is now responsible for investigating any complaints and the findings are presented to the principal for judgement. There has been strong support for the new principal’s initiative of sounding out parental opinions through a series of “On the Fender” occasions. Additional parental involvement is occurring through an extended consultation programme and more social events. Recently, a new prospectus has been published.
3.12 The number of responses to the inspection questionnaire was not large but parents indicated their satisfaction with the provision of information on pupil academic performance, and with opportunities to discuss their children’s all-round progress. Similar high levels of satisfaction were expressed about the availability of special needs help, the standard of pastoral care, the promotion of good behaviour, worthwhile attitudes and values, and the quality and range of extra curricular activities.
3.13 Parents have a number of opportunities to be involved in the work and progress of their children through regular parents’ meetings and specialist meetings to discuss e.g. UCAS procedures and subject options. A recent information meeting on sex education led by the senior medical sister was very well received. Parents are invited to concerts, plays and the house music competition, and they also attend sports fixtures and fundraising events. Some parents help with CCF, sports coaching and participate in the Monkton Prayer Fellowship. There are strong links with the Old Monktonian Society in this country and abroad. Many alumni are very loyal and generous supporters of the school
3.14 Parents receive frequent, clear and useful reports about their children’s work and progress. Each year two full written reports and a shorter report are sent to parents including grades and examination results, comments on progress, effort levels and academic assessments. There are also annual parents’ evenings for each year group.
3.15 The range of published information is satisfactory. Newsletters are attractive and informative and the documents relating to the curriculum are succinct, well presented, and provide a clear insight into the programme of study pupils receive at successive key stages. The joining instruction for the senior school contains useful information. The vast majority of parental responses indicated satisfaction with the information received.
3.16 Responses to formal parental concerns indicate that they are handled with due care. Communication has improved over the past year as every member of the academic staff now has access to email in school and has been issued with a lap top computer.
3.17 The school works hard to maintain and develop a strong network of community links. Pupils have many opportunities to contribute to the local community and to develop an understanding of the needs of others. Through the community service programme sixth form pupils visit local schools, residential homes, the elderly and disabled. They also volunteer at a refuge for the homeless for a week in the Christmas holidays. There are contacts with local churches and a church-based youth worker; school musical groups perform locally, a Bath all-comers orchestra is run from the school; and the Valley Singers rehearse on site. Good links exist with Bath University, and where five pupil tennis players, who by coincidence are all girls, participate in an elite LTA scheme, and there is close contact with a local cricket club. The sports complex is used regularly by local sports clubs and members of the community. In consequence of all these contacts, pupils reap the benefits of exercising responsibility and come to appreciate community issues.
3.18 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
3.19 Boarding is central to the life of the school and the boarding houses make a highly significant contribution to the achievement of its aims. They create a particularly happy and caring atmosphere, they promote kindness and respect for all, and they encourage a willingness in pupils to help others. Relationships within the boarding community are excellent, and the range of activities provided is extensive. Considerable changes in houseparent personnel have occurred since the last inspection, in which boarding provision was seen as a real strength of the school. The staffing transition has been remarkably smooth and successful. Best pastoral practice is shared between houses, boarding staff are well trained and investment in staffing and facilities is ongoing. Parent and pupil questionnaires, prior to the inspection, revealed a high level of satisfaction with every aspect of boarding. The recommendations of the most recent CSCI inspection report have been fully implemented.
3.20 Boarders comprise two-thirds of the pupils at Monkton. Day pupils are attached to individual boarding houses and all identify themselves strongly with their houses, and look to them as a major source of social and welfare support. All houseparents are husband and wife teams who lead their houses diligently and are very committed to them.
3.21 Relationships among boarders, and between staff and boarders, are particularly good. Weekly “open house” evenings are much looked forward to, and reflect well on the high standards of pupil behaviour, and the warm family relationships that exist in all the houses. New pupils from both the UK and overseas, are quickly integrated into all the houses. Instances of bullying are very rare, and are dealt with sensitively and entirely appropriately. House staff are very knowledgeable about child protection and safety issues. The efficient running of the senior age group houses relies on the senior pupils taking responsibility for supervising younger ones at various times of the day, and they are supported in this by houseparents and resident tutorial staff.
3.22 An extensive and well-balanced programme of activities, some of which have an international dimension, is provided after school and at weekends. Boarders also have adequate free time. The collective views of the pupil boarding community are taken into account, as are those of pupils in individual house contexts, and this democratic approach is a special feature of the boarding provision. High levels of staffing and general support are available in all the houses. Since the last inspection staffing has been increased, internet access has become available to all houses, and boarders can easily maintain private contact with their parents and families.
3.23 Systems and resources for caring for boarders when they are ill are outstanding. Boarders take all their meals centrally and much effort is made to provide a balanced, healthy and varied diet. Meals shared during the inspection were of a high quality.
3.24 The overall standard of the accommodation, in buildings that are of different ages and styles. is good. Boarding pupils are particularly well served by their house maintenance and cleaning staff. The quality of furnishings and decoration is of slightly variable standard in some houses, but a rolling programme of refurbishment is improving provision and the heating systems are effective.
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The school is well governed; the governing body fully contributes to the achievement of the school’s aims and strongly supports its value system. Governors ensure that pupils benefit from a high quality of educational provision and provide appropriate oversight and guidance. The charitable deed, defining the structure and management arrangements of the governing body, was revised in the late 1990s, but there have been some operational changes to the workings of the governing body since the last inspection, and it has developed greater experience and expertise.
4.2 The governors are kept fully informed about, and are much involved in, all-important aspects of financial management and administration, and exercise appropriate financial control. They take their roles of maintaining the Christian ethos and the quality and development of the school very seriously, and are totally committed to ensuring compliance with regulatory and legal requirements, including their child protection responsibilities.
4.3 A well organised committee structure ensures that governors contribute appropriately to financial planning, academic matters and investment in resources. They also support the school in areas such as the development of accommodation and questions of staffing. Short to medium term plans have been a regular feature of governors’ deliberations, and they are now addressing the need to undertake more long-term strategic planning. They are aware of some overlap between the functions of the executive and finance committees, and this matter is being addressed.
4.4 The chair is in regular and close touch with the principal. She has a thorough knowledge of the school; she holds an annual forum to discuss issues of mutual interest with staff, and she attends the academic staff’s in service training day at the beginning of the academic year. Governors are routinely provided with very good quality information by the principal. There is a high attendance record at various governors’ meetings, and several governors regularly attend school occasions such as chapel services, concerts, plays and sporting events. Good relationships between the governors and staff of the school are carefully fostered. Periodically, the governors entertain staff to supper on an evening before governors’ meetings. In addition, social events are held to which governors and staff are invited. Governors are very proud of Monkton and its achievements, they have a deep knowledge of what is going on, and they provide encouraging but searching support for the school.
The Quality of Leadership and Management
4.5 The leadership and management of the school are successful in meeting the school’s aims of providing a distinctive Christian ethos in which academic achievement, rich extra curricular experiences and high quality pastoral care are given top priority. The senior management team, which includes not only a new principal, but also a very recent bursar appointment, has spent the past year reviewing current practice. It is in the process of producing medium and longer term strategic development plans which will guide future educational and general school management policy and detailed operational planning.
4.6 The SMT is a strong and cohesive group, with appropriate and complementary skills. Since the last inspection, when management was criticised for having too few women in senior positions, two female members of staff have been appointed to the SMT. A real sense of purpose is evident in meetings, where detailed minutes are taken, and management issues are fully discussed. Staff who have management responsibilities are effective in analysing needs, setting priorities, and putting decisions into practice. However, adjustments have had to be made to new management styles and an extensive and innovative agenda that has inevitably increased time pressure on some SMT members. Overall, senior academic and administrative staffing levels are appropriate, but the present distribution of responsibilities detracts from the overall effectiveness of the SMT. In the last year, shorter term planning has focused on cutting costs, recruitment issues and the upgrading of plant and facilities more than on academic planning.
4.7 A range of appropriate procedures exists. Relationships between senior and middle management have become closer, and there is greater consultation. There are annual department reviews, regular meetings of academic and pastoral sub-committees and the appraisal process provides useful opportunities for senior and middle managers to reflect on current practice. Pupil opinions are sought through the school forum, attended by SMT members. However, the school is aware that academic management lacks structure and strategic direction, and that some policies, e.g. those dealing with teaching and learning, and with the gifted and talented, do not contain enough rigour. Further, there is insufficient general monitoring of performance and implementation of procedures and policies.
4.8 The school continues to be able to recruit good quality staff. Marketing is a high priority, and a range of strategies is being employed to raise the school’s profile and to boost recruitment. Induction for two newly qualified staff is being very well implemented, as is the support for a teacher on the graduate teacher programme. Staff training days are held at least once a year, and all staff are encouraged to attend a relevant INSET course, periodically. The current appraisal system is being modified to include an element of self evaluation, but continuing professional development provision, as a whole, is not linked closely enough to broader educational objectives. The use of ICT has increased but the school is aware that further management action is necessary to maximize its potential throughout the school.
4.9 The school is satisfactorily resourced and is able to support the school’s aims and pupils’ needs. A major building project to refurbish and extend the mathematics and science block has begun. The library has very recently been upgraded into the Cuthbertson Learning Resources Centre and is being well used. The new bursar is working closely with senior managers and governors to tighten controls on the budgetary process, and to enhance development planning.
4.10 Communications have been improved partly by the extended use of email, and administrative support throughout the school is dedicated, efficient and well organised.
4.11 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.12 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 The school successfully fulfils its aims and aspirations of providing a full and varied all-round education and helping its pupils to develop their abilities to the full. It creates a happy and caring boarding and day community in which every individual counts. Pupils uphold the value system, they behave very well and they show thoughtfulness to others. There is a strong sense of service, and Christian beliefs and worship are clearly related to the needs of daily school life. Leadership is energetic and innovative and is well supported by the senior management team. The school has dedicated, able and highly committed teaching and support staff, and outstanding pastoral care is delivered for all. The school’s general provision for boarders and day pupils is excellent. The pupils’ spiritual, moral, social and cultural awareness is very apparent, and they show sympathy, understanding and respect for others. Input, both inside and outside the classroom, is enabling pupils to broaden their horizons and extend