|
INSPECTION REPORT ON |
|
|
The Oratory Preparatory School |
|
|
|
|
|
Full Name of the School |
The Oratory Preparatory
School |
|
DfES Number |
931/6055 |
|
Registered Charity Number |
309112 |
|
Address |
Goring
Heath, Reading RG8 7SF. |
|
Telephone Number |
0118
984 4511 |
|
Fax Number |
0118
984 4806 |
|
Email Address |
|
|
Headmaster |
Dr
R J Hillier |
|
Chairman of Governors |
Mr
M H R Hasslacher |
|
Age Range |
3-13 |
|
Gender |
Co-educational |
|
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 carried out in conjunction with the Commission for Social Care Inspection (CSCI). The CSCI report is available separately (www.csci.org.uk).
The inspection does not examine the financial viability of the school or investigate its accounting procedures. The inspectors check the school’s health and safety procedures and comment on any significant hazards they encounter: they do not carry out an exhaustive health and safety examination. Their inspection of the premises is from an educational perspective and does not include in-depth examination of the structural condition of the school, its services or other physical features.
1.1 The Oratory Preparatory School is a large independent Catholic co-educational day and boarding school for pupils aged 3 to 13 years old and traces its origin back to 1859 when The Oratory School was founded in Edgbaston by John Henry Cardinal Newman. The Oratory Senior School and The Oratory Preparatory School are on separate sites but, as members of the Oratory Schools Association, share the same board of governors. The two headmasters attend governors' meetings and work closely together but the headmaster of the preparatory school is autonomous and reports directly to the board of governors. The preparatory school moved to its current site in 1969 and is located in 60 acres of grounds, amidst open countryside and woodland overlooking the Thames Valley, close to Reading. The pre-preparatory and preparatory departments are adjacent to one another on the same site. Pupils come from a wide local catchment area; of the boarders, a dozen are from abroad.
1.2 The Oratory Preparatory School, as a Catholic foundation, aims to develop the whole child, intellectually, morally, socially, spiritually, and physically, within the experience of living in a Christian community. It seeks to offer each pupil the ability to grow and develop, using their “God-given skills” and abilities to serve both themselves and the community as a whole.”
1.3 There are 410 pupils on roll of whom 272 are boys and 138 are girls. Of these, there are 24 full-time or weekly boarders (19 boys and 5 girls), although many more take advantage of the school's flexi-boarding provision. There are 117 pupils in the pre-prep department and 293 in the prep school. Apart from the 14 pupils in the nursery who attend mornings only, the remaining pupils attend on a full-time basis. Approximately half the pupils are Catholics and the school retains the atmosphere and ethos of the Catholic faith.
1.4 The school has identified 86 pupils as in need of additional help from the learning support department, usually in mathematics or literacy. This is provided either in the classroom, through small group activities or individually. No pupils have statements of special educational needs. Eleven pupils have English as an additional language (EAL) and receive support for their English.
1.5 Entry to the school is on a non-competitive basis and very few of those who apply are not offered places following assessment. The pupils cover a wide spectrum of ability, though their average ability is above the national average. If pupils are performing in line with their abilities their results will be above the average for all maintained primary schools. The school uses the National Curriculum tests at ages 7 and 11, for internal assessment of progress, as well as other standardised tests and examinations to measure pupils' levels of achievement.
1.6 Since the last inspection, development has included a new music school, changing facilities, a new three-classroom block, a second information and communications technology (ICT) suite, and the installation of eight electronic classroom boards. A new indoor swimming-pool complex is under construction and due for completion in the summer of 2007. The senior management team (SMT) has been restructured and a new chaplain appointed. The headmaster took up his position in September 2006.
1.7 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1 Overall, The Oratory Preparatory School provides education of good quality that successfully reflects the aims and philosophy of the school. Since the last inspection the school has appointed an EAL specialist and expectations in the preparatory school have been raised through an increased level of challenge. Significant improvements have been made since the last inspection and good policy documents provide an effective framework for subjects and ensure continuity between the pre-prep and the preparatory school. The school is very successful in the planning of its curriculum which fosters personal development, communication skills, learning and creative thinking for all its pupils.
2.2 The broad, balanced and varied curriculum is based initially on the requirements of the Early Learning Goals and then on the National Curriculum and Common Entrance. At the Foundation Stage, strong emphasis is placed first on the Early Learning Goals and then on the acquisition of skills of reading, writing and numeracy required for Years 1 and 2. Topic work, such as the current work on teddy bears and the seaside, is used very effectively to broaden the curriculum and incorporate subjects such as geography, history and ICT into this part of the school. In Years 3 to 8, pupils build on earlier skills learnt and develop their topic work skills which allow them to experience the full breadth of the curriculum.
2.3 In all years, the curriculum gives pupils ample opportunity to develop creative, linguistic, mathematical, scientific, technological, aesthetic, creative, human, social and physical skills and knowledge. Older pupils study a full range of subjects including French, geography, history, art, religious education (RE), design technology (DT), ICT, Latin and music and have a wide selection of activities and experiences that prepare them very well for the next stage of their education.
2.4 The school offers a wide range of extra-curricular activities. Sporting, cultural, performance, research and aesthetic options greatly enrich the pupils’ education and allow a high level of independent learning and investigation which are not readily reflected in all areas of the academic curriculum. Pupils benefit from educational visits both locally and further afield. These trips have included visits to local areas of interest, skiing or cultural and language visits to France and community service in South Africa. Accomplished speakers, musicians, and sports’ coaches visit the school and interact with pupils in a number of ways from formal dinners to lectures or coaching.
2.5 All pupils have full access to the curriculum and a range of activities with no discernible differences of preference between boys, girls or pupils from different countries or cultures. Some pupils with individual learning needs have a reduced French timetable. This works very well. Pupils with learning needs or EAL requirements receive outstanding support from a specialist department. Individual Education Plans (IEPs) are carefully monitored and reviewed and teachers are kept informed of the needs of pupils in their classes.
2.6 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.7 The pupils learn effectively and achieve good standards in their academic and broader education, in line with the aims of the school. They are well grounded in knowledge, skills and understanding in their subjects and other activities. Improvement since the previous inspection is good and most pupils in both the pre-prep and the preparatory departments are attaining their potential.
2.8 Very good relations between staff and pupils and outstanding classroom behaviour by pupils allow staff and pupils to express their ideas. Staff know their pupils well and provide sensitive help and support.
2.9 In the pre-prep department literacy skills are well developed and pupils read and write with confidence and enjoyment. Numeracy skills are also built upon good foundations and pupils progress well. Their knowledge and understanding are developed through well-planned lessons and high quality teaching. Creativity is fostered through many different experiences within the curriculum including structured play and group activities. Pupils’ physical education and ICT skills are well developed. As pupils attain the Early Learning Goals they begin the programme of study linked to the first key stage of their education which they continue through to Year 2.
2.10 In Years 3 to 8, pupils apply their knowledge and understanding effectively in a variety of situations in all subjects. This is evident in written work and lessons. However, the acquisition of independent learning and investigative skills are less well developed which reduces the quality of learning. Pupils have developed good listening and speaking skills and they articulate their knowledge creatively to their teachers and to each other. Whilst the close matching of tasks to the more able pupils is variable, all pupils progress at an appropriate rate in lessons and over time.
2.11 No significant difference is apparent in the relative attainment of pupils in different classes or subjects nor is there any marked difference in attainment between boys and girls.
2.12 Results in Common Entrance and Scholarship examinations enable pupils to gain entrance to senior schools of their choice.
2.13 Individual and team achievements of pupils are significant and are displayed on notice boards around the school, in the weekly newsletter and the display of trophies around the main entrance hall. The number of teams per year group gives pupils, both girls and boys, the opportunity to represent their school at levels appropriate to their ability. A large number of pupils are successful in music examinations set by a variety of national examination boards. They also have the opportunity to join orchestras, choirs or a jazz band and the latter group gave a stunning performance for the school in assembly during the week of the inspection. Throughout the year, choirs compete and travel to festivals in England and Europe. A significant number of pupils have also been awarded nationally recognized certificates for speech and drama. Such success clearly reflects the school’s encouragement of and nurture of talent in pupils.
2.14 Pupils develop good skills and attitudes for work and study. Presentation of pupils’ work, however, is variable, although well organised. They are articulate, listen carefully and read and write intelligently and fluently. They are confident when expressing themselves and have a good knowledge of vocabulary appropriate to their age and ability. In a DT lesson in the upper part of the school, pupils could explain how a wheel drive would work once an engine circuit was in place. They could also differentiate between parallel and series circuits and they listened most carefully to each other’s comments. In the best examples seen, pupils articulated their ideas clearly and were learning to discuss very effectively.
2.15 Numeracy skills are good. Pupils apply their skills effectively as for example in their use of mathematical skills and knowledge to recognize prime numbers, factors and palindromic numbers.
2.16 In most areas of their learning, pupils can reason and argue cogently and express themselves confidently. In an English lesson on persuasive writing, pupils in Year 8 successfully persuaded their colleagues to the merits of a speech by Martin Luther King. In a younger class, considerable levels of reasoning and co-operation were seen when buying and selling teddy bears, in order to develop their understanding of the use of money.
2.17 Pupils arrive promptly to lessons and generally settle quickly and quietly to work. They concentrate well, work individually or in groups, persevere and show enthusiasm and enjoyment for their work and activities. Pupils clearly enjoy the learning experiences offered.
Spiritual, Moral, Social and Cultural Development of Pupils
2.18 Throughout the school pupils demonstrate highly developed spiritual, moral, social and cultural awareness. An effective development since the previous inspection is the formation of a school council which allows all pupils to share more fully in the life of the school. The ethos of the school, which permeates all that it does, together with the quality of relationships in the harmonious community, makes a significant contribution to pupils’ personal development. It is fostered in the curriculum, the tutorial system and in many aspects of school life, so that the school is successful in achieving its aims to develop the whole child, intellectually, morally, socially, spiritually, and physically, within the experience of living in a Christian community.
2.19 Pupils’ spiritual development is strong. The pupils are attentive in assemblies and have the opportunity for a time of reflection and thought at the weekly Mass. Pupils demonstrate a close affinity with the school and a strong empathy within the tranquil setting. A wonderful example of pupils’ spirituality was seen in the music assembly where sectional and solo improvisation added an extra dimension to the jazz music played. Senior pupils are able to empathise with life on the Battlefield of the Somme through a visit to the site which they follow up with an assembly presented to the rest of the school.
2.20 Good provision is made to help the pupils to develop a clear moral sense. They can distinguish between right and wrong at an early age. From the very start in the reception classes, pupils learn to share and consider others within an organisation with clear routines. They take turns to be playground monitors. They understand the two main school rules which are to be kind to each other and to do your best and can see that this helps produce a strong sense of community. Older pupils know the school rules and understand the need for laws. They feel the rewards and sanctions are fair and understand the school’s high expectations of their behaviour, which are set down in the behaviour and anti-bullying policies. Pupils demonstrate care for each other and are kind and tolerant as demonstrated in an outstanding standard of behaviour in and around the school.
2.21 The pupils’ social development is good. They undertake charity work which helps them in their understanding of those in the world who are less fortunate than themselves. Pupils feel valued and know that they are listened to by staff. The school council provides an opportunity for pupils to express views and has, for example, been responsible for changes which have been adopted in the ‘merit’ system. Current council debate surrounds the position and condition of the outdoor cricket nets. Pupils are courteous and well mannered. Their behaviour is exemplary. Teaching and non-teaching staff treat pupils with respect and this, in turn, promotes mutual respect at all levels. The staff provide good role models for the pupils. Pupils have pride in their school. The prefect system allows all senior pupils to experience the full meaning of responsibility and helps them to understand that they have a duty to lead by example. Pupils take responsibility very seriously.
2.22 A wide range of opportunities allows the pupils to appreciate both their own cultural traditions and the diversity of others. The recent Year 5 work following a visit to Warwick Castle is beautifully displayed in the corridor and allows pupils to gain a clearer understanding of life in a previous age. The school is twinned with Ngwabi Primary School in South Africa. A colourful display in the corridor of the recent visit by members of staff to the school to deliver gifts that had been collected by the school community helps pupils to experience the vast cultural differences between communities in different countries and the difference their contribution can make. The biannual RE tour to Italy, when pupils visit Pompeii and attend Mass in the Basilica, the visits to Reading Synagogue and the senior pupils’ visit to the Hindu temple in Neasden, allow the pupils to compare and contrast different religions. The school’s house in France is visited annually by Year 6 girls and all pupils in Year 8. Attractive and eye catching displays around the school help to promote cultural awareness. Overseas sports tours and visits to the ski slopes offer additional opportunities for cultural development.
2.23 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.24 The teaching is good overall and a significant proportion is outstanding. In some lessons the quality of teaching did not reach such standards but was never less than satisfactory. This is a significant improvement since the last inspection.
2.25 Teaching promotes the aims of the school by fostering an atmosphere in which pupils grow intellectually and develop in line with their abilities. Both the EAL and the learning support departments work closely with each other and with teaching staff. Pupils with learning needs receive outstanding support.
2.26 In the best lessons, teachers have high expectations of pupils and encourage them to enjoy and take an interest in their work. They set a high level of challenge giving the more able pupils opportunities to work at a level appropriate to their ability whilst supporting well those pupils who require additional help. In a few lessons there was too much of an emphasis on exposition by the teacher so that pupils found it less easy to retain their interest.
2.27 Most lessons are well planned and time is used effectively. Pupils consequently were involved in a good range of activities including discussion, theory and practical work. The most successful lessons were characterised by the teacher’s enthusiasm, sense of purpose and good use of resources, as seen in a Year 8 science lesson where complex analysis and investigations were being used. Pupils were working on recognising elements, compounds and mixtures and were challenged to investigate the differences between them.
2.28 The teaching in the school shows a good perception of the pupils’ needs. The teachers have good subject knowledge and this depth of understanding further promotes learning and achievement among the pupils. Teachers foster a deep interest in their subject by their own enthusiasm and the pupils consequently enjoy learning. This was confirmed in discussion with the pupils both formally and informally.
2.29 Teachers make full and effective use of good classroom resources. The programme for the introduction of electronic white boards to support teaching is in an advanced stage and many teachers already make good use of them.
2.30 Assessment of pupils’ work is regular, thorough and efficient. All aspects of a pupil’s academic progress and achievement are assessed. Assessment for learning and planning at each stage of a pupil’s development is measured through the use of standardised tests. Pupil record sheets are kept. Departmental tracking of individual pupils to identify high achievers and those requiring additional support is developing.
2.31 A whole school policy provides a framework for marking. In practice however, it is not consistently implemented and there are inconsistencies in the marking of pupils’ work. There are some outstanding examples of advice to pupils on how performance may be improved and targets are set. However, such good practice is not always consistently found across the various subjects or classes and this reduces progress. Staff keep appropriate records of pupils’ achievements in lessons and in their written work.
2.32 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 good and the schools’ aims are met. Staff provide high quality care for pupils of all ages, and the school gives close attention to their welfare, health and safety. The previous inspection report described pastoral care as excellent. Since then the school has worked meticulously and conscientiously to maintain this quality support offered to all pupils.
3.2 The personal and social education (PSE) programme is carefully planned and allows pupils to become increasingly aware of their responsibilities towards the community and the wider world as they move through the school. There are effective links with other subjects such as RE, geography and history. Involvement with school council elections and the study of citizenship, government and law helps to further develop the understanding of democracy.
3.3 Pastoral care arrangements are effective and are informed by the school’s aim of developing the whole child within the experience of a Christian community. Pupils value and appreciate the opportunities and experiences that they are given. Staff know their pupils well. The established system, whereby form teachers are responsible for the pastoral care of pupils up to and including Year 4 and the excellent tutorial system for older pupils in mixed age and gender groups, is very effective. Pupils commented on how easy it was to talk through a problem with their tutor and that they knew they would always receive help.
3.4 Comprehensive records are kept on all pupils. Meetings between the heads of pastoral care, tutors and staff take place on a regular basis. Through the pre-inspection parents’ questionnaire, parents expressed great confidence in the pastoral care system.
3.5 Throughout the school relationships at all levels are excellent and mutual respect between teacher and pupil and between pupils themselves is clearly evident. Pupils mix well with each other. They are helpful and kind to each other and readily celebrate their pastoral and team achievements. The pupils commented on the change of attitude of the teachers toward them once they are at the top of the school when they are “treated more like adults” and given a greater degree of self-reliance.
3.6 Measures to promote good discipline are effective. The emphasis is on reinforcing positive behaviour and pupils are encouraged to take responsibility for their own actions by following the number one rule “be kind to everyone”. They are aware of the ‘Orange’ book and the role it has in maintaining discipline. Pupils are confident that bullying will be dealt with quickly and efficiently and are aware of the availability of staff to talk to if the need arises. The behaviour of the pupils is outstanding both in lessons and around the school.
3.7 Appropriate and effective measures to safeguard and promote pupils’ health and well-being are in place. Child protection procedures and policies are clear and staff have undergone the appropriate training. Pupils are well supervised. Fire prevention measures are in place and fire practices are suitably recorded. Risk assessments are undertaken for activities and all off-site visits. Meals are of a good quality, with a choice being available. Special dietary requirements are catered for.
3.8 The general provision for welfare, health and safety is satisfactory. The health and safety officer is attached to the senior school and current arrangements for routine health and safety matters to be identified in the preparatory school do not work as effectively as they should in identifying minor issues. Most staff have first aid qualifications and effective procedures are in place for the administration of prescribed medicines. Both departments in the school are environments where pupils feel safe and are free to enjoy themselves with good support.
3.9 The school meets the regulatory requirements for the welfare, health and safety of pupils [Standard 3].
The Quality of Links with Parents and the Community
3.10 The school has a strong and effective partnership with parents and good meaningful links with the wider community which make valuable contributions to the pupils’ learning and personal development. It meets its aim to offer all pupils the ability to grow and develop, using their “God-given skills” and abilities to serve both themselves and the community as a whole. The features identified in the previous inspection have been strengthened. Overall, the parents are very satisfied with the school.
3.11 A very high proportion of parents, who returned the pre-inspection questionnaire, indicated great satisfaction with the school in areas such as teaching, pupils’ progress and extra curricular activities. They are very pleased with the academic provision and the school’s promotion of worthwhile attitudes and values. The inspectors find these views fully justified. A smaller number of parents raised concern about opportunities to discuss their child’s work and the information they receive. The inspectors found that parents have a broad range of opportunities to talk to staff.
3.12 Parents are given many worthwhile opportunities to be involved in activities in the school and in the work and progress of their children. Parents are encouraged to contribute to the quality of school life through the very active Friends of The Oratory Preparatory School (FOPS). This committee, made up of parents and staff, organises many family social occasions such as Bonfire Night and the May Fete which are well attended and provide the opportunity of raising funds for the school and local charities. Parents attend concerts, assemblies and sports matches. Each year group appoints two parent representatives who also organise social events. Parent volunteers manage the school library on a rota basis and parents with specialist skills or interests are invited into school to enhance the curriculum, such as the visitor dressed as a Roman centurion visiting Year 4 or the Chinese New Year celebrations in the pre-prep.
3.13 Parents are given a broad range of formal and informal opportunities to talk to staff. Parents of younger pupils are welcomed into the classrooms at the beginning of the day for informal discussions with staff. Parents of older children also have the opportunity of meeting individual members of staff at the start of the day. Parents receive a wide variety of good quality information from the school. The prospectus, website and parent handbooks are well presented and very informative. Weekly newsletters are posted on the school’s website as well as being circulated to all parents. The school magazine records the highlights of the school year from all sections of the school community and acknowledges and celebrates pupils’ achievements and successes. Good quality reports are sent to parents twice a year and parents’ evenings are held for each year group. In the preparatory school report cards are completed every three weeks informing parents of their child’s progress and effort. In discussion with pupils they endorsed fully the value that both reports and report cards have in helping them to progress and improve. Teaching staff may be contacted by telephone, by e-mail or by appointment. Some concern was expressed over the manner in which complaints are handled. In the view of the inspection team, the school handles parents’ concerns sensitively and an appropriate complaints procedure is in place.
3.14 Links with the local and wider community are good and these make a valuable contribution to the high quality of pupils’ personal development. The school facilities are made available to local schools and sports groups. The art department has links with local artists and pupils’ work is included in the Big Draw event which took place earlier this term and is currently on exhibition in the school. The school supports local charities and promotes positive links with the wider community through sporting visits to Canada and Poland, the Junior Choir’s participation in a musical festival in Wales and the Jazz band’s invitation to a Russian band which performed at the school. Very strong links are long established with a school in Ngwabi, South Africa where teachers and parents visit the school annually and for whom substantial sums are raised. The whole school community is committed to supporting and strengthening links with the local and wider community.
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 educational experience provided by boarding is good. The routine for boarders is a little rigid at times with prescribed activities and duties which limit the amount of free time available to them. Some older pupils expressed a wish to have more free time from organised tasks and increased choice in the activities they undertake outside school hours.
3.17 Relationships are good and boarders are well cared for. Pupils have easy access to matrons at any time and the school is well supported by the local medical practice. Good documentation is in place.
3.18 The dedicated staff forge positive and friendly relationships with the boarding pupils. Pupils likewise are friendly to and supportive of each other, behaving in a courteous, confident and articulate manner.
3.19 The quality of accommodation has the potential to be an extremely warm and welcoming environment but currently there is a minimal level of personalisation of pupils’ own areas. A rolling programme of improvements is currently being implemented and is improving the provision.
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The school is governed and managed very well. The governing body is well defined with appropriate structures, including committees, terms of reference and properly minuted meetings that enable it to oversee the work of the school. Effective systems of communication enable governors to be in touch with the preparatory school whilst maintaining their overall role of governing the whole school. They fully support and uphold the aims and ethos of the school. They take their responsibilities to sustain the quality and development of the school and ensuring fulfilment of their statutory duties most seriously and since the last inspection, many governors have undertaken specialist training in aspects of governance.
4.2 Through the various committees, the whole governing body is well informed and takes a full part in the overall strategic planning and management of the school.
4.3 Governors, through their committees, are provided with informed educational and management information by the headmaster, director of studies and bursar. This enables them to have a good knowledge and understanding of the school. Through financial planning the governors ensure that the fabric and human and material resources of the school are of as good a quality as is possible. Representatives of the staff are invited to give presentations in relation to their subject area to the governing body, as required. This assists the governors in maintaining good support, advice and challenge. They involve themselves effectively in the life of the school. Relationships are good and the headmaster is well supported by the governing body.
The Quality of Leadership and Management
4.4 Leadership and management are successful in upholding the aims of the school and giving it a clear educational direction. The recently appointed headmaster is well supported by the head of the pre-prep department and other senior managers. The school is developing monitoring and evaluative strategies to ensure that policies are consistently implemented and that teaching which enables pupils to develop more effective independent learning and investigative skills are assured. The school is also aware of the pupils’ need to extend the use of ICT into all subject areas.
4.5 Since the previous inspection an effective SMT has been developed and allows for significant delegation to take place. Senior staff, including heads of departments and subject leaders carry out their roles increasingly successfully and efficiently within current time constraints. Further developments in this area are planned to enable all curriculum leaders, right across the whole school, to become more skilled in monitoring the work of their subject areas or departments.
4.6 Departmental development plans, constructed after lengthy discussion and consultation with staff, are clear and accountable. They accurately recognise the school’s strengths and the proposed areas for development.
4.7 Appropriate policies have been drawn up to cover all aspects of school life and the school regularly reviews the effectiveness of its procedures. In a limited number of instances the rigorous monitoring of certain policies into practice is lacking. For example, the implementation of the marking policy is inconsistent and pupils are not always given sufficient advice as to what they need to do to continue to improve and develop their work.
4.8 Resources for learning are good. They are easily accessible and appropriately located. A well-stocked library with individual ICT work stations makes a valuable contribution to pupils’ learning experiences. Procedures for budgeting operate efficiently.
4.9 Throughout the school, teaching and support staff are deployed effectively. They contribute most effectively to pupils’ learning and welfare. Staffing levels are good and enable strong support to be given to pupils, particularly those requiring additional support. The required staffing checks are carried out with appropriate records being kept.
4.10 Induction procedures for staff new to the school, and for those who are new to the profession, support them very well. Many in-service training opportunities are available and an appraisal system is in place. However, these arrangements have yet to impact fully on the identified needs of individual staff for specific in-service training to extend their professional development.
4.11 The administration of the school is most efficient. The administrative and other support staff provide high quality assistance, upon which the efficient running of the school depends. Communication within the school is very effective.
4.12 The school makes good use of its site and has good facilities. Outside space is extensively used with good games provision. The grounds provide the additional bonus of woodland space and secluded areas for pupils to enjoy. The school is a most pleasant and welcoming place which provides a varied environment for the education of its pupils. Imaginative building development and the outstanding displays in many areas create a stimulating learning environment.
4.13 The school meets the regulatory requirements for suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.14 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 The Oratory Preparatory School provides a good quality education for its pupils. It has a number of strong features and is outstanding in some areas.
5.2 The school achieves its aims and meets the needs of the pupils effectively. It provides a broad and wide ranging curriculum with opportunities for all pupils to achieve their potential. Achievement levels throughout the school are good. The overall quality of teaching is good. Leadership by senior managers and governors is successful and efficient structures and systems support pupils in their learning. In return, pupils behave very well and are responsible members of the school community. They are proud of their school. Pupils are well cared for and good provision is made for their personal development.
5.3 Many of the strengths, found at the time of the last inspection in September 2000, have been successfully built upon and weaknesses have been attended to. The school is aware of the issues which is needs to address.
5.4 The school meets all the regulatory requirements.
5.5 In order to continue to build on the improvements made since the last inspection the school should:
1. further develop pupils’ independent learning and investigative skills;
2. offer greater opportunity to apply ICT skills in other subject areas;
3. continue to develop the ability of all curriculum leaders to become more skilled in monitoring the work of pupils in their subject areas;
4. apply a consistent approach to marking pupils’ work and ensure the advice given is sufficient to allow them to understand what they need to do in order to continue to improve.
5.6 No action in respect of regulatory requirements is required.
6. summary of inspection evidence
6.1 The inspection was carried out from 6th – 9th November, 2006. The inspectors examined samples of pupils’ work, observed lessons and conducted formal interviews with pupils. They held discussions with teaching and non-teaching staff and with the chairman of governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. An inspector visited the boarding house. The responses of parents to a pre-inspection questionnaire were analysed, and the inspectors examined a range of documentation made available by the school.
6.2 National Minimum Boarding Standards were inspected by a team of two Commission for Social Care Inspection (CSCI) inspectors over three days.
|
Frank Skipwith |
Reporting Inspector |
|
Paul Baker |
Director of Activities, IAPS School |
|
Janet Lowe |
Head of Infants, IAPS School |
|
Adrian Palmer |
Headmaster, IAPS School |
|
Alastair Ramsay |
Headmaster, IAPS School |
|
Susan Thomas |
Headteacher, IAPS School |