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INSPECTION REPORT ON |
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Packwood Haugh School |
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Full Name of the School |
Packwood Haugh School |
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DfES Number |
8936006 |
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Registered Charity Number |
528411 |
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Address |
Ruyton-XI-Towns,
Shrewsbury Shropshire SY4 1HX. |
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Telephone Number |
01939
260217 |
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Fax Number |
01939
262077 |
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Email Address |
headmaster@packwood-haugh.co.uk |
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Headmaster |
Nigel
Westlake |
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Chairman of Governors |
Tony
Shearer |
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Age Range |
4
to 13 years |
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Gender |
Boys
and girls |
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Inspection Dates |
March
13th – 16th 2006 |
This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.
The inspection 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 Packwood Haugh School aims to give its pupils an excellent all-round education in a happy, caring environment. In its information for parents, the school states that it aims to provide a wide range of academic, sporting, musical, artistic and cultural activities to find for each child something at which he or she can achieve, and thereby gain self-confidence; it aspires to develop in each child an enquiring mind and a real enthusiasm for learning, to encourage quiet and considerate behaviour and a sense of self-discipline; to create an atmosphere of co-operation and mutual understanding between pupils, staff and parents; to encourage good manners and consideration towards others at all times; and to provide a safe environment within which pupils can live and learn. It is a Christian school where all denominations and different faiths are made welcome.
1.2 Packwood Haugh has established a reputation for success in 13+ Common Entrance and scholarship examinations. The school also has a reputation for its understanding teaching, its encouragement of pupils who may lack confidence in their academic ability and its provision of specialist learning support for pupils who may have specific learning difficulties such as dyslexia.
1.3 The school was founded as a preparatory school in 1892 at Packwood in Warwickshire. In 1941 it moved to its present site, a large Victorian country mansion in extensive grounds of 60 acres, a few miles north-west of Shrewsbury. In 1956, the school became a charitable trust; the trustees, who are members of the Governing Body, are drawn from the academic and business worlds and keep in close contact with the school. The present headmaster was appointed in September 2000, just after the previous inspection. The pre-preparatory department, Packwood Acorns, was established in 1993 for day pupils aged 4 to 7 years. In recent years, a well-designed new boarding house for girls, purpose-built accommodation for the pre-preparatory department and a very recent block of new classrooms have been added. Together with the excellent facilities for games, sport, music and drama, and the refurbishment of older buildings, these now provide a modern preparatory school, very well equipped for present-day requirements. A spacious new theatre was opened in 2003.
1.4 At present, there are 274 boys and girls in the school; 42 pupils in Reception to Year 2; 134 in Years 3 to 6 and 98 in Years 7 and 8. Of these, 141 pupils, 97 boys and 44 girls, are full boarders; this is 60 per cent of pupils in Years 3 to 8. The proportion of pupils who are not British and do not have English as their principal language is very small, less than three per cent. There are twice as many boys as girls in Years 7 and 8. Numbers have increased significantly since the last inspection in 2000, when the total number of pupils was 224, of whom 137 were boarders; pupil numbers in the pre-preparatory department have increased steadily over the years.
1.5 The school is not academically selective on entry and has a wide range of academic ability from well below average to well above average. The overall ability profile on entry is above the national average. Where pupils are performing in line with their abilities, their results will be above the national average for all maintained primary schools. The proportion of leavers who go on to major independent schools is high. No pupil has a statement of special educational needs. The school has identified about one-quarter of the pupils as requiring special education provision. Whilst permanent support is provided for some, for most it is only temporary, designed to enable them to overcome a lack of confidence or a particular problem. Only five pupils require support for English as an additional language.
1.6 Pupils come from a variety of backgrounds; the majority of parents are in business, farming or professions such as medicine, law, accountancy, engineering and surveying. The homes of the majority of pupils are in Shropshire or neighbouring counties; most parents live within a radius of 75 miles from the school. Only a few pupils come from Europe or further afield.
1.7 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 tables.
Pre-preparatory Department
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School |
NC name |
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Acorns 3 |
Reception |
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Acorns 2 |
Year 1 |
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Acorns 1 |
Year 2 |
Preparatory Department
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School |
NC name |
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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 for pupils is very good. The philosophy and aims of the school “to provide a wide range of academic, sporting, artistic and cultural activities to find for each child something at which he or she can achieve” are very successfully met. The school has responded well to the recommendations of the previous report, in February 2000. The head of the pre-preparatory department, who now has senior teacher status, is overseeing better curriculum liaison between the pre-preparatory and preparatory departments. There is a smooth transition for pupils through the school and they are prepared very well for the next stage of their education. Plans are also in hand for much improved facilities for art and design. The pre-preparatory department has maintained the high standards of Early Years education referred to in the January 2005 Ofsted Nursery report.
2.2 The curriculum is very comprehensive; it includes a wide range of subjects with sufficient time for each. Pupils experience a good balance of academic, creative, technical and physical subjects. Very good provision is made for the acquisition of skills of speaking, listening, literacy and numeracy. Discussion is encouraged both in lessons and in extra-curricular activities such as drama and debating; the preparatory school has a rest session after lunch when all pupils gather in the theatre, or sometimes on the lawns in summer, to read books of their own choice. Both the well-stocked fiction and non-fiction libraries are well used and an interesting selection of books is kept in the boarding houses for bed-time and leisure reading. Careful attention is paid to numeracy skills and pupils not only reach a good standard in mathematics by Year 8 but also use their skills effectively in other subjects such as science and geography. Linguistic skills are enhanced by French which is first introduced in Reception, and by Classics which is introduced in Year 5.
2.3 Academic lessons are supported by an interesting programme of visiting speakers, expeditions and field trips, which also give opportunities for investigations such as the Wroxeter Roman city project. Extra-curricular activities are of exceptional quality; they are plentiful and varied and offer an extensive and well-organised range of opportunities, including worthwhile links with the local community, both within and beyond the academic timetable. Music and games are important and highly valued elements in the extra-curricular programme; other activities, which are very well resourced, range from cooking to air-rifle shooting. Pupils are given ample opportunities to be busily and happily involved whenever they are not in formal lessons.
2.4 Induction procedures for new pupils are exemplary; they are very detailed and comprehensive and show great understanding of the needs of pupils and parents. At each stage, great care is taken to prepare pupils for the next phase; very carefully considered procedures are in place in preparation for the transition from the preparatory school to senior school. Staff who advise pupils and their parents are very knowledgeable, and a programme of visits and talks from headteachers of senior schools and visits by pupils to their future schools is carefully and successfully organised each year.
2.5 The planning of the curriculum is very effective; pupils are given a very suitable range of educational opportunities, much enhanced by their participation in a wide range of activities and interests outside the formal timetable of lessons. Their achievements in different fields are always fully recognised and rewarded. The relationship between departmental planning and the school’s strategic planning is now much more consistent. Schemes of work in individual subjects are competently planned at long-, medium- and short-term levels, with careful consideration given to the needs of pupils of all abilities.
2.6 Learning support is very good and the recognition of individual needs is an integral strand within the whole curriculum. Provision for pupils who have English as an additional language is strong; in addition to skilled, well-resourced tuition in English, pupils have an induction programme into the history, geography and heritage of this country. Gifted pupils are also very well provided for through scholarship classes, extension work and extra tuition. The school’s commitment to providing “an excellent all-round education in a happy and caring environment” is very well satisfied.
2.7 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.8 Pupils are very well grounded in knowledge, skills and understanding in the subjects they study, and the activities in which they participate. They make significant progress, as seen in their written work, particularly from Reception to Year 2, and, again, in Years 7 and 8. Cognitive ability test scores also indicate that good progress is made as pupils advance through the school. Conversations with pupils about their work indicated that they develop enquiring minds and a real enthusiasm for learning. Consequently, pupils achieve well in relation to their abilities. No significant differences were found in the relative attainment between different groups of pupils, subjects or curriculum areas. In their replies to the pre-inspection questionnaire, over 90 per cent of pupils considered that they were encouraged to do things themselves and work independently.
2.9 The school does not participate in National Curriculum tests; however, pupils do consistently well in Common Entrance and scholarship examinations for major independent schools, and virtually all gain a place in the senior school of their first choice.
2.10 Pupils perform well in a range of activities. Significant national results over the past three years have included gold awards in the senior, intermediate and junior Mathematical Challenges and Olympiads and one merit in the next stage, the European Kangaroo; high positions have also been achieved in a national history prize competition. Pupils achieve success in national music examinations and perform very well in the orchestra, ensembles and choirs.
2.11 The wide range of sporting activities offered at Packwood has enabled all pupils to gain good knowledge, skills and understanding in a variety of sports and games; school teams are especially successful in rugby, netball, lacrosse and athletics, where they have enjoyed victories at county, regional and national levels. Very high standards are reached in riding and first-aid competitions and in ballroom dancing. The school has held the National Schools’ Air Rifle Shield for the past three years.
2.12 Pupils develop very successfully the skills and attitudes which they require for work and study. They are quietly confident and able to articulate their thoughts well; evidence of this was seen in many lessons. Pupils participate in well-reasoned discussion; for example, in science lessons where good oral work with positive contributions from class members was observed. An excellent evening debate, in which the whole preparatory department and supporting parents participated, on ‘Should celebrities be entitled to their privacy?’ clearly demonstrated pupils’ ability to listen carefully and use both humour and reasoned argument in a cogent fashion.
2.13 Interesting creative writing was seen in English, and good longer pieces of writing were seen in an extended writing project in Geography in Year 8. Pupils learn to write fluently and effectively as demonstrated in a Harry Potter project in Year 7; they also wrote, and performed, in pairs, short dramatic sketches which were imaginative and amusing.
2.14 Pupils apply mathematics and mathematical concepts effectively from Reception onwards. Pupils in Year 6 articulate their work clearly, using correct vocabulary and, by Year 8, solve problems effectively. Year 6 pupils transferred their skills and knowledge from information and communication technology (ICT) to use spreadsheets successfully in mathematics. Pupils also transferred their mathematical concepts effectively to design and technology (DT) as they used a 1/10 scale to design and make models. Although some pupils remain weak in certain skills by Year 8, a reflection of the wide range of ability, most pupils can apply new knowledge successfully to tackle tasks that they had previously found difficult.
2.15 Pupils are skilled at note taking and make very good use of ICT, especially to aid their revision in several subjects. They make progress by being willing to work independently. For example, in a Year 4 science lesson in which pupils were investigating the time it takes different amounts of sugar to dissolve in the same amount of water, pupils reasoned sensibly to predict their results, and then, as their experiments progressed, they thought for themselves why their results were not following the anticipated pattern. From circle time in the pre-preparatory department upwards, pupils learn to listen carefully and to respect each other’s opinions. Pupils are well behaved and responsive in lessons throughout the school.
2.16 Pupils are articulate and reason cogently. They enjoy their lessons. Good discussion about whether crops were grown at home or abroad was seen in paired work with pupils of differing abilities in geography, and pupils in a Year 8 physical education (PE) lesson about leadership skills persevered to good effect and greatly enjoyed it, commenting “this is really fun.” Other Year 8 pupils applied themselves well as they tackled a range of French tenses, including the past historic and pluperfect.
Spiritual, Moral, Social and Cultural Development of Pupils
2.17 Pupils demonstrate a very well-developed spiritual, moral, social and cultural awareness. The school furthers pupils’ personal development well through the arts, creative writing and the broad range of sporting and other extra-curricular activities it offers. In their response to their questionnaire, parents were in total agreement that the school promotes worthwhile attitudes and values and achieves high standards of behaviour.
2.18 Provision for pupils’ spiritual development is good. The school provides regular opportunities for pupils to develop personal faith through attendance at assemblies and church services, while in religious studies lessons they are able to explore values and beliefs in Christianity and other faiths. The spiritual lives of pupils are enriched through their encounters, in assemblies and lessons, with the values and traditions of different cultures and faiths, some of which are represented among the school’s population. Pupils learn the difference between the material and non-material things in life and that each has its own value. Through opportunities provided by the school they gain self-esteem and personal insight and learn to value their individuality. They are helped to explore the possibility of a higher being and the implications this may have for their lives. One outcome of their spiritual development is evident in the concern shown towards others, as illustrated in the comments of an overseas pupil who said that “staff and children were so concerned about me and showed such kindness that I settled in very quickly.” Pupils are very appreciative of the beauty of their surroundings, which were further enhanced by a snowfall at the beginning of the inspection.
2.19 A clear moral code, which is consistently promoted throughout the school, is the basis for good behaviour and also engenders in pupils the ability to distinguish between right and wrong. Appropriate systems exist to support the school’s moral code, such as coloured cards designed to encourage good behaviour. The school’s provision for moral development is supported strongly by the models of moral virtue introduced into school assemblies and acts of worship. Pupils are very considerate and show respect for each other’s needs. They also contribute to those less fortunate than themselves through the various charities which they support.
2.20 The school encourages social development by fostering a sense of community with common inclusive values, which ensure that everyone can gain in confidence. Corporate experiences such as playing in teams and taking part in plays and concerts, promote the development of personal qualities which are valued in a civilised society, such as honesty, respect of differences and support for one another. This development is further aided by the opportunity to exercise leadership or responsibility as team captains, monitors, dormitory captains and senior choristers. Staff reinforce the value of good social principles through the quality of their relationships with pupils, their concern for pupils’ welfare and their promotion of mutual respect, fairness and integrity. Pupils of all ages willingly accept responsibility for tasks which help both their own and the wider community. Through listening to, and viewing, appropriate news programmes, and through a regular series of Headmasters’ lessons, pupils have an awareness of public institutions and services.
2.21 Cultural development is another strength of the school. The school fosters cultural awareness through encouraging an appreciation of cultural diversity and respect for the values and beliefs of others. Pupils also develop an understanding of influences that have shaped their own cultural heritage through their personal studies and the special Headmaster’s lessons. Their awareness of the cultural impact of music is to the forefront; four-fifths of the preparatory department learn a musical instrument and 14 ensembles rehearse each week. At present, pupils are enthralled at the opportunities they are being given to play on Thai musical instruments and learn about Thai culture. Pupils also learn about life, values and beliefs in other countries and other ages through their study of subjects such as history, religious education and geography. Those from overseas are very well integrated; part of their induction programme includes an introduction to British culture.
2.22 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.23 Staff teach their pupils effectively; several examples of excellent practice were observed, and virtually no unsatisfactory teaching was seen. The good quality teaching enables all pupils, including those requiring learning support, to make good progress and develop their understanding. The good standards of teaching referred to in the previous report have been maintained and the amount of unsatisfactory teaching has been very significantly reduced. Parents are in complete agreement that the teaching helps their children to make progress.
2.24 The teaching encourages pupils to apply their intellectual, physical and creative skills in all areas of the curriculum. Effective use is made of the existing provision of information, communication and control technology; it is an integrated part of some mathematics teaching. The skilful use of interactive whiteboards in the middle year groups encourages pupils to think and learn for themselves and enhances lessons. In mathematics lessons, in particular, the colourful presentations enabled staff to emphasise teaching points in an interesting way and involve pupils in their learning. In a few lessons observed, the use of ICT enabled more questions to be covered in a lesson, but it did not add to interest or understanding. Investigative work gives pupils the opportunity to research and learn independently. For example, in a Year 7 mathematics class, pupils were required to tackle an investigation involving sequences, moving from linear to square to quadratic sequences.
2.25 Teaching is mostly well planned and based on good subject knowledge; overall, staff employ a variety of strategies, and make wise use of time and resources in practical and academic lessons. A good understanding of pupils’ abilities and of the subject matter being taught is evident. Pupils behave responsibly as a result of good, supportive teaching.
2.26 Resources vary to some extent between subjects; they are always at least adequate and appropriate, and in most subjects are plentiful. In practical subjects in particular, very effective use is made of the good level of resources. Classrooms and specialist rooms are mostly spacious and contribute well to the educational process; the standard of display in a number of classrooms is excellent. Games fields and facilities for sport and games, which include a swimming pool, squash courts, indoor rifle range, a floodlit astroturf, a riding paddock, golf course and fishing lake, are already outstanding and will be even better when the new sports hall is completed.
2.27 Pupils’ work is assessed thoroughly by regular marking and a well-considered programme of formal assessments with very efficient record-keeping. Marking and assessment in the pre-preparatory department is exemplary; in other year groups, some inconsistencies occur in the marking of pupils’ work, with little written evidence of target setting or of information to indicate how a pupil can improve his or her work. Pupils take nationally standardised cognitive ability tests each year and charts of results demonstrate an increase in each year group’s cognitive abilities as it passes through the school. Formal assessments of effort and attainment are made twice each term, and all reports and results are very efficiently recorded on the school database. The records are instantly available for inspection by staff and are increasingly used to track progress and guide planning at all levels.
2.28 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 Pastoral care is of a high standard and is one of the major strengths of the school. The staff care very effectively for their pupils’ well-being and development and are supported by a very well-organised structure. Welfare, health and safety arrangements are very secure. The recommendation of the previous report that a more representative health and safety committee should be established has been implemented. Continual monitoring and improvement of welfare and health and safety policies and procedures has occurred. Parents and the vast majority of pupils are completely happy with the support and guidance given. The school fulfils very well its aim of providing a happy, caring, safe environment in which its pupils may live and learn.
3.2 The staff provide excellent support for the pupils in a variety of ways. The tutor system is very effective and pupils speak very fondly of their tutors. They feel able to discuss any issues with them. Pupils who board all show great affection for those who care for them; they feel that they can talk openly to them and that respect is shown and sound advice given.
3.3 The excellent booklets, entitled ‘New Pupils’, ‘Senior Pupils’ and ‘The Packwood Code’, provide further important support and reminders to pupils. The procedures for settling in new children are excellent.
3.4 The form teacher and personal tutor system complements the pastoral care taking place in the boarding houses, and communication between the two areas takes place on a daily basis at the early morning staff meeting. Pupils themselves understand well how the structure works and feel that they can go to any member of staff.
3.5 The quality of relationships between pupils is of a high standard; this is evident around the school at all times and was particularly noticeable in the way in which pupils encouraged each other in the ‘Sixes Competition’, which is similar to house matches.
3.6 The quality of relationships between staff and pupils is also high; pupils are very willing to talk to staff about problems and a good rapport between pupils and teachers was seen in many classrooms and around the school. The behaviour of pupils is good, although, as one pupil said and inspection findings confirm, “We sometimes have the odd slip”. The record book of problems has a low level of entries which are mainly minor, rather than serious, issues.
3.7 Measures to promote good behaviour are effective and the school system of ‘greens’ and ‘reds’ is liked by the pupils. In conversation, pupils considered, on the whole, that school rules are fair, and they are mature enough to recognise, in their own words that, “Otherwise, things would go pear-shaped.” Nevertheless, some pupils thought that occasionally sanctions could be hard, particularly if tuck and films were banned at the same time!
3.8 Welfare arrangements are good. Steps have been taken to provide a healthy diet and improve the quality of the catering, although this remains variable in the opinion of a minority of pupils. Breakfast and supper are the favourite meals. Pupils benefit in many ways from the family style of service at lunchtime when staff sit at each table; this encourages healthy eating, good table manners and conversation. Medical arrangements are exemplary; care for sick pupils is of a high standard and excellent medical records are kept.
3.9 Staff are aware of the issues of child protection and all staff, including non-teaching staff and governors, now receive training. Successful measures are in place for child protection and to guard against bullying.
3.10 Every effort is made to reduce risk from fire and other hazards. Regular fire practices take place, fire procedures are well displayed, and the school has appropriate risk assessments.
3.11 Careful attention is given to arrangements to ensure health and safety; these are generally effective and the school has due regard for the relevant regulations, which are monitored by a health and safety committee.
3.12 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
3.13 The school has developed a most effective partnership with parents and worthwhile links with the wider community. Parents’ responses to their questionnaire were overwhelmingly positive. This confirmed the finding of the 2005 Ofsted Nursery report that the partnership with parents was very good. The school very successfully achieves its aim to create an atmosphere of co-operation and mutual understanding between pupils, staff and parents.
3.14 Parents are extremely satisfied with the education and support their children receive at Packwood, as was demonstrated not only in the positive responses to the questionnaire sent to parents before the inspection but also in several conversations during the inspection. In their turn, parents give active support to their children and the school; they proudly attended matches, a lunchtime ‘Concert Band’ performance and an evening debate during the inspection.
3.15 Parents are encouraged to become involved in their children’s education, and many do. They come to Sunday services, concerts, matches, plays and join in such activities as mothers’ and daughters’ tennis matches, fathers’ and sons’ cricket matches, quiz nights and parent/pupil debates. Occasionally, they accompany school trips and they have also been involved in successful fund-raising for the new theatre.
3.16 The school maintains close links with parents and keeps them well informed through excellent information booklets, newsletters and parent-teacher meetings. Full termly reports provide parents with good information about what their children have been studying and how they have performed in terms of effort, attainment and examination results. However, they do not give many targets and, in the senior classes, concentrate almost exclusively on examination performance. In addition to full reports, short reports are provided at the autumn half term; pupils also have an opportunity each term to comment on their progress.
3.17 The headmaster and staff are readily contactable if parents have concerns. Parents appreciate this approachability and state that worries are effectively and quickly resolved.
3.18 Parents are not universally aware of the existence of the complaints procedure, although they do not doubt that the headmaster would solve any such problems. The headmaster confirms, and inspectors are satisfied, that the very few complaints that have arisen have been dealt with appropriately, and that the complaints procedure, which is now sent to new parents, is readily available to all.
3.19 The school has good links with the local community, such as a well-established relationship with the local primary school. The whole school participated in the Mayor of Oswestry’s Civic Service recently and external speakers from the vicinity, and beyond, give evening lectures on many topics. The many school trips, both day and residential, in this country and abroad, widen the pupils’ experience further.
3.20 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
3.21 The high quality of the boarding provision gives very good support to the education and development of the pupils.
3.22 Pupils speak of positive relationships with their peers and of the excellent support provided by matron in the boys’ house and by house-parents in the girls’ house. Boarders are able to talk openly about any problem to those who care for them, and are happy that they are listened to attentively and given sound advice.
3.23 The school offers a very good range of activities for boarders both during the evenings and at weekends. The pupils say that something is provided for everyone and they appreciate that they are given the option to just spend time quietly at the weekends.
3.24 The standard of accommodation provided for the girls is excellent; the house is modern and very well furnished. It provides an attractive, homely environment, which is appreciated by the girls.
3.25 The boys’ house is an older building than that of the girls. The rooms are spacious and the ongoing upgrading of facilities, decoration and furnishing in the dormitories is steadily improving the environment and comfort of the boy boarders, who appear very content in their surroundings.
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1
The
quality of governance at Packwood is outstanding; the commitment and enthusiasm
of the governing body makes it a major strength of the school. Members of the governing body take their
responsibilities very seriously and very effectively oversee and guide the
management of the school.
4.2 The structure of the governing body and responsibilities within it are well defined. Members are kept very well informed about school matters and are much involved in the setting and achievement of appropriate aims and values for the school; they take steps to ascertain that their vision for the future coincides with that of the headmaster. The governors ensure an appropriate level of expenditure on resources and provision for its future development through the work of the Finance and General Purposes Sub-Committee. They have a very definite commitment to continued improvement and development of the already very good facilities.
4.3 Meetings are held regularly, at least once a term; these are properly run and carefully minuted. They enable the governors to support and oversee planning and activities, educational and recreational, within the school. The headmaster gives a very full report on all aspects of school life to the governing body and, at the beginning of each governors’ meeting, a different area of the curriculum is discussed following a presentation from a head of department. The governors approve and monitor all school policies. They fully support the headmaster and take very seriously their roles in maintaining the ethos and success of the school. Their collective experience and expertise enable them to have a good understanding of the statutory and legal requirements which must be met and of the need to take expert advice, particularly when a new project is undertaken. They are aware of the importance of good communication and openness with the community they serve.
4.4 Relationships with staff and the senior management team are positive; governors take opportunities to meet staff, sometimes going into their lessons, and discussing their subject with them. In addition to their commitment to large scale development projects, such as the new sports hall and accommodation for art and DT, they have been instrumental in assisting fund-raising for smaller projects, for instance for the acquisition of a good piano for the new theatre.
4.5 Governors give freely of their time and expertise in support of the educational and pastoral development of the school. One of their number, designated to be responsible for child protection, has attended specific courses on the subject and shared the information gained with fellow governors and members of staff.
4.6 Governors have proper financial oversight of the school’s affairs and are closely involved in long-, medium- and short-term planning. Their relationships with the headmaster, bursar and senior management to whom executive responsibility is delegated are very positive and productive. Much of their strength lies in their long-standing links with, and knowledge of, the parent body, with whom an atmosphere of great trust and confidence has been established.
The Quality of Leadership and Management
4.7 The quality of leadership and management by the headmaster, bursar, senior staff and others with delegated responsibilities is very effective. Procedures for evaluating and improving educational standards and teaching, introducing a formal appraisal scheme for staff, and for evaluating and improving the quality of care and welfare have been continually developed since the previous inspection. The aims of the school are fulfilled most successfully. They are not just the traditional statements on the first page of a prospectus; they guide the life of this boarding school and contribute to its outstanding ethos.
4.8 The headmaster and senior staff have the experience, commitment and vision to provide strong leadership and to guide very clearly the educational and pastoral direction of the school. Not only do the pupils enjoy an academic and boarding education of high quality, their lives are enriched by the boundless opportunities they are given to develop their sporting and creative abilities. The pastoral care given to the pupils is very good; they are surrounded by people who care deeply about their happiness, their well-being and their success.
4.9 The headmaster, bursar and senior staff identify priorities for improvement effectively. They consult with staff about any proposals and developments, as was the case with the well-designed and equipped new classrooms and theatre. These are testimony to the efficiency and effectiveness of the expert planning and implementation skills of all those involved.
4.10 The headmaster and senior management have been successful in drawing up and putting into practice, procedures and policies to guide all aspects of school life. A regular pattern of monitoring and review guides the implementation of these improvement strategies. Most handbooks and guidance are clear and comprehensive.
4.11 The school is fortunate in the high quality of so many of its staff, academic and non-academic. Appropriate induction programmes aid new and newly-qualified staff; a varied programme of in-service training is arranged for the beginning of each term and a generous budget allows each member of staff to attend at least one external course annually. A formal appraisal system on a three-yearly cycle is firmly in place and well regarded.
4.12 Finances are very well managed and wisely spent on a good level of resources for academic and pastoral areas. This careful management of funds has resulted in the significant improvements to the accommodation and facilities referred to earlier in this report.
4.13 The administration of the school is unobtrusively efficient and effective; again great care is taken to ensure that pupils’ welfare is always the first consideration. The use of ICT to aid administration and management is very well developed.
4.14 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.15 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 Packwood Haugh strives for excellence. It has gone a long way in achieving its aims, and it has many strengths. The school gives serious consideration to the development of the whole child, and its pupils, especially those who board, are fortunate to live and learn in such an attractive, happy, caring and safe environment. The extraordinary range of activities, academic, sporting, musical, artistic and cultural, available to pupils, and the high standards reached, enhance and enrich the ethos of the school.
5.2 No one could ever suffer from boredom in this boarding school; this is very much acknowledged by the pupils who appreciate all the opportunities available to them. They recognise that these play a large part in their all-round development and take full advantage of them. Without a doubt, pupils develop enquiring minds, a real enthusiasm for learning, a sense of self-discipline and a zest for life that is a joy to witness, which prepares them very well for their future education.
5.3 The school is justly proud of its achievements, which include: the very good start given in the pre-preparatory department; the high academic standards expected and attained by the end of a pupil’s school career; the teaching which helps pupils of all abilities make progress and succeed; and the very good personal development of its pupils.
5.4 The school succeeds in providing pastoral care of the highest quality, which leads to very good, considerate behaviour and an atmosphere of co-operation and mutual understanding. This is a school which sees the promise in each individual and keeps faith with its parents who entru