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INSPECTION REPORT ON |
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Prince’s Mead School |
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Full Name of the School |
Prince’s Mead School |
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DfES Number |
850/6002 |
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Registered Charity Number |
288675 |
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Address |
Worthy
Park House, Kings Worthy, Winchester, Hampshire SO21 1UW |
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Telephone Number |
01962
888000 |
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Fax Number |
01962
886888 |
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Email Address |
admin@princesmeadschool.org.uk |
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Headteacher |
Miss
Penelope Kirk |
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Chairman of Governors |
Dr
Neil Thomas |
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Age Range |
3
to 11 years |
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Gender |
Boys
and Girls |
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Inspection Dates |
12th
- 15th June 2006 |
This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.
The inspection does not examine the financial viability of the school or investigate its accounting procedures. The inspectors check the school’s health and safety procedures and comment on any significant hazards they encounter: they do not carry out an exhaustive health and safety examination. Their inspection of the premises is from an educational perspective and does not include in-depth examination of the structural condition of the school, its services or other physical features.
1.1 Prince’s Mead School is a day school for boys and girls from 3 to 11 years. It was founded in Winchester in 1949 and moved to its present site three miles north of the city in 1999. It became a company limited by guarantee, in 1984. The school occupies an adapted late Georgian House in seven acres of grounds. The school has a Christian foundation, but welcomes pupils of all faiths and of none. The headmistress has been in post since September 2002.
1.2 At the time of the inspection, the number of pupils on roll was 266 of whom 43 are in the Foundation Stage, 84 are in Years 1 and 2, and 139 in Years 3 to 6. Most pupils live within a 15-mile radius of the school and about one-third use the school minibus service. Pupils come mainly from professional and business family backgrounds where education is highly valued. Most pupils join the school before their fourth birthdays, with part-time attendance in the Nursery and full-time in Reception. Other pupils join when there are spaces. Pupils have open entry to the Nursery and Reception classes. For admission to other years, a full day assessment in school with the pupil’s peer group evaluates potential as well as knowledge and understanding. Evidence from standardised tests confirms pupils’ average ability is well above that of the national average, although a number of pupils are far above the national average and others below. Where pupils are performing in line with their abilities their results will be well above the national average for all maintained primary schools. The school has identified 51 pupils as requiring some degree of learning support. None of these has a statement of special educational need. All pupils are proficient in English. Almost all pupils are successful in securing a place in their first choice of school at age 11 and some are awarded scholarships. A small number of pupils leave at 7 or 8 years of age to take up places in other independent preparatory schools.
1.3 The school’s mission is ‘to set appropriate expectations within a caring environment and encourage a love of learning in lively and imaginative ways’. Its aims may be summarised as follows:
· to provide a caring, secure and friendly environment in which every child can flourish and feel a sense of belonging;
· to provide an environment which actively looks for and acknowledges individual achievements;
· to set high expectations in order to build a strong foundation for life;
· to foster a feeling amongst pupils of self-worth, respect for other people and property.
1.4 Since the last inspection in 2000, a playing field has been purchased and a new sports hall built. The grounds have been developed to create a wild flower meadow, pond, woodland trail, a playground for Foundation Stage children and an adventure playground. The library has been re located and specialist rooms have been equipped for science, art and design and technology (DT). In addition, significant investment has been made in information and communication technology (ICT).
1.5 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1 The school provides an all-round education of high quality consistent with its declared aims and philosophy. In developing pupils’ potential, the school is pursuing academic success and achievement across a broad range of activities, including the creative arts and physical education (PE). The atmosphere and ethos of the school is one in which pupils thrive in a community which is caring. Since the last inspection, the quality of the school’s provision has improved significantly. The curriculum has been revised with supporting documentation to provide continuity for learning throughout the school. Central to development since the last inspection has been the introduction of close monitoring of teaching and learning. Improved provision has been made for boys’ sport and for their welfare through the appointment of a teacher with particular responsibility for boys’ welfare.
2.2 Pupils enjoy a wide range of curricular and extra-curricular opportunities in which their intellectual, personal, physical and aesthetic development is catered for in a balanced way. In the Foundation Stage, appropriate emphasis is placed on helping pupils to achieve the Early Learning Goals and to progress beyond them. Elsewhere in the school, the curriculum incorporates all the National Curriculum subjects and religious studies (RS), with the addition of French from Year 1. Whilst drama is not timetabled in Years 1 to 3, it is woven successfully into the curriculum with role-play activities, contributions in assembly and a number of drama productions each year. Good provision is made for the acquisition of literacy and numeracy skills, and as a result pupils speak, listen, write, read and manipulate number with confidence. Specialist teaching is introduced in ICT, music and PE from the Foundation Stage, and by Year 6 almost all subjects are taught by teachers with specific subject expertise. Sufficient time is allocated to the majority of subjects in the curriculum. As the school is aware, the allocation for art and DT is low, but it ensures aspects of these aesthetic and creative subjects are included in other areas of the curriculum. The curriculum is enhanced at every stage by a varied programme of visiting speakers in assembly and some lessons, expeditions and events to extend pupils’ learning.
2.3 A broad range of extra-curricular and sporting opportunities, appropriate for both boys and girls, are offered before school, at lunchtime and after school and in which pupils participate enthusiastically. These complement the curriculum and provide for individual interests and introduce new opportunities. They contribute strongly to pupils’ educational experience and personal development. Many pupils have individual music and drama lessons, play in the orchestra, sing in the choir and participate in instrumental groups. In addition to sports clubs, other activities include art, chess, cookery, first aid, pottery, pond dipping and woodland walks. In their questionnaire, pupils said they enjoy the activities provided in the extra-curricular programme. After-school care encourages pupils to play together and extend their social skills. Confidence and self-esteem are developed through drama productions and a large number of pupils are preparing for the forthcoming production of The Lion, the Witch and the Wardrobe. The school records participation and achievement in extra-curricular activities, but has no formal system for monitoring the quality of the provision. Pupils benefit from the growing number of links with the community, for example through inter-school sports competitions and musical events.
2.4 Preparation for the next stage of education is thorough, and both boys and girls are provided with a secure platform for future studies. Induction into the Foundation Stage is well thought through to ensure pupils settle quickly. Events are arranged for new parents so that they feel involved from the outset. All new pupils spend either a day or half day in school prior to their start date, enabling them to make friends, get to know their teacher and become familiar with the classroom. Preparation for transition to senior school at 11 years is central to the school’s aims. When preparing for entry to senior schools, parents meet with the headmistress to discuss their child’s transition and choice of school, and they are fully supported during the decision-making process. The Year 6 curriculum covers the requirements for entrance examinations to senior schools and guidance on examination techniques is included. Pupils develop outstanding social skills that help them to settle easily into their senior schools and the personal, social and health education (PSHE) programme provides them with opportunities to discuss topics relating to growing up. Those pupils who stay behind at the end of the day to write their homework, under supervision and with support, build up good study skills for the future.
2.5 The curriculum throughout the school is effectively planned to enable pupils to increase their knowledge and understanding year by year in an orderly and progressive way. High quality curriculum documents contain helpful information and guidance for each curriculum area. Strong emphasis is placed on monitoring of pupils’ progress, and generally work is planned to match pupils’ differing abilities. Pupils carry out independent work in the Foundation Stage, Years 1 and 2 and in a range of subjects throughout Years 3 to 6, though in some subjects opportunities are occasionally missed. All pupils have equal access to the curriculum and the extra-curricular programme.
2.6 Provision for pupils with learning difficulties and disabilities is very well managed. Identification of the needs of these pupils is undertaken with care and comprehensive records are kept by the special educational needs co-ordinator (SENCO). Specialist support is efficiently organised with regular use of assessment to monitor progress. The Code of Practice is closely followed. Detailed individual education plans (IEPs) are written with all staff being informed of the practical implications of these plans, to ensure pupils receive an education suited to their needs. Targets for improvement are set and reviewed twice a year. In addition to classroom support, pupils may be withdrawn in small groups or individually. The progress of pupils with special talents and abilities is successfully recorded and monitored by the special talents and abilities (STA) co-ordinator. Arrangements to extend these pupils are under constant review and the decision to set pupils by ability in English and mathematics in Years 5 and 6 next term should enable them to be challenged at their own best pace.
2.7 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.8 Pupils are well educated and achieve good standards in relation to their ages and abilities. The school fulfils its aim of providing an environment which actively looks for and acknowledges individual achievements. The standards achieved at the time of the last inspection, both across the curriculum and in a wide range of activities, have been maintained. Pupils are focused on their work, sustain concentration and are enthusiastic learners.
2.9 Pupils are well grounded in the skills, knowledge and understanding in the subjects and activities provided. They are encouraged to apply these in most subjects and in a wide range of activities through well-planned lessons and good quality teaching, enabling them to think and act critically and creatively. Pupils speak clearly and confidently. They write well in English in a range of genres, although their extended and imaginative writing is less well developed. Pupils speak French with controlled pronunciation. They read widely and with enthusiasm. They are confident mathematicians and develop a very good grasp of scientific concepts. Pupils have a good awareness of the world around them and a sense of history. Creative work in art, DT and music is of high quality. Most pupils progress at an appropriate rate, both in lessons and over a period of time. However, when pupils are not given opportunities to think critically, creatively and independently some do not progress as rapidly as they might.
2.10 As a result of close monitoring in the parallel classes of mixed ability pupils, no significant differences are apparent in the relative attainment of boys and girls in any subject or at any age.
2.11 By the end of the Reception year pupils have attained the nationally recommended levels for children of this age, and as a result of the good teaching they receive, most have made sufficient progress to be working on the Year 1 curriculum. As they move through the school, pupils build on the secure foundations established in the Nursery and Reception classes. Although national tests at age 7 in reading, writing and mathematics are not externally moderated, in work observed in lessons and exercise books, pupils achieve in line with their abilities. Results in national tests at 11 years in the three years to 2004 in English, mathematics and science were well above the national average for all maintained primary schools, and represent good attainment in relation to pupils’ abilities. Boys’ attainment at the higher level 5 was better than that of girls in mathematics. In English and science it was the other way round. The school stopped having national tests externally moderated in 2005. Work in lessons and exercise books confirm that the levels of attainment in English and mathematics have been maintained and in science attainment has improved. Attainment at 11 years is consistent with pupils’ abilities.
2.12 Pupils achieve individual and team success across a wide range of activities at all stages which is a result of the school’s encouragement and nurture of talent. Entrance to senior schools is a high priority. The standards pupils achieve enable them to gain places at schools of their choice and during the last three years a number have been awarded academic, art and music scholarships. In extra-curricular activities and sport, pupils are successful at local, county and regional level in chess, cricket, cross country running, dance, football, gymnastics, netball and swimming. The under 11 girls’ and under 10 boys’ biathlon teams qualified for the national finals. A significant number of pupils are entered for, and achieve distinctions in, the London Academy of Music and Dramatic Art (LAMDA) and the Associated Board of the Royal School of Music Academy examinations. Many pupils achieve results above those expected for their age in local speech and drama Festivals. Pupils are successful in the national Mathematics Challenge at all levels. The school attaches much importance to pupils’ successes and their achievement is acknowledged in Friday assembly, to which parents are invited and in the weekly newsletter.
2.13 As pupils progress through the school they develop competent skills and attitudes for work and study. They use their literacy skills effectively across all subjects of the curriculum. In interviews and in lessons, pupils spoke clearly and expressed themselves confidently. In a Year 4 drama lesson, debating ‘Choosing resources for a classroom’, pupils were able to reason and organise their arguments for and against the motion. They read intelligently, and use subject specific vocabulary correctly. Pupils listen attentively and patiently to their teachers and to other pupils. Standards of handwriting are good, and when given the opportunity, pupils write creatively and imaginatively using a variety of styles, for example in Year 2’s poems about Summer.
2.14 Pupils’ mathematical and numeracy skills are well developed and they have sufficient understanding to apply them effectively when needed in other subjects. They tackle mathematical problems with confidence.
2.15 Most pupils are skilful users of ICT and some are highly competent. Greater use is being made of ICT to support learning than at the time of the last inspection. Pupils in the Nursery, after half-a-term in the school, were handling the mouse and following software instructions confidently to match numbers to five with objects on the screen, and Year 5 pupils used the internet competently to gather and use source material for their Tudors’ project in history.
2.16 Pupils mostly tackle challenging questions successfully, reasoning and arguing with a high level of maturity. For example, they eagerly prepared and presented a House assembly, debating the significance of the five senses, and bringing out the importance of hearing. However, in some subjects when the tasks set are too prescriptive, the most able pupils have insufficient opportunities to develop their own style of writing or take responsibility for their own work.
2.17 Pupils generally present their work neatly and books are well organised demonstrating a pride in their work. They learn to take notes efficiently and accurately. Pupils work both on their own and with others, as for example, in music lessons at every stage, and in a Year 4 lesson while constructing pneumatically controlled animal models. A lively team spirit was generated in a Years 5 and 6 rounders match. Pupils settle quickly in lessons and apply themselves in a conscientious manner. They almost always arrive promptly for lessons and usually with all the right equipment. Throughout, pupils show great enthusiasm and clearly enjoy their work and activities. A happy buzz of activity prevailed in many classrooms.
Spiritual, Moral, Social and Cultural Development of Pupils
2.18 The personal development of pupils is outstanding, as it was at the time of the last inspection. It is central to the school’s aim of fostering a feeling amongst pupils of self-worth, respect for other people and property, in a secure and stimulating family atmosphere which encourages supportive friendships.
2.19 Pupils develop strong spiritual awareness. They grow in confidence as they move through the school and teachers build self-esteem and knowledge of personal worth through valuing pupils as individuals. The PSHE programme and circle time provides opportunities for pupils to look beyond themselves and raises awareness of the needs of others. Pupils are encouraged to develop strong spiritual awareness not only through assemblies, which are based on broad Christian principles, but also in RS lessons when pupils learn about Christianity and other faiths. For example, as part of their work on other faiths, Year 5 pupils sang a Hindu chant in an assembly. Through assemblies and presentations by visitors, pupils have opportunities to reflect on their own spirituality and consider their developing personal beliefs.
2.20 From an early age, pupils have a well-developed moral awareness and they are able to distinguish right from wrong. Pupils of all ages respect and understand the need for rules and older pupils understand the place of laws to promote tolerance and harmony in society. Inter-house activities, competitions and team games encourage fair play. Teachers provide admirable role models, treating pupils with respect at all times. Pupils raise money for charities linking this to discussions about caring for others and moral responsibility. Recent fund-raising events have supported medical charities, the Poppy Appeal and a local hospice.
2.21 Pupils’ social development and awareness are outstanding. Pupils are taught to exercise self-discipline and to take responsibility for their own behaviour from the Nursery class. They work well together both in lessons and other activities accepting each other regardless of age, gender, race or creed. Pupils respond well when given responsibility, from the simplest duties as monitors in the Foundation Stage, to games team captains, librarians and school prefects and house captains in Year 6. These provide opportunities to gain leadership skills, grow in confidence and develop a sense of self-worth. Pupils are courteous, polite to visitors and treat one another kindly. Residential courses, for example the activity weeks, broaden pupils’ social experience through learning to live together and promoting independence. As pupils move through the school they are made aware of public institutions and service, for example a local policeman comes into school to explain his work.
2.22 Pupils develop strong cultural understanding and appreciation through the many opportunities they have to learn about their own cultural traditions and the diversity of others. The importance the school places on this element of the curriculum can be seen in its inter-cultural policy. The school’s close link with a school in south India enables pupils to begin to have an awareness and understanding of growing up in a culture different from their own. European culture is studied in French. Subjects such as history and geography bring pupils into contact with different cultures and environments distant in place and time. Art, music and RS all foster an appreciation of the cultural traditions of this and other countries. The acknowledgement of Christian festivals, together with for example Chinese New Year and Divali contributes effectively to pupils’ understanding of others’ traditions and the need for tolerance and harmony.
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 Teaching is good overall and in several lessons it was outstanding. The quality of teaching reported on in the last inspection has been maintained. Teaching throughout the school enables pupils, including those with learning difficulties and disabilities, to make progress in their acquisition of knowledge, skills and understanding. In the best lessons teachers strive to discover and develop gifts and talents within each pupil in line with the school’s aim of providing a strong foundation for life. However, in a small number of lessons the teaching was not sufficiently intellectually stimulating nor did it provide challenging opportunities for pupils to work independently.
2.25 Challenging tasks and well focused questions were strong features of successful teaching that fostered the application of intellectual, physical or creative effort. It stimulated independent thinking by providing a wide range of ideas for discussion. Teaching that encouraged pupils to think creatively and intellectually was seen in the Foundation Stage, Years 1 and 2 and in English, history and mathematics in Years 3 to 6. In some lessons, however, teaching was too dependent on worksheets. While these provide accurate information they were not always appropriate for the ability of all pupils in a class and restricted the manner in which pupils were required to respond to the information they contained. Pupils use the library to find things out for themselves, but it was rare to see pupils using the ICT facilities for independent research during inspection week.
2.26 Lessons are usually well planned and managed with a variety of activities to promote learning. Close monitoring by heads of department and members of the senior management team (SMT) is improving the quality of planning, and especially short-term planning. This support assures continuity and progression of learning.
2.27 Teachers know their pupils well and endeavour to use this knowledge to plan teaching to take account of prior attainment. In some, but not all subjects, pupils of differing abilities are given different work and extension exercises are prepared for pupils who finish early. Pupils are well managed and time is usually effectively used, but in a small number of lessons where the pace was too slow pupils did not cover as much work as they could have done.
2.28 The teachers have a secure knowledge of the subjects they teach and a concern for pupils to do well. Their enthusiasm was clearly evident in most classes. They answer questions in appropriate detail and offer sufficient support to boost confidence, and some encouraged pupils to use their knowledge and understanding to solve problems. The use of specialist teaching capitalises on teachers’ strengths and contributes significantly to pupils’ progress. Teaching assistants and Gap year students make a valuable contribution in the lessons they support.
2.29 Resources, including ICT, to support teaching are good both in quality and quantity. They are well organised and used effectively at every stage to give variety to approaches in teaching. The library supports teaching well and makes a valuable contribution to pupils’ learning experience. The fiction stock is good and the number of non-fiction books is mostly satisfactory for all subjects. Classroom libraries complement the stock in the main library. A wide range of visits contributes to the quality of teaching and the variety of educational experience, for example to the theatre, historical places of interest and farm parks.
2.30 Pupils work is regularly assessed and the information is mostly well used to modify teaching and guide future planning. The improved use of assessment since the last inspection has led to better tracking of pupils’ attainment and progress in Years 3 to 6. The school knows the tests being used in Years 1 and 2 are not entirely satisfactory and it is currently evaluating the suitability of a new range of tests for pupils in these year groups. Assessment in the Foundation Stage is both thorough and regular, with effective daily assessment undertaken by teachers and teaching assistants. This is of high quality and enables pupils to make rapid progress. Assessment information is passed on efficiently as pupils transfer from the Foundation Stage, through Years 1 and 2 and into Year 3.
2.31 Marking is regular and provides praise and encouragement for pupils and suggestions for improvement are frequently made. At times, it does not follow the school’s marking policy. The amount of homework given is inconsistent between subjects and between parallel classes. It does not always provide opportunities to reinforce teaching of new work or to challenge pupils intellectually.
2.32 Teachers encourage pupils to behave well in lessons, to listen to other pupils and not to call out. Relationships both in the classroom and elsewhere in the school are excellent enabling pupils to feel confident about expressing their ideas and opinions.
2.33 Teachers evaluate pupils’ performance regularly using a variety of methods. Results are monitored closely by the SMT to track overall progress and attainment and to identify pupils who may need extra support or extension work. The SMT conscientiously measures the school’s performance against the aims of the school, as well as by Common Entrance examination successes, including the number of scholarships awarded to senior schools.
2.34 The school meets the regulatory requirements for teaching [Standard 1].
3. THE QUALITY OF CARE AND RELATIONSHIPS
The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
3.1 The quality of pastoral care and the support and guidance given to pupils is outstanding and has been strengthened since the last inspection. The school meets its aim of providing a caring, secure and friendly environment in which every child can flourish and feel a sense of belonging. Arrangements to promote and safeguard pupils’ welfare, health and safety are given close attention. Parents expressed their satisfaction with the quality of pastoral care provided by the school.
3.2 The staff provide outstanding support and guidance for pupils. A caring atmosphere prevails throughout the school. Class teachers deal informally with most issues liaising with parents and other teachers as necessary. They in turn are well supported by the head of boys’ welfare, matron and the headmistress. This high level of informal contact in a relaxed and friendly atmosphere makes the provision of pastoral care both personal and immediate. The headmistress’s ‘hands on’ approach enables her to monitor care on a day-to-day basis and pupils approach her directly if they wish. The concern staff show for the pastoral care of pupils is underpinned by policies and procedures which are practical and provide a framework in which the school can maintain a consistency of approach.
3.3 The school’s family atmosphere is reflected in the very good relationships between pupils and staff, as well as between pupils themselves. Staff know pupils very well, and the trusting relationships that exist are due to the interest and concern staff show for pupils. Pupils said teachers, teaching assistants and matron are approachable and they are confident they have someone to turn to if they had a problem.
3.4 The school’s procedures for promoting good discipline and behaviour are clear and effective. Class rules are displayed in classrooms and are well known to pupils and respected by them. Golden Time in Reception, Years 1 and 2, when pupils can choose for themselves what to do, is used to encourage good behaviour. Pupils are well behaved both in and outside the classroom. They understand the system of rewards and sanctions and are aware of the anti-bullying policy which is displayed in classrooms. Pupils said they knew what to do if they felt bullied. The PSHE programme provides opportunities for pupils in all years to discuss the implications of naughty behaviour should it occur. The use of merit badges and certificates to reward behaviour and good effort effectively serves as a spur to good behaviour and hard work. Pupils said they like the buddy system as it gives support and they can go to the friendship bench when they feel lonely.
3.5 The clear child protection policy is known to staff and teaching staff and teaching assistants are appropriately trained. Some non-teaching staff however, have not received any formal child protection training and no annual review of child protection procedures is undertaken by governors.
3.6 All necessary measures to reduce risk from fire and other hazards have been taken. Fire practices are held regularly and recorded and fire equipment is tested annually. The school has an action plan to improve access to both the curriculum and the school for pupils with disabilities.
3.7 Health and safety arrangements are very thorough and comply with statutory requirements to keep pupils safe. Pupils are very well supervised. The medical room and matron play a vital part in the school’s success in supporting pupils’ welfare. Staff and parents acknowledge this. A high level of concern is shown for pupils with particular medical conditions or allergies. The school has a satisfactory number of staff with up-to-date first-aid qualifications. Effective accident records are kept. Membership of the health and safety committee is representative of the key areas of the school. The committee meets termly and the bursar is diligent about following up all matters raised. Appropriate on-site and off-site risk assessments are completed and records kept. The catering company provide nutritious meals that encourage healthy eating. Vegetarian options, salad and fruit are available at each meal.
3.8 The school meets almost all of the regulatory requirements for the welfare, health and safety of pupils [Standard 3]. In order to meet all the requirements, the school must:
(a) ensure governors undertake an annual review of the school’s policies and procedures, relating to safeguarding pupils, and how those duties listed in Section 34 of Safeguarding Children in Education, have been discharged [Regulation 3.(2)(b)];
(b) ensure all non-teaching staff are provided with training to equip them with the knowledge and skills necessary to carry out their responsibilities for child protection [Regulation 3.(2)(b)].
The Quality of Links with Parents and the Community
3.9 Links with parents are outstanding and have improved since the last inspection. They make a strong contribution to the school’s aims. Within the limitations placed upon it, the school is successfully building up worthwhile links with the local and wider community. Neighbourhood links have improved since the last inspection, but the school wishes to improve these still further.
3.10 Almost all parents who responded to the pre-inspection questionnaire said they were very pleased with the education provided by the school and the support their children receive. Pastoral care in a happy school in which children make good progress and receive many opportunities for personal development under the guidance of the dedicated headmistress, was the overriding theme. A small number of parents were not content with the quality of homework, school lunches and the suitability of the curriculum for boys. Inspection findings support the view of parents about homework, but found no evidence to substantiate the views about the quality of food and the curriculum for boys.
3.11 Parents are given many opportunities to become involved with the work and progress of their children. The school speaks of parents being ‘partners in children’s learning’, and the participation of parents in a number of areas confirms this. Parents with a particular skill or interest are encouraged to share their knowledge and enthusiasm with pupils in lessons, assembly and the extra-curricular activity programme. They are made welcome at sports matches, school productions, concerts and curriculum meetings. A Ground Force team has undertaken a number of projects within the school grounds that have enhanced the environment for pupils both educationally and recreationally. Through the Prince’s Mead Association (PMA), many parents are involved with school life. For example, they arrange fund-raising events, organise new parents’ drinks parties and serve coffee before Friday assembly. Substantial sums of money have been raised in recent years towards the sports hall, sports equipment, the adventure playground and the pond. They run the second hand uniform shop. Each class has a representative who organises one or two get-togethers each year and are responsible for finding help when it is required for a class event. The PMA issue a high quality newsletter twice a year to keep parents fully informed about its activities.
3.12 Parents are provided with regular information about their children’s work and progress. Progress reports are issued in the autumn and spring terms shortly before, and to be used in conjunction with, the parents’ evenings and these provide the focus for informed discussion. The full reports are thoughtfully written showing a deep understanding of pupils and provide information about general attitudes and progress in broad terms. Not all subjects, however, summarise the topics covered for the period on which the report is written, the attainment and progress that has been made and how to improve still further. The headmistress and staff are approachable and always pleased to speak with parents most notably on Friday morning after assembly. A parent said ‘Friday morning assemblies offer parents a wonderful window on school life’. Parents are kept fully informed through the school calendar, weekly newsletter, the headmistress’s half termly letter and the website. All these high quality communications provide insights into the work of the school and the activities taking place.
3.13 Proper care is given to parental concerns and all parents are made aware of the complaints procedure, but it has not been invoked. Any issues arising are dealt with promptly, sensitively and fairly. The written complaints procedure does not, however, make provision for the inclusion of an independent person on the governors’ panel at an appeal hearing, nor does it make reference to the right of a parent to be accompanied at such a hearing.
3.14 Since moving to its present site, the school has been mindful of the regulations placed on it by the planning department of the local authority that put a restriction on the type of activities which take place on the school site. The school works hard to build links with the local and wider community, for example opening the school to visitors as part of Heritage Open Weekend and making the grounds available for use by theatre companies, such as the forthcoming outdoor performance of Hamlet. Additionally, harvest produce is given to families in need in Winchester, the school fund raises for local charities and pupils participate in local Festivals.
3.15 The school meets all the regulatory requirements for the Provision of Information [Standard 6].
3.16 The school meets almost all the regulatory requirements for the Manner in which Complaints are handled [Standard 7]. In order to meet all the regulatory requirements the school must:
(a) add the following sentence to the complaints procedure – ‘ensure that, where there is a panel hearing of a complaint, one person will be independent of the management and running of the school’ [Regulation 7.(g)];
(b) add the following sentence to the complaints procedure – ‘allows for parents to attend and be accompanied at a panel hearing if they wish’ [Regulation 7.(h)].
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 Pupils benefit from a high quality of education in line with the school’s aims, which is sustained by effective overall governance and management. At the time of the last inspection, the school was still settling in after the move to its present site. Since then, bold strategic planning has enabled the school to improve both its indoor and outdoor facilities for teaching the curriculum.
4.2 The small governing body meets termly and the finance governors meet more frequently. At these meetings almost all business is discussed, with the appointment of ad hoc committees for specific purposes when necessary. The arrangement serves the school well. Most recently, a marketing committee has been set up composed not only of governors but also teachers and parents with appropriate expertise. Financial management is good and governors maintain a close oversight of the school’s finances. They have a less secure grasp of their responsibilities for monitoring standards, regulatory and legal requirements and how well the school meets its aims. A protocol has not been established for overseeing governors’ responsibilities for monitoring these areas, and at present they are dependent on the lead given by the headmistress. The Articles of Association of the school’s governing document have recently been revised to make them more relevant to the school as it is today.
4.3 Governors have a deep concern for the school and the quality of education it provides. They play a leading role in building and planning issues to secure the school’s longer term future and take a close interest in the investment of resources. They contribute to educational development through their debate of proposals put forward by the headmistress. She provides them with good quality educational and management information at their termly meetings, through which they have a thorough understanding of the work of the school. Governors bring a wide range of experience and expertise, including financial, legal and educational, to their work, enabling then to provide advice across a range of issues. They understand the need for, and are taking steps to receive, training on the increased responsibilities of governance today.
4.4 The chairman knows the school well and is a frequent visitor. He keeps in close touch with parents through his termly letter. Governors provide strong support for the headmistress and the chairman keeps in regular contact. Individual governors take the opportunity from time to time to visit the school and see it at work on a day-to-day basis and they attend major school functions. The most recent initiative, whereby a governor is to be linked to curriculum areas should provide them with a fuller understanding of curriculum issues and closer links with teachers.
The Quality of Leadership and Management
4.5 Strong leadership is giving very clear educational direction to the school. It sustains the family ethos enabling the school’s aims to be successfully met within a happy caring community. Many changes have taken place since the last inspection, most notably the appointment of a new headmistress. Additionally, the composition of the SMT has been revised and key middle management appointments have been made. These changes have brought about benefits to the school community, most notably in terms of effective working practices and accountabilities. In the pre-inspection questionnaire, many parents endorsed the quality of the school’s leadership through their praise of the education provided and the care of pupils.
4.6 Since the last inspection, the SMT has made significant progress in analysing the school’s needs and developing the school site. Priorities were set in a comprehensive development plan for the period 2003 to 2008, in which all teachers and the chairman of governors were involved. It is well considered, clear and accountable and reviewed at regular intervals, but financial implications are not sufficiently tied to objectives. It confirms the school has an accurate view of its strengths and areas for improvement. Departmental development planning is not consistent across all subjects. Whilst common themes are identified from departmental plans to set the priorities for the whole school plan, departmental plans do not always reflect the objectives set by the whole school plan.
4.7 A full range of policies and procedures to ensure good practice underpins the work of the school. Since the last inspection existing policies have been revised and new ones put in place. The SMT members, together with middle managers, exercise their responsibilities for monitoring and reviewing their effectiveness in a well-organised way. Regular subject and full staff meetings allow staff to discuss issues and work together in planning further developments.
4.8 Staffing levels meet the needs of the curriculum and teachers and teaching assistants are deployed to take advantage of their expertise. They contribute significantly to pupils learning and welfare. The recruitment of well-qualified staff is properly managed, the required checks are made on all staff before an appointment is confirmed and appropriate records are kept. Staff who are new to the school are very well supported by effective induction procedures. The school does not currently have any teachers new to the profession. Teachers with middle management responsibilities give support and guidance to colleagues within their curriculum areas. An appraisal scheme for teaching and non-teaching staff, based on a two-yearly cycle, is now in its third year. Through it, departmental and professional development needs are identified and the staff development programme caters for the professional needs of staff as well as meeting the needs of the school. A major initiative in the last two years, has been the drive to develop a broader range of teaching and learning approaches to help teachers to be aware of how pupils of all abilities, and both genders, learn and how best to encourage pupils to take greater responsibility for their own learning. The success of this initiative is on-going, but can already be seen in the Foundation Stage, Years 1 and 2, and in some subjects, for example mathematics and science in Years 3 to 6.
4.9 Financial resources are well managed to support the school’s educational aims and meet the needs of pupils. Resources are accessible, used well and effectively stored. Procedures for budgeting are clear and expenditure is closely monitored. However, as yet, the bursary department does not have all its procedures for financial management collected together in one document for easy reference. High quality displays in classrooms and communal areas create a stimulating learning environment. The accommodation is well maintained and includes appropriately equipped specialist rooms, as well as a range of teaching rooms suited to the needs of the pupils and the requirements of teaching. The ICT suite is networked to allow for whole class teaching and unusually the monitoring of individual computers from the teacher’s master computer. The playing fields provide sufficient space for team games and athletics. The new sports hall represents an outstanding improvement to the school’s facilities and notably for physical education.
4.10 The administrative and support staff provide high quality support, upon which the efficient management of the school depends. Communications within the school, with the community and with parents are strong.
4.11 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
5.1 The school is successful in achieving its aims. A high priority is placed on creating a family atmosphere in which all pupils are well known and valued and in which parents are closely involved. The broad curriculum, good teaching and wide extra-curricular programme, enable pupils to achieve good standards in many areas of school life and to be well prepared for secondary education. Pupils with learning disabilities and difficulties are very well catered for and make rapid progress. Arrangements for pastoral care are outstanding and pupils are enthusiastic about all areas of school life. They grow up to be articulate and thoughtful young people with the strong sense of right and wrong. The provision in the Foundation Stage provides a rich and stimulating introduction to school. Strong relationships between all in the school community and with parents underpin a happy school community in which a love of learning is central. The headmistress provides considerable drive and leadership, and is well supported by the SMT and middle managers, who are fully involved in all decision-making. Parents speak favourably about the quality of education provided by the school.
5.2 The school has made good progress in all areas identified for development at the time of the last inspection. It has maintained its standards and made wide-ranging improvements in accommodation, the curriculum, the provision of ICT, teaching and management. The last Ofsted nursery inspection in October 2004, identified no significant weaknesses, but the school has addressed the suggested area for improvement by providing opportunities to learn about children of differing learning needs. The school has not yet, however, ensured that the most able pupils are always challenged enough by the teaching they receive, despite improvements that have already been made. Governors have some issues to address in relation to their responsibilities for dealing properly with their statutory responsibilities.
5.3 The school complies with almost all of the regulatory requirements, but does not at present meet Standard 3 (Welfare, Health and Safety) and Standard 7 (Manner in which Complaints are Handled.)
5.4 In order for the school to improve still further, it should
1. Adopt more teaching strategies to encourage and challenge pupils, especially the most able, to develop greater intellectual curiosity and the skills for independent learning.
2. Increase governors’ awareness of their statutory responsibilities to enable them to carry out their duties effectively.
5.5 In order to meet all the regulatory requirements, the school must: