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INSPECTION REPORT ON |
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St Ursula’s High School |
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Full Name of the School |
St Ursula’s High School |
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DfES Number |
801/6006 |
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Registered Charity Number |
900498 |
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Address |
Brecon
Road, Westbury-on-Trym, Bristol BS9 4DT |
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Telephone Number |
0117
962 2616 |
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Fax Number |
0117
962 2616 |
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Email Address |
office@st-ursulas.bristol.sch.uk |
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Headteacher |
Lynette
Carter |
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Chairman of Governors |
Rev.
Mark Forge |
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Age Range |
3
– 16 |
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Gender |
Mixed |
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Inspection Dates |
February
6th – 9th 2006 |
This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.
The inspection 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 St Ursula’s High School was founded in 1896 by the Sisters of Mercy, as an independent convent school. It was originally a boarding school, but it gradually became more of a day school until, in 1924, it took only day pupils. An educational trust was set up in 1989, which took over the school from the Order. In January 1991, the first lay headteacher was appointed. Since 1996, the school has been a fully co-educational, 3-16, Catholic independent school and is the only such school in the Bristol area.
1.2 There is no entry test but the school admits only those pupils for whom it can provide an appropriate education. The attainment of pupils entering both the junior department and the senior department shows a wide range of ability, with a significant minority of pupils (about a quarter) needing support. This is a significant change, compared to the previous inspection. Overall, the pupils’ average ability is broadly in line with the national average. If pupils are performing in line with their abilities, their results will be broadly in line with the average for maintained primary and secondary schools. There is a small number of pupils who speak English as an additional language, but none is at a level where extra support is being provided.
1.3 The school is organised in three sections referred to as Lower, Middle and Upper Schools. The Lower School includes the nursery which takes pupils aged 3 or 4 years, up to Year 4 (age 9); the Middle School includes Years 5 to 8 (ages 10 to 13) and the Senior School consists of Years 9 to 11 (ages 14 to 16). All departments are on the same site and attached to one other, with the Lower and Middle Schools in the same section of the building but slightly separated from the Senior School. There are extensive grounds with a good range of pitches; the nursery has its own garden and play area.
1.4 There are 310 pupils on roll attending full time and eight who attend part time; there are slightly more boys than girls, except in Year 11. The school states clearly that it is a Catholic school with strong Christian principles, but pupils of all faiths are welcome.
1.5
The school aims to be a school where pupils of all abilities are
partners in their own learning, enabling them to reach their maximum
potential. Staff focus on nurturing
pupils’ gifts and talents and preparing them for life in the 21st century. The school wants to make every individual
feel valued and included, paying particular attention to the Christian values
of love and equality. The happiness of pupils
is paramount.
1.6 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1 St Ursula’s High School provides a sound education for its pupils which is broadly consistent with the school’s declared aims and philosophy. The pupils are happy and very supportive of the school; a recent self-review process has identified the desire to reinforce further the Christian ethos of the school. Good improvements have been made since the last inspection, in most respects.
2.2 Progress has been made in improving links between different sections of the school since the last inspection. This strategy is relatively new and not yet fully embedded, but there is a real feeling that the different sections of the school are working together to provide what is needed by the pupils. Schemes of work and programmes of study have been reviewed in an effort to achieve continuity in pupils’ curricular experience and a system whereby senior teachers observe classroom practice and evaluate the overall quality of teaching and curricular planning has been implemented. However, in information and communication technology (ICT), pupils are not yet making adequate progress in their learning, because of the lack of leadership and planning for the subject. This was a weakness at the time of the last inspection and despite significant improvements in hardware available for pupils, adequate learning is still not assured.
2.3 The school’s commitment to being an ‘inclusive independent school’ has the potential to make it something both special and unusual. It is something which is felt by many staff and governors to be integral to the ethos of the school and is perceived by several outside agencies as a particular strength of the school.
2.4 The school provides a broad and balanced curriculum, which includes a range of subjects designed to support pupils’ intellectual, physical, social and moral development. However, there are some aspects of provision in the lower school and the lower part of the middle school that are not as well planned as in the upper part of the Middle School and the Senior School. For example, the amount of religious education teaching provided varies greatly. Similarly, the amount of time given to literacy and numeracy varies for different age groups. Nevertheless, pupils’ linguistic, mathematical and scientific development is central to curricular provision throughout the school and pupils are well supported in the acquisition of speaking, listening, literacy and numeracy skills. The school has plans to offer a wider range of subjects at GCSE in the future.
2.5 Pupils’ technological development is very well provided for in design technology, but not well planned in ICT. The scheme of work for ICT is unsatisfactory and pupils are making unsatisfactory progress.
2.6 The provision for pupils’ social, physical, aesthetic and creative development in class time is enriched by the extra-curricular activities that are provided. There is a good range of activities held during lunch times and after school; these are advertised to pupils at a ‘fair’, which the pupils enjoy. A number of clubs are organised by older pupils who, for example, organise their own bands, and run the cheerleading activity. The choice for pupils is good, and many participate.
2.7 The current school curriculum documentation does not yet fully set out principles which would support whole-school planning. Departmental planning is still sometimes done in isolation, which gives rise to anomalies as mentioned above. The Senior School timetable structure has been changed to offer six 55 minute lessons per day; which allows for concentrated learning, but can cause the occasional hitch in games and practical subjects, when timetabled as a single period. Similarly, it can be difficult for staff who work in two or more parts of the school, as cross-over times do not match to provide time which meets the needs of 320 pupils.
2.8 Where planning is already co-ordinated, for example in history and geography, pupils enjoy a wide range of activities and a variety of learning styles. Teaching in these areas is also designed to develop independent learning, such as timed small group discussions.
2.9 The school provides a very supportive atmosphere which responds well to the diverse needs of pupils with special educational needs. There is a notably compassionate enthusiasm for doing the best for these pupils amongst the key staff who co-ordinate the provision. The management of special education needs is undergoing change, and therefore roles are currently more uncertain than they are likely to be in the future. Monitoring and record-keeping systems are also being further developed. The school policy on the accurate identification of pupils’ special needs is not up-to-date, and it does not set out the specific provision which will be made, either by specialist teachers or in normal classes.
2.10 There has recently been whole-school training on learning styles and whole-school training on the different ways in which pupils learn. These are not exclusively strategies for pupils with special needs, and all pupils should benefit from their use. It is too soon to see widespread, regular use of the strategies discussed, but in the best of lessons, teachers are already providing for the different learning styles they have identified. At its best, the teaching of pupils with special needs uses a multi-sensory approach and makes learning accessible for the pupils. Specialist teachers provide good support for pupils, enabling them to make good progress. Most teaching staff have a sound awareness of the needs of these pupils, accessing and contributing to individual education plans. However, not all teachers provide appropriately for pupils with special educational needs in their day-to-day teaching as well as they might and their understanding of specific strategies to support such pupils is not as thorough as it should be.
2.11 The school provides satisfactorily for the small number of pupils who speak English as a second language. However, the school does not have a method of identifying the specific English language competence of pupils entering the school, and there is no secure whole-school approach. Individual teachers have developed a range of strategies to support pupils in lessons, but co-ordination across the school is limited.
2.12 The school meets almost all of the regulatory requirements for the curriculum [Standard 1]. In order to meet all the requirements, the school must:
(a) draw-up and implement effectively a written policy on the curriculum for ICT, supported by appropriate plans and schemes of work. [Regulation 1.(2)(a)].
Pupils’ Learning and Achievements
2.13 Pupils’ overall educational achievement is good, as it was at the time of the last inspection; this relates well to the school’s aims. Pupils are well grounded in literacy and numeracy and can apply these skills; in many subjects, such as history and design technology, pupils think creatively or critically as required. In the Lower School, pupils achieve well in relation to their abilities and achieve average results in the national tests at age 7. Over the last three years in the Middle School, boys have tended to do better than girls, especially in English and mathematics, although overall results are average. Results in science for all pupils at age 11 have been well below average and therefore are not high enough in relation to their ability. In the Senior School, pupils’ attainment in GCSE is good and above average, with particularly good results in science, history, art, design technology and English.
2.14 The school has a number of keen and dedicated sports teams, actors and music performers. They play a range of matches and/or perform in concerts and plays; parents appreciate the opportunities to see their children in action. Despite not winning all their matches, the football team in Year 10 is a competitive and committed group of players.
2.15 In lessons and around the school, pupils are nearly always polite and have a positive attitude to learning. Most listen carefully when their teacher is talking and are articulate in their responses. In all three parts of the school, pupils can apply their mathematical and scientific knowledge well; in ICT, many pupils make good use of computers to word process their work.
2.16 The co-operative skills needed to work with others and in teams are developed well, and pupils are equally adept working on their own or with others. In science, for example, they adopt a positive approach to the work, whether written or practical, whether individual, in pairs or in groups. They generally settle quickly in lessons and apply themselves well. They work hard, and persevere when they do not quickly understand or when work is challenging. Pupils really seem to enjoy school, and gain real benefit from their time at St Ursula’s.
Spiritual, Moral, Social and Cultural Development of Pupils
2.17 Spiritual, moral, social and cultural development of the pupils is satisfactory, with particular strengths in their appreciation and comprehension of morality and sociability. The programmes for personal, social and health education and citizenship education are key and exciting developments within the school, but because they are new, the full impact has yet to be demonstrated.
2.18 Spiritual development was stronger at the time of the last inspection, and pupils’ spiritual development is not as advanced as the school would like it to be, or as the aims of the school suggest it should be. There is an inconsistent understanding amongst staff as to what a faith journey for each pupil means and how it can be lived out. Gospel values are gradually being seen as more central to the life of the school, and there are pockets of good reflection. Pupils do develop in their self-esteem and self-confidence, but their development in their self-knowledge, especially in relation to their own faith, is not as strong. Opportunities are missed for pupils to engage in deepening their understanding of their relationship with God or their spiritual leader. The balance of study between the Christian elements of the religious education scheme and major world faiths in the Lower and Middle School is in favour of the latter.
2.19 Moral and social development is very closely linked at St Ursula’s, and is good. The pupils have a well-developed awareness of what is right and wrong: even if they occasionally choose not to behave as well as they might, they do understand what they should do, and they are supportive of one another. For example, a pupil was overheard in the corridor talking to two younger pupils, pointing out the importance of forgiving one another for an incident that had occurred during playtime. All pupils demonstrate, for the vast majority of the time, their respect for the rules of the school. The moral code, which is based on the school’s discipline code, school rules and aims, is clear and understood by the pupils. They develop well socially, accepting responsibility for their behaviour. There is an increased awareness of the consequences of actions on others, as seen in School Council. Many show initiative in setting up their own clubs, for example, and running evening activities. They know and do contribute to the school community, especially as they get older; for example, Year 8 pupils act as mentors to reception class. There is a sense of community in the whole school which is based on the shared view of moral and social development amongst staff and pupils: many have a real sense of pride in their school.
2.20 Pupils show satisfactory cultural development, gradually acquiring an appreciation of, and respect for, their own and other cultures. In art and design technology, for example, pupils learn about famous artists and designers, and see the contribution they have made to Western civilisation. In music and drama they experience the best of recent and older works, for example the Commedia dell'arte. There are regular theatre trips. There is more provided by the school for pupils in terms of experience and understanding of European cultural traditions, than in specifically local culture or promoting tolerance and harmony between very different cultural traditions; thus pupils’ understanding is more limited in these aspects. An exception to this is in music, where pupils learn about Indian and Indonesian music, for example. There are many opportunities for the pupils to participate in additional activities which both support curriculum learning and have a sense of fun. These include travelling theatres once a term for the Lower School, theatre trips, which are then used as a stimulus for class assemblies, and a visit to Years 4 to 8 from the Young Vic theatre group.
2.21 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.22 Overall, teaching is satisfactory. In nearly half the lessons observed it was good or excellent; in a little more than one in ten, it was unsatisfactory. Teaching in the good and excellent lessons supports the aims of the school and the learning of the pupils. The overall quality of teaching is very similar to that at the time of the last inspection. The main strengths of teaching are very much in keeping with the aims of the school. Strong relationships between teachers and pupils enable a good pace, so that pupils are excited by their work and keen to build on their understanding. Teaching encourages pupils to behave responsibly. Occasional unsatisfactory lessons are mainly due to poor planning with a muddled focus to the lesson and little analysis of what the pupils are learning.
2.23 In the best lessons, for example across the subjects in the reception class, and in the Senior School in geography, history and science, and throughout the school in design technology, teaching is clear about what learning is going to take place, shares it unambiguously with the pupils and encourages them to respond enthusiastically. When, as is often the case, different pupils are at different stages in their learning, the best teaching sets work that is appropriate for each different level. Very good examples of this were observed in the reception class. This enables pupils of all abilities, including those with special educational needs, to acquire new knowledge and to make progress according to their ability. In these lessons, teaching fosters in pupils the application of intellectual, physical and creative effort, and the ability to think for themselves, because the work is very well suited to their needs at that time. In some lessons, for example when Year 11 were developing their analysis of source skills with 1960s historical information, the planning and execution of the plan was obviously influenced by the teacher’s recent training at the school on learning through all the senses.
2.24 At the heart of the best lessons is the strong relationship between teacher and pupils. The feeling that learning is an active partnership was evident in the excellent lessons seen; pupils in these lessons reported that they really enjoyed them and were motivated highly by their teachers’ evident concern to do the best for them.
2.25 Assessment of learning in the best lessons is accurate and unobtrusive, and is used effectively in lesson planning. In some subjects, such as music, the pupils are involved in their own assessment and recording, which further motivates them to do well.
2.26 Most lessons are adequately planned, and teaching uses a range of teaching methods. Class time is managed carefully and teaching shows a sound understanding of the needs and prior attainments of the pupils. Teachers have appropriate knowledge and understanding of what is being taught, even when they are standing in for an absent colleague, as happened, for example, in physical education. Teaching is supported by an adequate range of resources, which are used effectively. There is regular assessment of pupils’ work: this information is used to plan teaching so that pupils make progress. The main exception to this is in ICT, where progress is generally unsatisfactory.
2.27 In a small minority of lessons teaching is unsatisfactory. Here, there is too great an emphasis on worksheets and other passive learning methods, with too little consideration given to creating the buzz of excitement about learning evident in better teaching. The use of resources is limited and there is no assessment of pupils’ learning. Unsatisfactory teaching is unfocused, and pupils do not understand the purpose of their learning, other than having a vague notion of ‘doing well in exams’. In these lessons, pupils do what they are told to do, but have little idea why they are doing it or what they are likely to learn. In some of the poorer lessons, there were examples of relationships that did not motivate pupils at all.
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 As it was at the time of the last report, the care that staff devote to the physical and emotional well-being of pupils is a strong feature of the school and pastoral care is good. In fact, there have been further improvements in the attention that has been given to welfare, health and safety. Staff know their pupils well and, in the main, relate positively to them. In the vast majority of instances, there are good relationships and a caring atmosphere prevails throughout the school.
3.2 Staff provide good support and guidance for pupils. Arrangements for the management of pastoral care have changed recently, but the effectiveness and hard work of the senior teachers have ensured that pupils are secure and happy: all know that there are many people they can talk to on the staff of the school.
3.3 The quality of relationships between staff and pupils is in the vast majority of cases, very good. This encourages confidence and a feeling of security on the part of the pupils. Relationships between pupils are also good. Pupils of different ages work well together and they report that very occasional instances of bullying are dealt with quickly and firmly. This underlines the effectiveness of measures to promote good discipline and behaviour. As when the school was last inspected, good behaviour is promoted through the generally high expectations of the staff and through the culture of care and respect for others apparent throughout the school. A range of sanctions, well known and understood by the pupils, is balanced by an appropriate reward system.
3.4 Child protection measures are in place and successful. Necessary measures to reduce risk from fire and other hazards have been taken and the school has due regard for the health and safety regulations. The school maintenance staff, under the leadership of the bursar, are well versed in the matters pertaining to health and safety, and are vigilant in the identification and elimination of risk in the course of their work. A number of minor issues were discussed with the school during the inspection.
3.5 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
3.6 The links with parents and the local community are good, as they were when the school was last inspected, and this is very much in keeping with the aims of the school. Parents are overwhelmingly pleased with the education and support provided for their children. Links made by the school in the locality and further afield are developing very well.
3.7 There was a very good response to the questionnaire sent out to parents before the inspection and a high proportion of parents were satisfied or very satisfied with the information they received from the school and the opportunities they had to discuss their children with staff. They feel that they have sound opportunities to be involved in activities in the school, appropriate to the age of the children. They also feel that the school handles their concerns with due care and sensitivity. Inspectors agree with the parents’ observations.
3.8 Reports are sent out three or four times a year depending on the year group. They are clear, with targets set for further improvement. The best reports give a clear indication of what has been learned, what the pupil can do and where the pupil is in terms of National Curriculum levels. There is, however, a great deal of inconsistency.
3.9 The school actively promotes positive links with the wider community and these links are good. There are close ties being forged with the priest from the Sacred Heart church, which is particularly important when the proportion of Catholic pupils and staff in the school is low. The school has a thriving link with a school in Kenya: pupils are preparing an orientation kit, which will tell the pupils in Kenya about Bristol. It will be taken to the school by a member of staff and artefacts from Kenya brought back to school to be used as a focus for a ‘Kenya Day’, as part of the Citizenship course. Various social activities are organised to which parents are invited. For example, there are regular services, fund-raising activities for charity, a Christmas Fair and a Bonfire Party. Local senior citizens are invited to watch school performances.
3.10 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].
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 Governance is sound, as it was at the time of the previous inspection, and it supports the aims of the school satisfactorily. The governing body has an appropriate structure and management arrangements that are well defined; these provide the governors with a satisfactory oversight of the school. The governors are aware of their responsibilities. They are suitably involved in financial planning and in planning to ensure effective educational provision. The headteacher is given good support and advice, and an appropriate level of challenge.
4.2 The quality of long-term strategic and financial planning is less good, because the main focus is on the more immediate needs of the school. Insufficient consideration has been given to reviewing and clarifying the core aims of the school and the different ways, financially and strategically, that these can be met.
4.3 The relationships between governors and staff within the school are good, and this enables governors to have insight into the day-to-day working of the school. Whilst they tend to leave educational decision-making to the headteacher and senior staff, visits to school and the fact that many have pupils at the school, allows staff to meet them on an informal basis.
The Quality of Leadership and Management
4.4 Leadership and management are satisfactory. The recent and widespread change in senior managers, including the headteacher and deputy headteacher, provides the potential for the school to build on the sound leadership and management identified in the last report. The current managers, both teaching and administrative, are very supportive of the aims of the school and work tirelessly to achieve them. They are deeply committed to improving the school further and they have the capacity to make those improvements.
4.5 Clear educational direction and leadership are provided by most of the staff with management responsibilities, and this is reflected in the quality of education, in the care of pupils and in the fulfilment of the school’s aims as described through this report. A very small number of staff have not responded positively to the renewed emphasis on school improvement and the pace at which it is being undertaken. Most of those in middle management, however, are effective in analysing the needs of their departments or the school as a whole, and in setting priorities. They are finding it more difficult to work out strategies for achieving the identified priorities and implementing them, as staff settle to the new regime and seek to plan for long-term development. There has been a great emphasis recently on drawing up and implementing procedures and policies, and on checking and reviewing their effectiveness. This is appropriate, but there is no long-term policy for monitoring and reviewing the effectiveness of the school’s provision.
4.6 The school has worked hard and with reasonable success to secure and support sufficient high quality staff, though there is still a weakness in the management of ICT. The development, training and motivation of staff are rightly identified as a high priority by the headteacher and senior management team. They have appropriate policies in place for supporting newly qualified teachers.
4.7 The financial and operational administration of the school is very efficient. Financial resources are well managed on a short-term basis, and this provides appropriate resources for supporting the school in its efforts to achieve its educational aims. There is, however, only limited financial planning for the medium- and long-term, which hinders the school in planning longer-term to meet the needs of the pupils. It also hampers the ability of departmental heads to plan on any more than an annual basis.
4.8 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.9 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 The school generally meets its aims and aspirations by ensuring that the majority of pupils get a good start in life. In line with its aims, the school provides a very caring and friendly community in which pupils learn about themselves and about being with others. The school also provides a sound environment for pupils’ health and safety. These factors are conducive to good learning and pupils are well grounded in knowledge, skills and understanding likely to equip them well for later life. They develop high moral values and good personal qualities. They learn readily and effectively, but teaching does not always ensure that they learn as well as they could. Parents are very satisfied with the school and the education it provides. Pupils are happy and appreciative of their school.
5.2 The degree of improvement since the last inspection has been satisfactory, though it has not been consistent as there have been significant changes in staffing and pupil numbers over the last six years. The school experienced a reduction in the number of pupils for a period, but then an increase, which had implications for staffing as well as the behaviour of some pupils. Current standards of achievement are sound and are in line with those identified in the last report. Despite the difficulties resulting from the change in the pupil population, there are signs that the new programmes of study designed to link the work of the three sections of the school have had a positive effect on learning in most subjects. Monitoring and evaluation of classroom practice by the headteacher and senior managers are much better developed, though still at a relatively early stage. The school has invested heavily in computers, but ICT has yet to be incorporated effectively into all areas of the curriculum.
5.3 The school complies with most of the regulatory requirements, but does not at present meet Standard 1 on the Quality of Education Provided (Curriculum).
5.4 In order to build on the improvements achieved since 2000, the school should concentrate on a limited range of key areas, in the order that will bring about change most effectively, in particular concentrating on long-term vision and the Roman Catholic ethos. To do this, they should:
1. review the core aims of the school and agree the most effective methods by which they can be met, long-term;
2. ensure that the long-term school development plan builds towards this vision (including premises development, resource allocation, professional development, the management structure and monitoring systems) and is understood by all and widely communicated;
3. develop the understanding amongst all staff, of differentiation, learning objectives, and the purpose of planning, including for those pupils with special educational needs, and then ensure that policies underpin this understanding;
4. extend further the specialist expertise of all staff so that they are confident in providing for pupils with special educational needs and those with particular gifts and talents, and in using ICT in teaching.
5.5 In order to meet all the regulatory requirements, the school must:
(1) draw up and implement effectively a written policy on the curriculum for ICT, supported by appropriate plans and schemes of work. [Regulation 1.(2)(a)].
6. summary of inspection evidence
6.1 The inspection was carried out from February 6th 2006 to February 9th 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 governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined a range of documentation made available by the school.
6.2 A bursar from another school joined the reporting inspector on the preliminary visit as part of the Independent Schools’ Bursars Association (ISBA) scheme, spending the day with the bursar’s department. The principal findings have been included in the relevant sections of this report.
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M Evans |
Reporting inspector |
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R Carlysle |
Headteacher, ISA School |
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A Cook |
Deputy Head, Catholic IAPS School |
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M-C Hill |
Head of Department, GSA School |
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J Le Poidevin |
Headteacher, Catholic ISA Primary School |
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V Hamilton |
Retired Headteacher of ISA School |