|
INSPECTION REPORT ON |
|
|
Raphael Independent School |
|
|
|
|
|
Full Name of the School |
Raphael Independent School |
|
DfES Number |
311/6057 |
|
Registered Charity Number |
N/A |
|
Address |
Park
Lane, Hornchurch, Essex, RM11 1XY |
|
Telephone Number |
01708
744735 |
|
Fax Number |
01708
722432 |
|
Email Address |
admin@raphaelschool.com |
|
Headmaster |
Mr.
N. Malicka |
|
Proprietor |
Raphael
Independent School Limited |
|
Age Range |
4
– 16 |
|
Gender |
Mixed |
|
Inspection Dates |
6th
– 9th November 2006 |
This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.
The inspection 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 Raphael Independent School was originally founded in 1935 as the Romford branch of Clark’s College, providing secondary education. In 1974, it changed to its current name and over the years evolved as a co-educational school for pupils aged 3 to 16. In 1994, the school was relocated to its present premises, in Hornchurch in the London borough of Havering, under the headship of the present post-holder. Major changes since the last inspection have been the provision of two new classrooms and the decision to close the Kindergarten in Spring 2006. Pupils now begin their education here at age 4. The school places a strong emphasis on promoting the social and personal development of young people within a multi-cultural community.
1.2 The school is housed in a late Victorian building. It consists of form and subject classrooms, two library areas and a multi-purpose hall; it is surrounded on all sides by a tarmac playground. Across the road is a hard-surface area used as a netball court. Playing fields are situated within 300 metres of the school, and the school makes use of other local facilities for swimming, tennis and a multi-sports programme. Younger pupils use two small outdoor courtyards, situated between the sections of the building, as garden areas.
1.3 The number of pupils on roll has been maintained since the last inspection. It now has a total of 135 pupils, of whom 74 are boys and 61 are girls. Six pupils are in the Foundation Stage, 15 are in Years 1 and 2, 35 are in Years 3 to 6, 49 are in Years 7 to 9, and 30 pupils are in Years 10 and 11. The results of the Foundation Stage Profiles and standardised test results across the school indicate that pupils’ average ability is broadly in line with the national average, although the ability range is extremely wide. If pupils perform according to their abilities, their results will be in line with those for all maintained primary and secondary schools.
1.4 Pupils come from a range of social, professional and ethnic backgrounds, and from a wide catchment area, with some travelling a great distance to attend the school. Approximately 57 per cent come from ethnic minority backgrounds, including 28 per cent of British Asian background, 25 per cent from British Afro-Caribbean background and 4 per cent from a British Chinese background. None of these pupils is from a home where English is not the principal language spoken. Four pupils are identified by the school as needing learning support, mainly for dyslexia and developing basic key skills. No pupil has a statement of special educational need.
1.5 On average, about three pupils leave Raphael at the end of Year 6 each year to continue their education at other independent schools, and two pupils move into local maintained schools. Approximately twelve pupils join Year 7 each year. When pupils have completed their GCSE studies, all go on to continue their education, with about 10 per cent going to other independent schools, 60 per cent to maintained schools and 30 per cent to colleges of further education or sixth-form college.
1.6 The school aims to:
· provide a high standard of academic education, providing individual attention within a secure setting;
· develop all-round skills so that each pupil is encouraged to participate in a wide variety of educational activities;
· emphasise consideration for others, cultural tolerance, good manners, controlled behaviour, a sense of right and wrong, honesty, patience, duty and service.
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.
|
|
|
|
School |
NC name |
|
Reception |
Reception |
|
P1 |
Year 1 |
|
P2 |
Year 2 |
|
J3 |
Year 3 |
|
J4 |
Year 4 |
|
J5 |
Year 5 |
|
J6 |
Year 6 |
|
|
|
|
School |
NC name |
|
S7 |
Year 7 |
|
S8 |
Year 8 |
|
S9 |
Year 9 |
|
S10 |
Year 10 |
|
S11 |
Year 11 |
The Educational Experience Provided
2.1 The quality of the educational experience provided is good. It is fully consistent with the school’s aims of providing a high standard of academic education and individual attention within a secure setting, encouraging pupils to participate in a variety of activities and develop all-round skills, and emphasising consideration for others through pupils’ personal development. Good progress has been made since the last inspection; pupils’ speaking and listening skills are now good in all areas of the school, Foundation Stage planning has been reviewed to ensure that all six areas of learning are covered effectively, and good provision is available for pupils for whom English is an additional language, although there is no such pupil in the school at present.
2.2 The academic curriculum across the school is both broad and generally well balanced; it covers all National Curriculum requirements with the exception of design and technology (DT) but with the addition of religious education (RE). However, some elements of DT are provided through art and design, where pupils experience textiles, wood and pottery with an emphasis on practical and technical skills. French is timetabled from Year 1, drama from Year 3, and Spanish and business studies from Year 7. All school subjects are offered for examination at GCSE except music, RE and physical education (PE). An outstanding programme for personal, social, citizenship and health education (PSCHE), taught throughout the school, contributes to the ethos of courtesy, consideration and care for the individual, which is inherent in the relationships between staff and pupils and between pupils and their peers. Pupils in the junior school benefit from specialist teaching in French, mathematics, science, music, information and communication technology (ICT), swimming, PE and games. Pupils are given good opportunities to develop their speaking, listening, literacy and numeracy skills across the school. However, a small imbalance in the timetable occurs for younger pupils; not enough time is allocated for PE in Reception and Years 1 and 2.
2.3 A satisfactory range of extra-curricular activities are led by staff. Opportunities are provided for pupils to participate in sports teams, music groups and drama productions as well as to learn skills such as crochet, knitting, gardening, cooking, Latin and ICT. Music lessons are available for pupils to learn to play a variety of instruments. The curriculum throughout the school is enriched by an excellent programme of educational visits, which include trips to France, Belgium, theatres, museums and places of local interest. Pupils contribute to their local community giving musical and choral performances and participating in the Havering Youth Parliament elections. The school welcomes visiting drama companies and speakers, and in addition provides sporting opportunities for competition within the Independent Schools Association (ISA) and charity afternoons organised by the pupils themselves.
2.4 The school prepares pupils well for each stage of their education. New pupils, in Reception and across the school, spend a ‘taster day’ with their new class before they join, and they and their parents, for whom a new-parents’ evening is arranged very early in the Autumn term, are made very welcome by staff. A ‘buddy’ system ensures a happy and efficient induction for each pupil into school life. Class-to-class transfer and the transition from junior to senior school are made smoother by a ‘move-up day’, when pupils spend the day with their new form teacher. Appropriate records are transferred and many informal discussions are held between staff, who know the strengths and weaknesses of each pupil extremely well. Year 9 pupils are supported in their GCSE subject choices through the very well designed PSCHE programme and the detailed ‘It’s Your Choice’ booklets together with a series of interviews for pupils and their parents with the headmaster. The local Connexions service provides individual career-linked option choice interviews and the headmaster maintains close links with local further education institutions. This framework provides pupils with a smooth transition to the next stage in their education.
2.5 Curriculum planning is variable, with the best schemes of work being seen in the documents for Reception and Years 1 to 6, where cross curricular links are well designed, and in modern foreign languages (MFL), science, English, history and drama. In addition, excellent planning is seen in PSCHE, which is a strength of the school, and which underpins the ethos of respect, courtesy and care for the individual that pervades all areas of school life.
2.6 All pupils have equal access to the curriculum and the school encourages them to participate in the activities organised. Whilst some pupils are withdrawn from lessons for instrumental tuition, this is always on a rota to ensure they do not regularly miss the same lesson. The provision for those pupils with learning difficulties and/or disabilities is well organised and efficient. Good support is given in lessons, either by a teaching assistant or by the class teacher. Detailed and thorough individual education plans are drawn up and teachers are aware of the support pupils need to achieve their targets, which relate to both academic and social development. All pupils who need individual attention receive this within the small classes, although very little provision within the curriculum is made for gifted and talented pupils.
2.7 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.8 Pupils’ learning is effective and results in good academic achievement overall, in line with the school’s aims of providing a high standard of academic education and developing all-round skills. Both the quality of learning and standards of achievement have improved since the last inspection.
2.9 Pupils’ knowledge, skills and understanding are developed well across the curriculum and in extra-curricular activities because of good teaching and the excellent relationships which exist between pupils and their teachers. Pupils make good progress during their time at the school and are critical and creative in their thinking when they are given the opportunity. In a Year 9 geography lesson, pupils applied previous knowledge and skills well in their creative thinking when they were asked to consider what problems would need to be tackled in the aftermath of the tsunami, and how the region would avoid suffering so greatly in the future. In a Latin club, pupils revealed high levels of general knowledge which were drawn out and developed further by very effective questioning and discussion about the derivation of words connected with the calendar across four languages.
2.10 No significant differences are apparent in the relative attainment of pupils of different gender, ability, ethnic background or in different subjects overall. However, the attainment of pupils at the top of the junior school is not as good as other year groups because of the quality of the teaching, which fails to promote creativity, and this limits pupils’ achievement. All pupils across the school are exceptionally willing to apply themselves conscientiously to the tasks set, regardless of how interesting the work may be.
2.11 Results in national tests at age 11 in English, mathematics and science over the three years 2003–05 were in line with the average for all maintained primary schools, representing satisfactory achievement. The results in science were particularly weak, but better science results for 2006 indicate that changes in staffing and effective staff liaison are helping to raise standards. Results in English, mathematics and science over the same three-year period at age 14 were above the average for all maintained secondary schools, representing good achievement, as were the overall results at GCSE. Pupils’ results in modern foreign languages were particularly good. The GCSE results indicated that, overall, boys performed better than girls, but the number of pupils in each cohort was extremely small, so the results are to be interpreted with caution. The school’s results overall represented good achievement, and the same standards of achievement were seen during the inspection.
2.12 The school has a good range of individual achievements, especially considering its size, which are the result of the school’s encouragement and support. Over the last two years, two academic scholarships have been won to independent senior schools, one at sixth-form level. Pupils are encouraged to take a GCSE in French early, which they do in partnership with a local maintained school, and three pupils have gained passes one year ahead of their chronological age, with two pupils being two years ahead. Another pupil gained GCSE mathematics a year early in 2005, following that a year later with a pass at AS Level with A grades in all modules. Several pupils have passed music examinations with merits and distinctions for the Associated Board of the Royal Schools of Music and the London College of Music. In sport, the school works hard to put teams forward into the various ISA sports competitions, and one pupil represented the area in the national swimming finals for the second year running.
2.13 Pupils are articulate and listen effectively during lessons. They were consistently lucid, courteous and confident when talking to inspectors. They apply their well-developed speaking and listening skills across the curriculum. They are given many opportunities to read in lessons, and some do so intelligently and fluently, as in a Year 11 lesson, when pupils read from an Australian poem fluently and sensitively, showing an awareness of the significance of rhythm as they analysed its structure. Their writing skills are well developed and some good examples of extended and creative writing were seen in English. In other subjects, pupils are given fewer opportunities to express themselves independently. Much of their work consists of filling in worksheets and workbooks which relate to national or public testing. Numeracy skills are also strong and pupils are able to apply their skills to new situations. In science books, good examples were seen of graphs and tables to record mathematical information. Pupils develop their good ICT skills in some subjects, such as English, MFL and science, but little evidence was seen in other subjects.
2.14 Pupils are able to reason and think for themselves. In a Year 9 PSCHE lesson, pupils imagined being left stranded in the desert as a team with a list of items on which to survive. They were able to prioritise what they would need for survival and say why. Opportunities for independent investigative work during lessons are limited, but a good example was seen in a Year 10 ICT lesson, where pupils were researching information for producing a brochure to advertise a company selling and repairing second hand cars.
2.15 Pupils organise their work well and make their own notes in subjects such as English, history and geography. When they are given the opportunity to collaborate over their work, pupils are involved in lively and enthusiastic learning. An example was seen in a Year 7 drama lesson as a way of encouraging new pupils to integrate into the school community.
2.16 Pupils’ very positive attitudes to their work are a strength of the school. They are very attentive throughout lessons, settling quickly and persevering with their tasks. Their concentration, behaviour and attitudes are all excellent, and their teachers are strong role models in these respects. Pupils are happy at the school and enjoy the learning opportunities offered.
Spiritual, Moral, Social and Cultural Development of Pupils
2.17 The personal development of pupils in the school is outstanding, maintaining the high standards seen during the last inspection. It is central to the school’s aim of emphasising consideration for others, cultural tolerance, good manners, controlled behaviour, a sense of right and wrong, honesty, patience, duty and service. This aim is supported by a very comprehensive PSCHE programme which is taught across the school.
2.18 Pupils’ spiritual development is outstanding and is an integral part of school life. Through assemblies and regular visitors, pupils have many excellent opportunities to reflect on their spirituality. Pupils in the lower part of the senior school study a variety of faiths, including Islam, Hinduism, Judaism and Christianity. They generally have a great awareness and understanding of their own beliefs and the beliefs of others. They also have a deep respect for themselves and for others. When interviewed, pupils in Years 3, 4 and 5 said that some of their friends were fasting during Ramadan, and they were trying hard not to be seen eating anything near them, as this would be unkind. They also said, ‘We get on well with children who have different religions.’ The very effective PSCHE programme encourages pupils to express their thoughts and opinions and to develop an awareness of self.
2.19 Pupils’ moral development is excellent. The behaviour in the school is outstanding and the very strong moral ethos of the school ensures that pupils of all ages have an ability to distinguish right from wrong, and are able to think through the consequences of their own, and other people’s, actions. The relationships between pupils and staff are excellent and every interaction is regarded as an opportunity to reinforce the principles of mutual respect. Pupils are well aware of the expectations and sanctions imposed by the school and consider them to be fair. Younger pupils interviewed thought that the rules made the school a happier place for everyone. A Year 4 pupil said, ‘We have better rules here than in other schools.’
2.20 Pupils’ social development is outstanding. They are very aware of their social responsibilities to the school, their local community and the wider global community. They take on roles of responsibility and perform a variety of tasks to support and enhance the quality of school life. Year 6 monitors help younger pupils in the lunch hall by helping them to carry their trays, clearing up for them and taking them a drink. Senior school prefects carry out a variety of tasks, including a pastoral role with younger pupils who may have difficulties with organisational skills or other problems. In addition to the prefects, other senior pupils also have the opportunity to be head boy, head girl and house captains. The two houses, arranged vertically across the school, enable pupils of all ages to get to know each other very well. The house system is important in developing responsibility and a sense of unity and reinforces the ethos of the school. Pupils show that they care for people in their local community by taking harvest gifts to people in homes for the elderly and singing Christmas carols for them. Pupils choose the charities that they want to support. For example, the charity chosen by Years 7 and 8 helped people much further afield by buying 13 goats for a farm in Africa.
2.21 Through focused lessons and a variety of other experiences, the cultural development of all pupils is excellent. They acquire an appreciation and respect for their own and other cultures. Parents of different ethnic backgrounds have come in to school to talk about their ethnic heritage. A Nigerian father came to read stories from that culture. The older pupils make regular visits to the theatre and to art galleries. These have recently included The Crucible at Stratford-upon-Avon, Twelfth Night in Holborn and a visit to Tate Britain. The various assemblies held during the week also reinforce and further develop a cultural and moral awareness.
2.22 The school is rightly proud of its emphasis on promoting the social and personal development of young people within a multi-cultural community, because it is outstandingly successful in preparing pupils to live in harmony with all people and to be tolerant of differences in others.
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 of a good quality overall, and makes a positive contribution to the aims of providing a high standard of academic education and providing individual attention within a secure setting. It has improved since the last inspection, but it is still inconsistent in quality across the school. Whilst a very small proportion of unsatisfactory teaching was observed, several instances of outstanding teaching were seen.
2.25 In all subjects, teaching generally enables pupils of all abilities to make good progress in developing their knowledge, understanding and skills. Pupils with learning difficulties and/or disabilities achieve as well as their peers because of the support they are given in class by their teachers and classroom assistants. Teachers know their pupils very well and on several occasions showed a good understanding of the aptitudes and prior attainment of pupils. However, in some classes, very little recognition of different abilities was seen in the tasks set. All pupils in a class were expected to do the same task, starting at the same point, irrespective of their ability. Higher attaining pupils were not sufficiently challenged on occasion because the work set was too easy.
2.26 Lessons are generally well planned with a good variety of activities which promote good learning. For example, in a Year 1 French lesson, pupils were very well focused and learned effectively because the lesson included games and songs that encouraged correct pronunciation of the language. Teachers have a very secure knowledge of the subjects they teach and the enthusiasm of some is clearly evident in lessons. Their knowledge enables them to interact very well with pupils through good questioning, which develops pupils’ understanding well in many different subjects. However, in a few lessons, teaching was less effective because consolidation and practice questions were undertaken in an uninspiring and unimaginative way and textbooks were sometimes followed rigidly.
2.27 Time is well used, with a brisk pace to many lessons. Resources, including ICT, are adequate both in quantity and quality in all subjects and are used very effectively to support pupils’ learning. Teaching encourages pupils to apply themselves to each task very conscientiously and pupils enjoy having opportunities to use their ability to work and think for themselves. However, the teaching in some lessons does not promote this aspect of learning as much as it could. Teachers encourage excellent behaviour, and relationships, both in the classroom and around the school, are outstanding, fostering pupils’ interest and application. The programme of visits is very wide-ranging and contributes much to the quality of teaching and the educational experiences of the pupils.
2.28 All staff keep records of pupils’ attainment in lessons and in their written work. Whilst a whole-school marking policy is in place, marking both within subjects and across the school is inconsistent. Some marking, for instance in the humanities and languages, is very helpful and gives pointers to the pupils on ways in which they could improve. However, some marking is cursory with just a tick placed at the end of the work; other comments offer encouragement and praise but no advice for improvement. Pupils say they particularly value marking in MFL because comments are made in the appropriate foreign language.
2.29 The assessment of pupils in Reception is good and carried out regularly and thoroughly, culminating in the Foundation Stage profiles. Targets which have been set for those pupils with learning difficulties and/or disabilities in other stages in the school are regularly monitored and reviewed with parents and pupils. Throughout the school, pupils’ attainment is assessed regularly, through the use of a range of standardised tests, half-termly school assessments, mock examinations and yearly school examinations in a range of subjects. The results are recorded and then analysed to look for any unusual emerging pattern of attainment, and to identify pupils who may require extra support. Currently, staff are not able to check accurately enough on each individual pupil’s progress as they move through the school. The school recognises that its assessment procedures need to be developed further so staff can be sure that all pupils are achieving as well as they can.
2.30 The school meets the regulatory requirements for teaching [Standard 1].
3. THE QUALITY OF CARE AND RELATIONSHIPS
The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
3.1 The quality of pastoral care is outstanding, and the school is fully effective in ensuring the health, welfare and safety of its pupils. This excellence fulfils the aim of the school in providing individual attention within a secure setting. Personal development and support is a key element in the school’s provision. In the pre-inspection questionnaires, a very high proportion of parents supported the view that the school achieves high standards of behaviour. The quality of pastoral care and the provision for the welfare, health and safety of pupils has improved since the last inspection. All issues mentioned then have been fully resolved.
3.2 Staff know pupils very well and provide excellent support and guidance for them, both academically and in their personal development. For example, careers guidance is very good and enables pupils to make informed choices on their GCSE subjects and the next stage of their education. Pupils are very effectively cared for in a safe environment throughout their time at school. Pastoral arrangements are set out comprehensively in the staff guide and are regularly reviewed and updated. Form teachers take initial responsibility for the pastoral care of their pupils, with very good support given by the senior management team. The house system also supports pupils’ welfare. All staff are aware of their pastoral responsibilities and undertake them diligently and very effectively. They act as strong role models for these young people. Pupils reported that they felt safe knowing there was always a member of staff to whom they could turn if they had any problem.
3.3 The quality of relationships between staff and pupils, and between pupils and their peers, are outstanding. A very strong sense of respect and tolerance for others is fostered. Pupils are very positive in their attitudes and are very well behaved. Their willingness and co-operation with their teachers makes a major contribution to their personal and academic achievement.
3.4 Measures to promote good discipline and behaviour are contained within a detailed disciplinary code which is well understood by pupils. A very good system of rewards and sanctions is in operation. A very effective policy for anti-bullying is in place and pupils said they had confidence that, if bullying occurred, it would be dealt with quickly and very well by staff.
3.5 Measures to safeguard and promote the safety, health and well-being of pupils are very good. Members of staff have received training in child protection procedures and this is regularly reinforced by the headmaster, who is the nominated child protection officer. Medical facilities for sick pupils are very well organized, with a very effective system for recording and reporting accidents. A comprehensive first aid policy exists and eight members of staff currently hold first aid qualifications. Good quality healthy meals are served. Fire prevention measures are in order and regular fire practices are held. Risk assessments are up to date and cover all areas of school life. The school has a good policy for improving its accessibility for the disabled. Health and safety arrangements ensure that pupils are in a safe, healthy and caring environment.
3.6 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
3.7 The school has developed a highly effective partnership with parents and worthwhile links with the wider community. These greatly benefit the pupils’ education and progress and support the school’s aims of providing a high standard of education and individual attention in a secure environment. The school prides itself on fostering an effective parental liaison and developing strong links with the local community. This represents an improvement since the last inspection.
3.8 Parents’ responses to the pre-inspection questionnaire were very positive about most aspects of the school’s provision. They particularly appreciate the information provided by the school about their children and the opportunities offered to discuss their children’s progress, the quality of teaching, the homework their children are given and the many ways in which they can be involved in the life of the school. A small minority of parents raised concerns about the range of extra-curricular activities, the help and guidance offered to their children, and the help given for those with learning difficulties and/or disabilities. Inspection findings do not agree with these concerns.
3.9 Parents are always made to feel welcome at the school, although the school has a policy of not inviting parents to assist in the classroom. The staff are very approachable and the parents greatly appreciate the small friendly family atmosphere of the school, which contributes extremely well to the happiness of pupils. A small but growing nucleus of parents forms the parents’ association which organises a variety of social activities and raises a substantial amount of money each year for extra resources. The pupils benefit from this extra equipment, which has recently included a video camera, a DVD player and play equipment for the younger pupils. Parents are welcomed to numerous school events during the academic year, including the carol service at Christmas, sports days, school concerts and the prize-giving in July, and they help with costumes for school productions. The school homework diaries given to each pupil provide a very good system of communication between the school and the parents, and contain information from staff about merits and demerits. Parents of the younger pupils can be reminded of forthcoming activities and of any special equipment needed for the next day.
3.10 Information about the school and about their children’s work and progress is shared very well with parents. The prospectus is comprehensive and gives information about all aspects of school life, amongst which are the years’ events, sports programme, examination results and the school code of conduct. The headmaster’s fortnightly newsletter keeps parents informed of events and achievements. Parents receive very detailed reports about their children’s progress twice a year in all subject areas; these include information not only about the progress their children have made but also targets for future improvement. Regular parents’ evenings allow for focused discussion between parents and teachers. Parents of those pupils with learning difficulties and/or disabilities are involved in the half-yearly reviews of their child’s targets.
3.11 Parents feel that the school deals with their concerns and worries promptly and efficiently, and they are made aware of the complaints procedure. When interviewed a parent stated, ‘I hope you do find some weaknesses during the inspection because I know they will be dealt with quickly and efficiently and make the school even better.’ The headmaster and senior management team are always available to discuss issues with parents, being frequently on the playground at the beginning and end of the school day. They keep parents regularly informed of progress in resolving any problems, if and when they arise.
3.12 The school has worthwhile links with the local community. A partnership with a local authority maintained school, initially funded by the Department for Education and Skills, has involved, among other things, liaison in the teaching of MFL, management interchange and training courses for teachers. Pupils are involved in the distribution of harvest gifts to homes for the elderly and have sung carols in the local town centre. The school has a strong link with a local evangelical church. Members of the church lead assemblies at the school and the school’s carol service is held at the church. Another effective link of great benefit to pupils has been forged with the local authority library service. Books are borrowed from them and some library training is offered for staff and pupils of the school. Arrangements are in place for an advisor from Connexions to take careers sessions with pupils from Years 8 to 11. He carries out individual interviews with the Year 11 pupils and attends parents’ evening in order to support pupils at this important point in their education.
3.13 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 The quality of governance is good; the board of directors has helped in securing appropriate aims and values for the school, and provides effective oversight and guidance. They have made good progress in following up the recommendations of the last inspection: strategies were put in place to reduce the workload of the headmaster, although he does not yet have a clearly defined job description; a bursar has been appointed to enable proper procedures concerning the handling of the finances of the school; and due observance has been given to all legal requirements.
4.2 The directors are, or have been, parents of the school, and each uses his experience and expertise to take responsibility for aspects of governance: one is responsible for premises, health and safety; another for administration, employment and insurance; and the third for finance and fees. The headmaster, who is also a member of the board, takes responsibility for the educational direction of the school. The board as a whole seeks advice from other independent schools in the area on educational matters. Between its four members, the board is able to oversee and manage the school appropriately.
4.3 The directors are well aware of their roles and responsibilities. They take good care in providing financially for the school. They provide suitable accommodation and ensure that adequate resources, both material and human, are available to supply educational needs within the finances available. Meetings are held monthly, when the directors are kept well informed about school issues by the headmaster and they receive financial documents prepared by the bursar. The termly attendance of senior management team members, who also supply written reports, helps to keep the directors abreast of the needs, achievements and challenges which the school faces. However, they rely heavily on the headmaster for information and decisions about the educational direction in which the school is moving. Thus the role of the whole board in educational development planning is not as strong as it could be. They provide the staff with support, advice and an appropriate level of challenge through the headmaster. Steps are being taken to enable opportunities for staff and directors to discuss issues informally, for example at a recent breakfast meeting. The chairman of the board visits the school weekly and close contact is maintained with the headmaster for the welfare of the school.
The Quality of Leadership and Management
4.4 Leadership at all levels is successful and fully supports the schools’ aims, particularly those concerned with developing all-round skills and emphasising pupils’ personal development. In response to the last inspection, good progress has been made; the library has been re-sited and split into two areas, and the book stock has been updated, although this needs further development; all legal requirements have been complied with; and the senior management team has been re-structured to reduce the headmaster’s workload through re-distribution of responsibilities and the appointment of the bursar. However, job descriptions are not yet fully in place.
4.5 The headmaster provides very effective leadership and is fully aware of the needs of the school; this is reflected in the good quality of education and the outstanding care of the pupils. He has built a strong staff team over recent years, and the whole school community, staff, parents and pupils, have a deep respect for, and loyalty to, his enthusiastic leadership. The senior management team, consisting of the assistant heads for the three sections of the school, has been re-organised since the last inspection. However, some overlap of responsibilities occurs. The senior team supports the headmaster well and they work together effectively, so that the school is one cohesive unit. They communicate very well by meeting at least weekly, and work towards meeting the school’s aims. Clear educational direction is given by the headmaster and his senior team. Staff meetings are held weekly and much discussion takes place informally. The current three-year development plan is well focused on raising standards. However, whilst it is explicit about the objectives to be realised and their order of priority, it is not clear how the school will set about achieving them, who will be responsible, or what the financial implications are likely to be. Good academic support is given by the subject heads of departments; they have prepared suitable academic policies and the overall quality of their planning is good. In some subjects, staff liaise well across the whole school, but several staff only have an overview of their subject within the senior school.
4.6 Pastoral care is well organised and involves all staff. Leaders have drawn up appropriate policies covering all aspects of school life, and the school regularly checks and reviews the operation and impact of school procedures, putting in place improvements where appropriate. For example, the system of rewards and sanctions is monitored weekly by the assistant head of the senior school to identify any particular patterns in pupils’ behaviour and whether the system itself needs amending.
4.7 Management is satisfactory overall. The senior team is aware of the lack of formal rigour in some of the management procedures. For example, whilst a two-yearly appraisal process is in place, it has been undertaken irregularly and has not been formally linked to staff professional development or to improving curricular provision. Evaluations of teaching and learning through lesson observations do occur, carried out by the headmaster and senior management team, but these have not been undertaken formally or with sufficient rigour to have an impact on pupils’ achievement. Assessment procedures are not yet used sufficiently well to check on individual pupils’ progress as they move through the school. However, recently the senior management team have started to consider how to implement these procedures more formally.
4.8 The school’s finances are well managed for the benefit of the pupils. Resources for learning, including good provision for ICT, are adequate, competently managed and meet pupils’ needs. The two libraries have been re-located recently and as yet are not used frequently by pupils. Books are not attractively displayed. The senior library is also used as a teaching room for some of the time, which restricts its use by pupils as an independent learning resource. Access to the internet in the libraries has still to be developed.
4.9 The recruitment of well–qualified staff is successfully managed. Teaching and classroom support staff are deployed well and contribute significantly to pupils’ learning and welfare. Staffing levels are good and enable suitable support to be given to pupils, particularly those who have learning difficulties and/or disabilities. The required Criminal Records Bureau staffing checks are carried out on new staff and appropriate records are kept. Induction procedures for newly qualified teachers support them effectively. Satisfactory in-service training opportunities are available.
4.10 Arrangements for the day-to-day administration of the school work very well. The administrative and other support staff in all areas provide high quality assistance. Co