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INSPECTION REPORT ON |
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Scarborough College and Lisvane |
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Full Name of the School |
Scarborough College and
Lisvane |
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DfES Number |
815/6002
and 815/6024 |
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Registered Charity Number |
529686 |
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Address |
Filey
Road, Scarborough, North Yorkshire YO11 3BA |
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Telephone Number |
01723
360620 / 380606 |
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Fax Number |
01723
377265 / 380607 |
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Email Addresses |
lisvane@scarboroughcoll.co.uk |
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Headteacher |
Mr
T L Kirkup |
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Chair of Governors |
Mr
S Chittock |
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Age Range |
3-18 |
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Gender |
Boys
and Girls |
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Inspection Dates |
January
23rd – 26th 2006 |
This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.
The inspection was carried out in conjunction with the Commission for Social Care Inspection (CSCI). The CSCI report is available separately (www.csci.org.uk).
The inspection does not examine the financial viability of the school or investigate its accounting procedures. The inspectors check the school’s health and safety procedures and comment on any significant hazards they encounter: they do not carry out an exhaustive health and safety examination. Their inspection of the premises is from an educational perspective and does not include in-depth examination of the structural condition of the school, its services or other physical features.
1.1 Scarborough College and Lisvane are situated in a spacious 14 acre site overlooking the sea in Scarborough, North Yorkshire. The Scarborough College Company was founded in 1896 to provide a boys’ boarding school. The school opened formally in 1901 and became co-educational in 1972. Lisvane, the junior school, was established in 1922 and occupied a site some two miles from the College until March 2000 when it moved into new premises on the College site. Scarborough College, the senior school, occupies the premises of a former Victorian mansion, sympathetically extended and upgraded to meet the needs of the modern curriculum. Three boarding houses, located a short walking distance from the school, provide accommodation for the school’s 60 boarders, which include two Lisvane pupils.
1.2
Since the last inspection in March 2000, development has
included a new music school and some additional classrooms. A third boarding house has been purchased and
the facilities in all three boarding houses have been upgraded. At the time of the
inspection the senior school was embarking on the introduction of the International
Baccalaureate (IB) for its sixth-form students and changing the pastoral system
through the College from a house-based arrangement to a year-group organisation.
1.3 The day pupils come mainly from within a half circle from Whitby in the north through Malton and Driffield in the south west and Bridlington in the south. Several of the boarders come from service families, and the remainder includes a small number of foreign students and others from ex-patriate British families.
1.4 Scarborough College’s stated aim is ‘to meet pupils’ needs and develop their talents’. This aim is supported by eight explanatory objectives listed in the staff and parents’ handbooks:
· to meet students’ academic and personal needs;
· to promote the acquisition and development of moral values;
· to provide an environment in which students feel valued and learn to work co-operatively within a community;
· to provide a balanced and challenging curriculum and a wide range of extra-curricular activities;
· to ensure a high degree of personal care, support and guidance within and outside the formal pastoral structure;
· to encourage students to achieve their academic potential and to foster a climate in which teaching and learning of high quality are given central priority;
· to respond to and support the aspirations of students and their parents and to be attentive to their views;
· to prepare students for the wider and longer experience of life beyond school.
1.5 For Lisvane pupils, the school sets out a mission statement, given to staff and parents; ‘to help each child develop and flourish, and extend his or her perceived potential, and as a school, … to improve the quality of education provided’. From this are developed aims for the school’s pupils, its parents and its interaction with the local community. For pupils these include:
· the development of confidence and security;
· fostering competence in learning;
· the encouragement of self esteem, happiness and personal fulfilment;
· care for others and the development of friendships;
· an understanding of right and wrong;
· preparedness for secondary education.
For parents and the community, stress is laid on partnership and good relationships.
1.6
At the
time of the inspection, Lisvane was providing education for 67 boys and 67
girls aged between 3 and 11 and Scarborough College had 384 pupils: 161 girls
and 223 boys including 69 pupils in the sixth form (26 girls and 43 boys). Scarborough College
and Lisvane welcome and cater for boys and girls of many faiths and ethnic
backgrounds. Standardised tests indicate
that pupils’ average ability is above that of the national average. If pupils are performing in line with their
abilities their results will be above the average for all maintained schools. One pupil has a statement of special
educational need (SEN) and a further 54
are receiving learning support mainly for specific learning difficulties in
literacy and/or numeracy. Twenty-nine
pupils have English as an additional language (EAL) and of these, 22 are
provided with language support. The
cohort profile changes in the sixth form as some pupils leave and others enter,
including students from overseas with EAL.
As far as can be ascertained, the average ability in Years 12 and 13 is
in line with that in maintained secondary schools.
1.7 Pupils enter Lisvane mainly in the nursery or Year 1, although considerable movement occurs in to and out of the school at different stages. Most Lisvane pupils transfer to the senior school at 11 plus, comprising between a third and two-thirds of the total entry, with the remainder coming from other primary or preparatory schools. A further entry is at 13 plus, with pupils entering mainly from preparatory schools. Some pupils leave at the end of Year 11 mainly to go on to local sixth forms or into further education. A number of students come in to the school at this stage, some from overseas.
1.8 National Curriculum nomenclature is used throughout this report to refer to year groups in the school, and the same nomenclature applies throughout the school, though Years 12 and 13 are referred to also as the sixth form. Lisvane is also referred to as the junior school (Nursery to Year 6) and Scarborough College as the senior school (Years 7 – 13).
The Educational Experience Provided
2.1 Scarborough College and Lisvane provides its pupils with a good, broad, balanced and stimulating educational experience, well-suited to the interests, aptitudes and needs of all its pupils, which lives up well to the school’s aims. The curriculum has been reviewed since the last inspection and the recommendations made then have largely been met.
Lisvane
2.2 A good balance is struck between essential literacy and numeracy and the intellectual, aesthetic, technological and physical development provided by other subjects of the curriculum. As recommended in the last inspection, personal, social and health education (PSHE) has been provided throughout the school, in a separately timetabled period from Year 3 upwards. Languages, taught by specialists from the College, are now provided in single periods and German and Spanish have been successfully introduced into Years 5 and 6 respectively.
2.3 Planning in the foundation stage, for pupils under 5, and in Years 1 and 2, is very well done in both the long and short term. It ensures that what is intended actually happens. Topics are planned across this full age range to avoid the duplication seen at the last inspection, whilst information and communication technology (ICT), which was not available to the youngest pupils then, is now well used. For Years 3 to 6 there are good, helpful curricular policies written to a common agenda. They set out the subject aims, teaching and learning styles and contributions to be made to other areas of the curriculum. The schemes of work associated with them, however, vary greatly in style and structure and do not always provide clear learning objectives for each unit of work. Access to the curriculum is equal for all pupils. Music lessons and support for pupils with special educational needs are carefully planned and do not usually intrude significantly.
2.4 As at the last inspection, Lisvane pupils are offered a substantial programme of extra-curricular activities. Pupils look forward to these and are fully involved. Over half of the school turned out to sing with the junior choir and thoroughly enjoyed themselves. Many activities involve games or music but there is a wide variety of others including subject clubs, dance, drama, Latin and sudoku. There is also a well-run out of school care facility at the end of the school day.
2.5 The aim of preparing pupils for secondary education is not fully met in that liaison between curriculum co-ordinators in Lisvane and heads of department in the College is not as effectively structured as it might be to ensure a smooth transition. In some areas, for example special educational needs and information and communication technology, links are very effective, but little progress in other subjects has been made in this area since the last report. However, about one-third of the actual teaching in Year 6 is done by teachers from the College and two formal induction days are provided for all entrants. Within Lisvane, some improvement has been made in the transition between Year 2, where most lessons are with form teachers, to Year 3, when specialist teaching begins to increase year by year. The arrangements for pupils moving from Reception into Year 1 are now very good.
2.6 Pupils with SEN are well catered for by the school through the availability of effective in-class support and specialist withdrawal. There is also some provision for the small number of pupils whose first language is not English. Able and gifted pupils have been identified and a programme of appropriate study drawn up, but not, as yet, implemented.
2.7 The good balance in the curriculum has been enhanced in line with recommendations from the previous inspection to enable pupils to study two foreign languages from Year 7, if appropriate to their individual learning needs, with the option of studying Spanish at Year 9 for the more linguistically able. The extra-curricular programme offers opportunities for all pupils to enrich their education in a very good range of creative, aesthetic and physical activities.
2.8 Very good provision is made for creative and aesthetic development with music, art and recently introduced lessons in drama for Years 7 to 9. Interest in any of these areas is further fostered and developed in the extra curricular programme. Linguistic, mathematical and scientific ability is equally provided for in the curriculum. All pupils follow a structured course in games with opportunities to become members of school sports teams. At GCSE pupils study a basic core which includes at least one foreign language with a possible further choice of three more subjects. Pupils are required to study at least one foreign language unless other needs pertain. In all areas of the curriculum and school life pupils are encouraged to develop their speaking skills such as in a Year 10 tutorial in which two pupils led a lively form discussion on a topical news headline.
2.9 The school is preparing with great thoroughness for all sixth-form pupils from September 2007 to embark on the IB, when students will be required to study six subjects, three at higher and three at standard level; ultimately giving them a much greater freedom of choice for entry into higher education both in this country and abroad. Meanwhile, the school tailors its sixth-form curriculum to need as far as possible.
2.10 The extra-curricular programme is an enriching experience for all pupils. From Year 7, pupils are encouraged to participate in at least three activities. Their participation is recorded and monitored by their form tutors. The wealth of musical activities includes orchestras and choirs. The chapel choir has had the distinction of singing regularly in York Minster and in cathedrals in England and France. In February the choir are to visit Poland. Drama productions are a feature of school life. During the inspection, rehearsals were well in hand for West Side Story, involving a large cast of pupils.
2.11 Sports teams achieve considerable success not only in local inter school competitions but in regional and national competitions. Last year the girls’ under 14 hockey team came fourth in the country and this year the under 15 girls’ team reached the under 16 North of England finals. Many pupils play in local club and county teams. Pupils have the opportunity to become involved in voluntary service as part of their Year 9 compulsory extra-curricular commitment to the Combined Cadet Force (CCF) and from Year 10 in the Duke of Edinburgh’s (DofE) Award. A recent community project undertaken by the CCF involved renovating the grave of a former college pupil.
2.12 Pupils are well prepared for their next stage of education and for adult life. A well stocked careers library is overseen by the librarian who is also qualified to provide careers advice. Appropriate opportunities exist for Year 11 pupils to take part in work experience. Focus on careers is initiated well through the PSHE programme with form tutors. A week of extended lunchtime lectures on careers given by local professional and business people is open to all years but is made particularly applicable to Year 11. Access to careers advice is also available through visits from the local careers service. Good support for higher education entrance is given by the head of sixth form and form tutors.
2.13 Parents receive suitable advice about the curriculum at entry to the school, GCSE choices and sixth-form courses. In particular they have received full information in a continuing programme regarding the current far-reaching curriculum plan to introduce the IB. Current curriculum planning, throughout the school, is effective.
2.14 Through regular testing from Year 7 in mathematics, science and English, pupils with SEN are identified and monitored with an individual learning programme. The one statemented pupil is very well supported, as are those with EAL, whose cultural difference is celebrated and enjoyed by all members of the school community.
2.15 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.16 Throughout the school, pupils achieve a good, secure base of knowledge, skills and understanding in the subjects and activities they undertake, commensurate with their abilities. Standards have been maintained, and in some areas improved, since the last inspection and the school’s aims are for achievement and learning are being well met.
Lisvane
2.17 Pupils emerge from the school well-educated, and with the levels of knowledge, skills and understanding across the curriculum envisaged by the school’s aim to foster competence in all areas of learning. They apply these well, as in a Reception lesson where pupils worked together in groups to create a dance sequence or in Year 4 French, where pupils showed an impressive ability to understand the spoken language and to use simple vocabulary themselves orally. However, very little application of mathematics was seen, particularly in investigations, beyond the scheme in use.
2.18 Standards in the Foundation Stage have improved since the last inspection. Well before the end of the summer term, pupils in Reception have all achieved the early learning goals, the nationally recommended levels for that year. Standards of work in Years 1 and 2 are good in both English and mathematics. For example, pupils in a Year 2 mathematics lesson enthusiastically participated in a mental warm-up, adding, increasing and doubling with rapidity. In Year 2 pupils all take nationally validated tests. These show levels overall which are well above the national average for all primary schools and, in the case of writing, far above it. They show a slight improvement over the results available at the previous inspection. Over the past three years results in writing, reading and mathematics have all improved.
2.19 Higher up the school as well, effective learning and subsequent achievement were also seen. The school uses past papers of the national tests for pupils in Year 6 as internal examinations, not nationally validated as they were at the previous inspection. However, from standardised interim test scores and scrutiny of pupils’ work, it is clear that standards are good in relation to their abilities across the full range of subjects. For example, throughout the work seen in Year 6, whilst a wide range of attainment in writing was seen, the level of understanding shown was well above average. Largely because of the small numbers in most year groups, boys do better in some years, girls in others. No significant variation was noted between the standards of work in different curriculum areas. Good individual and team results have been achieved by pupils, with particular success in a range of sporting activities.
2.20 Pupils learn well across the curriculum and age range, developing essential skills for work and study. Pupils speak clearly and read well, according to age, and writing is often fluent. Basic mathematical skills are well developed and in a number of mathematics lessons it was clear that pupils enjoyed their work enormously and were keen to contribute. Although some use of graphs was seen in history and science, the application of mathematical skills is limited. Effective use is made of ICT across the age range and through the curriculum. Information retrieval was seen in history and geography in Year 4, word processing and illustration using computer graphics was used in English in the same year group and Year 2 were designing place mats using a paint program. There is also attractive display using ICT.
2.21 Although much work is carefully prescribed by teachers, pupils do undertake open-ended research tasks, working individually, in pairs and, less frequently, in groups, a move forward from the last report. Pupils also are able to think out solutions for themselves. In a Year 5 design and technology lesson pupils faced the task of designing their own bridge, discussing and reasoning their way to the creation of a rigid structure. Independent note-taking was evident in the work seen in several year groups but whilst, for example, in a Year 4 English lesson, pupils made notes independently on sharks, elsewhere written work seen had been dictated or copied.
2.22 Behaviour is very good throughout the school day. Pupils settle well to work, tackle tasks with enthusiasm and persevere with things they find difficult. Around the school they are helpful and courteous. The school’s aims of confidence, self esteem, happiness and a willingness to give of their best are being well met.
2.23 By the time they leave the College, pupils have been educated well and carry forward learning that prepares them well for future studies, and for adult and working life. They are able to form judgements and apply their learning productively. Creative and aesthetic performance is nurtured well. Emphasis on personal development and discussion skills assists pupils to be articulate and to develop confidence and ensures that they can apply their skills and think and act critically. This level of attainment maintains and in some areas, improves, the position since the previous inspection.
2.24 At GCSE over the past three years, overall, pupils have performed well above the national average for all maintained schools, and results have been good in relation to their abilities. This is the case irrespective of gender or ethnicity. Pupils with SEN are enabled to achieve in line with their abilities. In one subject, German, results have been far above that average and high in relation to ability. Though overall results are good, in several subjects they have been in line with ability and in some subjects - biology, physics, design and technology (DT) and physical education (PE) - results have not been high enough.
2.25 At advanced level, for most subjects, numbers of entries at A level are too few for comparison with national norms to be meaningful. For English and psychology sufficient numbers of pupils were entered for comparison to be made. Results are in line with ability. Overall results, covering all subjects entered, produce a points score just above national norms.
2.26 A significant number of pupils require support with their learning. All pupils show achievement at least commensurate with their ability, mostly better, at each stage, in literacy and numeracy. During the inspection it was clear that pupils generally cope well, show interest and flourish in tasks observed over a wide range of subjects. They are articulate and confident speakers who listen effectively and contribute intelligently to debate and argument, as in a Year 10 and 11 Question Time session on the value of religious belief. They formulate their ideas coherently both orally and in writing. Writing skills are well developed: the younger pupils can write accurately and imaginatively and, by the time they reach the sixth form, writing is mature and often stylish. Good levels of numeracy are evident in mathematics, science, and geography. ICT is used effectively in a number of subjects, but not all, to improve the quality of what is achieved. Pupils regularly achieve success in a wide range of national and regional competitions such as the UK Mathematics Challenge and the Salters’ Festival of Chemistry.
2.27
Pupils study and work effectively. They concentrate well on their own learning
and individual presentations and work sensibly in pairs and groups to complete
a required task. In lessons they are
attentive and always ready to respond to questions and tasks, showing very good
learning attitudes at all stages.
Subject specific vocabulary is well understood, remembered and
used. Note-taking is efficient and
pupils organise their work and study independently. By Years 11 and 13, pupils have developed and
display sound, sometimes strong, levels of subject-related skills in subjects
such as an A-level psychology lesson, thinking for themselves well in
discussing whether behaviours are genetic or result from prior learning. Across a range of musical activities high
standards are reached. High standards
were also observed, in both drama and music, during choir rehearsals and
rehearsals for the musical West Side
Story. Boys
and girls of all ages work purposefully and sensibly in mixed groups and display
a genuine appreciation of the cultural diversity within their community. A Year 11 Chinese pupil confidently and
eloquently led an inspiring whole school assembly during the inspection.
2.28 Sporting success is good. In a wide range of curricular and extra-curricular school competitions and activities, pupils achieve individual, group and team successes at national, regional and district level. Achievements and successes in extra-curricular activities are many and all are celebrated, whether academic, creative or sporting.
Spiritual, Moral, Social and Cultural Development of Pupils
2.29 The spiritual, moral, social and cultural awareness of the pupils is outstanding, so that the school achieves its related aims very well indeed. The improvement since the last inspection is significant.
Lisvane
2.30 Pupils’ spiritual, moral, social and cultural development is excellent and is a major strength of Lisvane. Pupils are alive to these matters and develop an awareness of the issues involved. Their development is underpinned by the quality of relationships with staff and with each other. This also allows the school to fulfil its stated aims. The school’s provision in this area has improved significantly since the last inspection.
2.31 Pupils’ demonstrate a well-developed spiritual awareness. Through assemblies and religious education lessons they learn about different faith systems, festivals and beliefs. Assemblies also offer opportunities for children to develop their own spiritual dimension through active involvement, communal worship and prayer. In an infant assembly observed, children were invited to contribute to the prayer that was being said and did so most naturally. Opportunities were also given in assemblies for children to reflect and to draw similarities between spiritual thought and life at school.
2.32 Pupils are given clear guidelines on how to behave and to treat each other. Clear examples are set by staff and children develop distinct ideas of what is right and wrong. PSHE lessons, which have been introduced since the last inspection, strongly support the school’s aim to teach pupils the difference between right and wrong. In Year 2 PSHE, pupils had been invited to consider whether Guy Fawkes was a bad man and whether it was wrong to kill people; whilst in Year 5, pupils had moved on to discuss a definition of morality and to think about concepts such as immorality and amorality. Golden rules and circle time in the Nursery, Reception, Year 1 and Year 2 classes also provide a robust framework for good behaviour.
2.33 Pupils of all ages have many opportunities to develop socially. Their manners and courtesy were a delight to see in all lessons and around the school. Pupils are confident without being arrogant, polite to visitors and caring of each other. Their high levels of behaviour are a very special attribute of Lisvane.
2.34 Pupils also successfully undertake responsibilities provided by the school. Each day, for example, one pupil in a reception class is selected as ‘my special helper’. In Years 3 to 6 a child is chosen each week to be ‘form monitor’ helping the teacher with small admin tasks. In Year 6, ‘guardians’ have a clear responsibility in assisting younger children as they move to different parts of the site and assisting teachers at wet playtimes. Librarians assist in the school library. House Captains are appointed and have clear roles within the house structure of the school.
2.35 Pupils have a good understanding and respect both for their own culture and for the cultures of other countries. Particularly impressive was the research being carried out by Year 4 pupils on the Indian village of Chembakolli and the respect they displayed in talking about this different culture. Displays throughout the school support cultural development, outstanding amongst which were those on the artists Van Gogh and Klimt. Fiction and non-fiction books in the library also offer good opportunities for children to develop an awareness of their own and other cultures, which they use well.
2.36 The school is very successful in its aims to develop personal, spiritual and moral qualities with its sense of community and the opportunities for the development of cultural awareness. Tutors take responsibility for the PSHE programme. The choice of emphasis and timing of some of the provision is left to individual tutors, which leads to a lack of a formal structure, making evaluation difficult, though these arrangements have much improved since the last inspection.
2.37 Pupils develop a strong sense of spiritual awareness through the many opportunities available to them both through the curriculum and the wider, and well-developed, extra-curricular programme. Assemblies encourage pupils to question and reflect on the personal and fundamental beliefs of others. In class, pupils respect others’ views. The aesthetic qualities in the creative disciplines especially art, music and drama give pupils the opportunity to develop a sense of awe and wonder. During a Year 9 religious education lesson, insightful comments were observed during a discussion on whether religion gives a meaning to life. As they progress through the school, the wide-ranging opportunities through the CCF, the sports programmes, charitable activity and leading assemblies allow pupils to develop their self confidence and a greater sense of responsibility.
2.38 Pupils have a strong sense of right and wrong, and display a respect for one another and their teachers. Through rules, which are sensitively applied by staff and understood by pupils, the school is an orderly, civilised and tolerant environment. The curriculum provides many opportunities to exercise moral judgments. Display work in a Year 9 classroom gave evidence of education on alcohol and solvent abuse and the moral judgments pupils are encouraged to make.
2.39 Pupils’ social awareness is very good and is underpinned by the strong sense of community in which each pupil feels valued and encouraged to make their contribution to the life of the school. Achievement and participation are recognised through an excellent system of rewards. Whether in the classroom, or playing for a sports team, or as a member of the CCF, or taking part in one of the many and varied extra curricular activities, pupils are seen to work co-operatively and with a real sense of enjoyment and fun. As they assume positions of responsibility, pupils exercise leadership well, as prefects or as a member of the social and charity committees. Contribution to community life is strong, not only through projects undertaken through the Duke of Edinburgh’s Award and CCF activities. Pupils demonstrate their knowledge of public institutions well. Prior to the last general election, for example, the school held its own mock election after representatives of the political parties had addressed pupils.
2.40 Pupils display a heightened sense of cultural awareness, not least due to the cultural richness which the overseas members of the boarding community bring to the school and the diversity of experiences the school provides with its language exchange programmes, sports and choir tours, and theatre and art gallery visits. An edifying atmosphere of enjoyment and experience of other cultures pervades which lends a special warm, supportive quality to the ethos.
2.41 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.42 Teaching is good throughout the school and provides strong support towards achieving its declared aims. The good standards recorded during the last inspection have been maintained.
Lisvane
2.43 Lisvane provides effective teaching which enables all pupils, including those with SEN and the small number of pupils whose first language is not English, to work hard, to acquire new knowledge and to achieve successfully according to their abilities. No teaching seen was less than satisfactory, the majority was good and some, particularly in the nursery, was outstanding, a similar picture overall to that of the last inspection. The teaching contributes strongly to the success of the learning process, enabling the school to pursue its aims effectively.
2.44 Most of the teaching allows pupils to increase their understanding and develop their skills. In Year 6, pupils successfully planned a fable using a skill, already learned, of structuring a story. Teaching also motivates pupils and encourages creative, imaginative and independent thinking. In a Year 4 art class, pupils were asked to think about suitable designs for a chair for a small person, a task requiring both imagination and co-operation. Pupils are encouraged to work hard and most said they enjoyed their lessons.
2.45 Planning of lessons is generally thorough. Close collaboration between nursery and reception staff ensures that Foundation Stage planning is detailed and effective and takes account of the Early Learning Goals. Pupils in the foundation stage are well supported in their activities and are encouraged to be independent: an improvement since the last report. In lessons throughout the school, time management is good and resources are used to advantage to enable pupils to participate in a variety of activities, both structured and open ended. In a Year 5 music lesson, pupils were able to sing in unison from photocopied sheets, then in a round, and finally to make use of the keyboards in a specialist music room to work out a suitable drone for the round they had sung.
2.46 Planning also takes account of the aptitudes, needs and prior attainments of the pupils. In Year 4, with two forms, setting is arranged in English and mathematics. In other years, different work was sometimes provided for pupils of different abilities, but often the same tasks were set for all, but with different outcomes expected. Pupils with SEN and those for whom English is a second language make rapid progress. They are well supported in class by an additional teacher as well as receiving small group tuition during timetabled lessons. Gifted and talented pupils have been identified and a policy has been written, but not yet implemented.
2.47 Teachers throughout the school, and assistants in the Foundation Stage, have a sound knowledge of their subject, and often a special interest or enthusiasm. In a nursery music lesson, the enthusiasm of the teacher stimulated all the children to participate. In Years 3 to 6, Lisvane benefits from the expertise of specialist teaching staff from the College. The curriculum is well supported by a good range of resources. The two libraries are major resources, as are the College facilities such as the ICT suite, the DT room, the music room and the sports amenities. Classrooms are well equipped and displays around the school enhance the learning environment.
2.48 A variety of methods of assessment are used to provide a record of progress and achievement. Pupil profiles and base line assessments in the foundation stage and externally moderated tests at the end of Year 2 provide good pupil records which are passed on to teachers in Year 3. Nationally standardised tests to ascertain progress are used from Year 3 upwards and end of term test results provide useful information for staff and parents. The head maintains an overview of pupils’ progress, but fuller implementation of the established assessment policy would assist in improving pupils’ performance.
2.49 The marking of pupils’ written work is mainly evaluative with little advice on improvement. Good oral feedback was heard and some detailed marking occurs in English where corrections are generally completed. Targets are set on a regular basis in years 2, 3 and 4. However, there is limited evidence of assessment being used to evaluate and plan the curriculum.
2.50 Pupils are encouraged to take responsibility for their own learning and behaviour and do so in a way which is calm, courteous and sensible.
2.51 Teaching throughout the College is good. In two-thirds of the lessons observed, teaching was good or outstanding and it was never less than satisfactory. Teaching is supportive of the school’s aims and allows pupils to make good progress, increase their understanding and develop their skills. Learning support provides a focused aid to SEN and EAL pupils and assists their progress. It was clear through lessons observed that teachers understood the necessity to vary teaching methods in order to address the needs of pupils of all abilities, supporting their progress and achievement.
2.52 Much of the teaching encourages pupil creativity: essays on ‘My Door’ in Year 9 English and empathetic work in several subjects exemplify this. Creativity and achievement is celebrated prominently in corridor display, for example, Citoyens du Monde from the French department. Teachers often use lively and interesting approaches to foster intellectual engagement: a Year 13 group applied decision trees in business studies to the national lottery and to selecting football managers. Physical achievement is also fostered in positive ways: for example, ‘Team Tennis’ encourages pupils of all standards (rather than only those in competitive teams) to join sessions, and uses a number of different exercises to allow pupils to enjoy the activity and to ensure wide participation.
2.53 Lessons observed were well planned, often making explicit the lesson’s relationship to past work covered, and showed good time-management. Teaching activities were suitable, varied and focused on pupil achievement. Staff know their pupils very well and use this knowledge to good effect in their teaching, for example by time spent in individual support and focused questioning to ensure pupil progress for all abilities. All teachers observed were in command of their subject matter, and pupils showed confidence in the staff through the expertise and knowledge displayed.
2.54 Departments are well resourced; budget requests are part of departmental planning, and resources are generally used effectively in teaching. The library is used well as a learning resource: the English department has timetabled lessons in the library for Years 7, 8 and 9, and it is available as a resource for all departments. Good provision of interactive whiteboards throughout the school leads to good support for learning, as observed in a Year 10 Spanish lesson. Year 7 pupils spoke enthusiastically of their enjoyment of lessons that take advantage of the interactivity this resource provides. The use of ICT, however, is often limited to word processing, and charts and tables are often drawn by hand rather than with the aid of application software.
2.55 Work is regularly marked. The school’s marking policy, followed by some departments, notably English and history, is supportive and focused on pupil improvement. In some subjects, however, assessment is sometimes limited to ticking and mark, with minimal written comment that does not advance pupil learning.
2.56 Teachers establish friendly, supportive but authoritative relationships with pupils that ensure very good discipline and an atmosphere conducive to work.
2.57 Information is available to teachers from nationally standardised measures, although its use in target setting is uneven across departments. The results of the annual examinations, however, with standardised marks, are used by departments to inform teaching group decisions and planning teaching.
2.58 The school meets the regulatory requirements for teaching [Standard 1].
3. THE QUALITY OF CARE AND RELATIONSHIPS
The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
3.1 Pastoral care is outstanding at all stages, enabling the school to meet well its related aims. Pastoral care and the welfare, health and safety of the pupils have all improved since the last inspection.
Lisvane
3.2 Staff provide excellent help and guidance for all pupils. A strong culture of support assists pupils to flourish and the school to meet its aims of confidence and happiness. All parents who responded were impressed by the help and guidance which the school provides and, almost all, by the behaviour of pupils.
3.3 Academic and pastoral responsibility lies with class and form teachers, supported on behavioural issues by house staff. Healthy and nurturing relationships exist between staff and pupils and parents were impressed by the help and guidance provided by the school. Mutual respect is clearly evident both between staff and pupils and amongst pupils themselves.
3.4 There is a very clear policy on behaviour and discipline which is helpfully expanded and made more specific in the parents’ handbook. Golden Rules, a Code of Conduct, Circle Time, Golden Time, Smiley faces, Frownies and Stars and Stripes, all work successfully to ensure an admirable level of behaviour amongst the children. Lisvane has its own anti-bullying policy details of which appear in both the staff and parents handbooks. Children did not feel that bullying was a regular occurrence but they knew what to do if it happened.
3.5 Lisvane has a joint policy with the College on safeguarding children and child protection which clearly sets out responsibilities and procedures. The designated person is the head of the College, although the useful ‘Safe Children, Safe Staff’ policy refers to the head of Lisvane as the person with responsibility in the junior school in the absence of the head of the College. All staff receive training in child protection matters from the designated person who has also received specific and regular training himself.
3.6 Regular fire practices are held and recorded and all necessary measures to reduce risk from fire and other hazards have been taken. Risk assessments are the responsibility of the College health and safety officer who makes regular visits to Lisvane to inspect and recommend courses of action. The health and safety committee meets each half-term. Provision for the welfare, health and safety of pupils is effective. All Lisvane staff hold preliminary first aid qualifications and the school secretary holds a full qualification for first aid at work. She keeps full accident records for children she sees whilst the school nurse (a qualified nurse) keeps full records for the children who are sent to her.
3.7 The quality of pastoral care, and the welfare, health and safety of pupils allows the school to fulfil its aims. Lisvane comes under the auspices of the College health and safety officer who has ensured that improvements have been made since the last inspection.
3.8 The day to day operation of the pastoral system is carried out very efficiently by the head of sixth form, the head of Year 11 and the teams of form tutors, ensuring a smooth transition during the current major change from the house system which is effectively overseen by the deputy head. Pastoral teams meet regularly to review procedures and the progress of individuals. A very good system of referral slips brings pupils with academic or pastoral concerns to the attention of form tutors. The system allows staff to act quickly and supportively to meet pupils’ needs. Pupils know who they can turn to when seeking support or guidance; often this is the form tutors who are seen by the pupils as approachable and their first point of contact. Relationships between staff and pupils and between the pupils themselves are very good and characterised by mutual respect. Pupils are supportive of each other and make every effort to ensure that new pupils are welcome