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INSPECTION REPORT ON |
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Sherborne Preparatory School |
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Full Name of the School |
Sherborne Preparatory
School |
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DfES Number |
835/6026 |
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Registered Charity Number |
1071494 |
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Address |
Acreman
Street, Sherborne, Dorset DT9 3NY |
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Telephone Number |
01935
812097 |
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Fax Number |
01935
813948 |
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Email Address |
Ptait10@hotmail.com |
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Headmaster |
Mr
Peter Tait |
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Chair of Governors |
Mrs
Margaret McKenna |
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Age Range |
2-13
Years |
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Gender |
Mixed |
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Inspection Dates |
6th
to 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 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 Sherborne Preparatory School is a non-selective independent day and boarding school for boys and girls aged between two-and-a-half and thirteen years of age. The school was founded in 1885 and is set in eleven acres of grounds and gardens in the small historic town of Sherborne in Dorset. It became a charitable trust in 1998 and a board of governors was formed.
1.2 Currently, 241 pupils (161 boys and 80 girls) are educated in the pre-prep and the preparatory school. In the pre-prep, two pupils under three and 25 aged three and four form the nursery and Reception classes alongside 30 pupils from Years 1 and 2. The preparatory school has 106 pupils in Years 3 to 6 and a further 78 in Years 7 and 8. A rise in numbers has taken place in the last 5 years. Twenty-six boys and nineteen girls are accommodated in two boarding houses. The school has a flexible approach to boarding with some pupils boarding full time, some weekly, some short term and others occasionally.
1.3 The school caters for a wide range of abilities. Standardised tests and assessments indicate that the ability profile of the pupils is above average. Consequently, if pupils are performing in line with their abilities their results will be above the average for all maintained primary schools. Forty-two pupils have learning difficulties and receive support from the school as well as specialist lessons funded by their parents. No pupil has a statement of special educational needs.
1.4 Pupils come from a range of backgrounds where socio-economic circumstances are good. Parents work in a broad range of professions, for the ministry of defence or are local business owners. The school enjoys a cultural mix, and while the majority of pupils are from white British heritage, the school also has pupils from Bangladesh, Pakistan, Korea and Hong Kong and European countries such as Spain, France and Germany. Eight pupils do not speak English as their principal language and receive support for their written and spoken English.
1.5 The school aims that pupils will:
· pursue excellence through the realization of personal best;
· develop a strong sense of self-discipline in preparation for later life through a fair and consistent disciplinary system;
· demonstrate good manners, proper values, and high standards of presentation in their person and work;
· be nurtured as individuals to find and develop their own array of talents;
· develop their moral and spiritual welfare based on the values of compassion and empathy with others through the teaching of values based on Christian principles, in order to make good citizens;
· develop as whole people spiritually emotionally, socially, intellectually, culturally and physically;
· become independent and life-long learners who think creatively and imaginatively and embrace the joy of learning.
1.6 There have been many changes since the previous inspection by the Independent Schools Inspectorate in 2000 and the Commission for Social Care Inspection (CSCI) in 2005. Several members of the governing body including the chair have been replaced. A new structure for the senior management team has been put into place. A significant building programme has up-graded and enhanced the premises for the preparatory school and the provision for boarding.
1.7 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1 Sherborne Preparatory School provides a wide range of educational opportunities, which are broad and balanced and consistent with the school aims and philosophy. The pupils at all stages are well educated. Many and varied opportunities are provided for pupils to develop personally and academically. Good improvement has been made since the previous inspection, especially in the design and technology (DT) curriculum.
2.2 The curriculum is well balanced and well suited to the interests, aptitudes and needs of all the pupils. It is based on the National Curriculum, but is enhanced to include a wide range of worthwhile activities such as an innovative languages programme and the Eco-schools programme, which promotes environmental awareness within schools, and the International Comenius project, which links Sherborne to schools in Germany, Hungary, Poland, Estonia and the Czech Republic. The responses to the questionnaire indicate that parents are happy with the subjects and activities.
2.3 This educational experience contributes successfully to pupils’ progress in all areas of learning. In the Foundation Stage, very effective attention is given to helping young children achieve the National Early Learning Goals and progress beyond them. The children receive a good start to their schooling in the nurseries and the Reception class. The curriculum contributes well to linguistic, mathematical, scientific, technological, human and social, physical, aesthetic and creative development and to the acquisition of the skills of speaking and listening, literacy and numeracy. Very successful attention is given to practical skills throughout the school.
2.4 The programme of extra-curricular activities is excellent. The extensive and wide-ranging lunchtime and after-school clubs and activities, for both boarding and day pupils, provide opportunities for them to experience traditional activities such as sport, music and drama, in addition to less conventional activities such as ‘Young Engineers’ and circus skills. It enhances and enriches pupils’ educational experiences. The curriculum is further enhanced by educational field trips and visits such as a recent visit to the ballet in Covent Garden. The school is rightly proud of developing individuals and teams. The school’s bands such as the Jazz Band, ensembles and choirs enable pupils to work together in group performances. Specific training in sports such as hockey, cricket, rounders and rugby enables pupils to play a very effective part of a team. Visitors share their expertise and interests, and include a local potter, sports coaches and the pilots of a Lynx helicopter that landed in the school grounds. Positive links with the community are extended through activities such as The Dorset Countryside Project, the Eco-Schools Project, the local museum and the Rotary Club ‘Youth Speaks’ programme.
2.5 Throughout the school, pupils are well prepared for the next stages of their education. In the nursery, children are well equipped for the programmes of study in the Reception and Years 1 and 2. Frequent visits to the preparatory school and work with teachers from a range of departments help to prepare pupils from the pre-prep for work in Years 3 to 8. A carefully constructed personal, health and social education (PHSE) programme, specialist teaching, music tuition and an increase in the setting arrangements in Years 3 to 8, prepare pupils well for Common Entrance (CE), Scholarships and the academic timetable and boarding in senior schools. For example, day pupils in Year 8 are encouraged to board for a term in preparation for life in their senior boarding schools.
2.6 Curriculum planning is thorough, comprehensive and provides continuity to the curriculum. Links between the curriculum in the nursery, the Reception class and the pre-prep are good. Links between the curriculum in the pre-prep and the preparatory school are developing well. This forms part of the school’s current development. Subjects have effective policies and schemes of work, which ensure equality of access for all pupils and full participation in a range of interesting activities. Termly plans are detailed and support the development and application of a broad range of skills. Information communication technology (ICT) lessons are well established. Good examples of ICT were observed in English, mathematics, geography and DT. However, some opportunities are missed to use ICT to extend pupils’ learning in other subjects. Skilful links are made between subjects, which enhance the pupils’ progress and promote interest. For example, in geography, pupils’ work learning Mandarin as part of the languages programme was successfully extended through the study of life in China.
2.7 Carefully constructed individual education plans (IEPs) are successfully utilised to ensure that the curricular needs of pupils with learning difficulties are well met. Effective support is provided through activities at different levels of difficulty and withdrawal groups in literacy and numeracy. Boarding pupils are given successful additional help for their homework. Pupils for whom English is not their first language are very well supported by specialist teaching, support in lessons and extra activities to help them learn about English culture such as visits and cookery lessons. The school identifies high attaining pupils and very successfully provides specific activities to challenge and extend their learning. For example, the scholars’ programme covers a broad and interesting range of events and speakers to stimulate discussion and thought. Different levels of work, resources and support are planned to meet the needs of different groups of pupils.
2.8 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.9 Throughout the school, pupils learn effectively and achieve well in relation to their ages and abilities. The school meets its aims that pupils will ‘pursue excellence through a realisation of personal best’ and ‘become independent life-long learners who embrace the joy of learning’. Pupils thoroughly enjoy their work and play. The good standards identified by the previous inspection have been maintained, and the opportunities for personal study and independent research have been considerably improved. Pupils are well educated by the time they leave.
2.10 Pupils are acquiring skills and developing knowledge at a successful rate. The responses to the questionnaires indicate that parents are happy with their child’s progress. Very little difference occurs in the relative achievement of boys and girls, pupils of different abilities or pupils who do not speak English as their first language. A broad range of strategies are in place to promote pupils’ progress. Pupils’ progress in tests and examinations is carefully tracked. The achievement of pupils with learning difficulties is thoroughly monitored. Frequent discussions about the achievement of boys and girls at each level of attainment take place. This ensures that pupils are given the right challenge to make progress at their best personal rate.
2.11 The school does not sit the national tests at age 7 and 11, although test papers are used as part of the assessment process. The results of tests and examinations, and the standard of work seen, indicate that pupils’ achievement is good in relation to their abilities. Entrance to senior schools is a priority, and the school is proud of pupils’ successes in entrance examinations. The standards pupils achieve enable them to win an increasingly good range of academic, sporting and music scholarships and gain places at schools of their choice.
2.12 Achievement in lessons is complemented by considerable success in a broad range of other pursuits. Pupils are proud of their successes in sporting events, music examinations, national Primary and Junior Maths Challenge and English speaking examinations. For example, they were very excited about their unbeaten record at rugby and hockey this term. A high proportion of musicians gained merits and distinctions in examinations and perform with sensitivity and accuracy. These successes enhance pupils’ confidence and pride in their school.
2.13 Throughout the school, pupils have very well-developed skills, and their attitudes to work and study are excellent. This is one of the school’s significant strengths. Pupils persevere in class and show great pride in their work. They develop a high level of skill in a supporting and encouraging environment. Literacy, numeracy, scientific, technological and creative skills are very successfully developed. Pupils confidently apply their skills and take decisions through problem solving and investigations in subjects across the curriculum. Pupils are highly articulate and listen attentively. They think for themselves, reason and argue cogently. For example, in a religious education (RE) lesson in Year 7, a lively and mature debate took place about the dilemma of finding a public telephone, which was allowing calls without charge.
2.14 By the time they leave the school, pupils write fluently and read intelligently. For example, in an English lesson in Year 7, pupils elaborated excitedly on the teachers’ examples of descriptive language and worked industriously to create their own lively paragraphs. Written work is neat and well presented overall. However, on a few occasions some pupils write quickly and are not careful with their presentation and spelling. The school is aware of this and is currently working on improving writing.
2.15 At each stage, pupils have a confident grasp of mathematics and acquire a broad range of mathematical skills. For example in Year 5, pupils had a high degree of success when investigating and predicting the frequency of answers as a result of throwing two dice 100 times. They are able to apply their ideas accurately and effectively: for example, charts and graphs in science and geography.
2.16 Overall, pupils make effective use of ICT and have developed a good range of skills. They were observed using their ICT skills successfully in mathematics. Pupils in Year 6 skilfully described how they had researched graphical images to use in their work. However, the use of ICT across the curriculum is inconsistent. Some opportunities for pupils to practise their skills in other subjects are missed. The school is aware of this, and the application of ICT is currently being developed. Pupils use the library computer confidently to check books in and out.
2.17 Pupils’ attitudes to work and study are excellent, and they work very hard. They are skilled at taking notes and organising their work independently in a range of projects. Pupils are highly co-operative when working in small groups. For example in Year 1, pupils very successfully worked together predicting and testing materials to which magnets were attracted. Outstanding team spirit was observed in games where a good balance of cooperation and healthy competition is struck. This was evident in Year 6 hockey where pupils worked very well together, were highly motivated and supported and encouraged each other’s performance. Pupils organise themselves effectively and demonstrate tolerance and patience, and the ability to share equipment and ideas. They settle quickly to their lessons. Pupils throughout the school apply themselves enthusiastically and persevere conscientiously to overcome problems and difficulties. Levels of enjoyment and pride in work and activities are high.
Spiritual, Moral, Social and Cultural Development of Pupils
2.18 Throughout the school, pupils’ spiritual, moral, social development and their cultural awareness is outstanding. The provision underpins the strong and positive ethos, which is rooted in Christian values. The school values of self-knowledge, self-confidence, self esteem, compassion and empathy enhance the pupils’ personal development. The aims are met and the parents’ questionnaires show a high degree of satisfaction with the values and attitudes promoted by the school. The good standards identified by the last inspection have been further improved.
2.19 The personal development of pupils is a prominent feature in both the day and boarding life of the school. It is well supported by the Early Learning Goals for personal, social and emotional development in the nurseries and Reception class, by the very effective PHSE programme in Years 1 to 8 and by the wide-ranging activities provided in the boarding houses.
2.20 Pupils’ spiritual development is outstanding. Pupils are helped to develop a strong spiritual awareness through assemblies and services held in the school, which help them to reflect upon significant questions, beliefs, values and experiences. Themes such as ‘Worry-Can it Change Things?’ and a class assembly on life in Victorian times challenged pupils’ thinking. Lessons and other activities provide many and varied opportunities for pupils to reflect on human experience, beliefs and values. Individual strengths are celebrated. For example, one assembly opened with young musicians demonstrating their excellent skills. The audience were enthralled and spontaneously applauded each musician. Both teaching and non-teaching staff build the day and boarding pupils’ sense of personal worth by valuing them as individuals and through the excellent support they provide.
2.21 Throughout the school, pupils have a highly developed moral sense and are able to distinguish right from wrong. This is largely due to the value the school puts on community life and the strong and positive ethos. Clear systems of discipline and support promote excellent behaviour. The school has high and explicit expectations of pupils’ behaviour, and pupils know what is expected of them. A good example of these high expectations was in a Year 4 games lesson when the hockey coach stopped the session to remind pupils of the importance of good discipline and control. In a music lesson, the over-enthusiasm of pupils in Year 3 was checked by the teacher establishing what was expected of their behaviour at the start of the lesson. The response was instant and attentive. Pupils are encouraged to express their views and ideas in the open and safe environment, both individually and through the school council.
2.22 Pupils’ social development is outstanding and promoted very effectively by the school. The pupils help one another. They have many responsibilities which they undertake efficiently. Excellent community spirit was observed with the youngest children and pupils in Years 1 and 2 as they helped each other at lunchtime. All pupils in Year 8 respond diligently to their responsibilities. They are proud of the roles of head boy and girl, prefects and house captains. Every pupil in Year 4 to 8 has an opportunity to represent the school at sport, which promotes pride in the school. Pupils in the boarding houses are encouraged to be independent and self confident through sharing a strong sense of community on special occasions, such as a film and pizza evening in the girls’ boarding house. The popular house system has a good mix of ages and promotes friendly competition. Pupils’ understanding of how local and national government works is very successfully enhanced through the citizenship aspect of the PSHE programme, and through activities such as the Dorset Countryside Project. The pupils are proud of and totally involved with their school’s involvement in the Eco-Schools Project. They ensure that the school is re-cycling as much waste as possible and have already instigated the use of a mini-bus rather than individual cars for travel to school by some to reduce carbon dioxide emissions in the area. Pupils contribute very effectively to local and national charities.
2.23 A comprehensive range of opportunities within many subjects and activities help pupils to develop an excellent understanding of their own cultural heritage and to appreciate the richness and diversity of other cultures. The school enjoys a wide cultural mix, with pupils and teachers whose homes are in Europe, the Indian Continent, China, Africa and New Zealand. Pupils and teachers talk about their varying cultural heritage. The international dimension is celebrated through the languages programme, exchange links with schools in the Comenius Project and links with Ghana through the Youth Education Centre and with Zimbabwe through World Vision. Discussion about racism and discrimination help pupils develop sensitivity and understanding about a broad range of cultural issues. These make a significant contribution to pupils’ understanding and appreciation of many cultures throughout the world. In discussion with inspectors, pupils demonstrated an interest and sensitivity towards the beliefs of Christianity, Judaism and Islam. Trips to the local museum, theatres, concerts and special periods of study such as the Arts Week enhance pupils’ understanding of their own culture.
2.24 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.25 At each stage, good teaching and excellent relationships between staff and pupils promote the school’s aims that pupils will ‘learn through encouragement’ and ‘pursue excellence through the realisation of their personal best’. In the pre-prep and the preparatory school examples of outstanding teaching were observed, that have a significant impact on pupils’ learning and achievement. Teaching is successful and the strengths identified by the previous inspection in 2000 have been extended. The weaknesses identified in marking and assessment have been addressed.
2.26 Teaching enables pupils of all abilities to acquire new knowledge, increase their understanding and develop new skills according to their ability. Teaching demonstrates a good understanding of pupils’ aptitudes, needs and prior attainment. The provision for pupils with learning difficulties and for those who speak English as an additional language is successful in helping pupils to learn and make progress. An important strength of the best teaching was that work is set at the right levels for different abilities. For example, in the nurseries and the Reception class, work and play skilfully captures the interest of the youngest pupils. In an excellent physics lesson, pupils in Year 7 were learning about measuring currents in circuits. Activities were very well organised at different levels of difficulty to ensure that high and low attaining pupils had the right level of challenge to succeed. Highly successful questioning of different levels of complexity in art, DT and French provide the right level of support and challenge. Teachers give good consideration to IEPs for pupils who need support for their learning, and specialist teaching in the learning support department is successful. Pupils who speak English as an additional language are carefully and sensitively included in lessons.
2.27 Effective teaching fosters interest, enjoyment and intellectual, physical and creative effort. The current development of teaching to help pupils think and learning for themselves has been highly successful throughout the school. Examples of inspirational teaching in art, DT, English, French, geography in Year 1, physics, physical education (PE) and games highly motivated the pupils and challenged them to think and organise their learning. Particularly good examples occurred in DT in Year 3, when pupils were making glove puppets, and in English in Year 2, when pupils were learning how to develop instructions. In both lessons, highly successful and imaginative teaching encouraged pupils to see the need for accuracy. In a few lessons where teaching had both strengths and weaknesses, too much talk and direction from the teacher slowed the pace of learning.
2.28 Teaching is well planned and teaching methods are successful. Planning is based on a good knowledge and understanding of the subjects being taught. For example, in PE in Years 2 and 3 and in hockey in Year 4, effective subject knowledge was used to intervene at just the right time with highly successful teaching points that improved pupils’ physical skills and control of the ball. Pupils are inspired by the teachers’ enthusiasm. Teaching is enhanced by the good quality, quantity and range of resources, which are used very successfully to promote pupils’ learning. Particularly effective use of resources was observed in art, DT, PE, science and in the new lecture theatre.
2.29 High expectations that pupils will behave are almost always made very clear. Lessons are usually calm and positive, although pupils are encouraged to engage in lively discussion. On the very few occasions when younger pupils in the preparatory school become too exuberant, it was due to insufficiently clear expectations set at the beginning of the lesson. Teachers promote effective learning and excellent behaviour through courtesy, encouragement and praise. The House Point System is highly effective in rewarding good work, effort and behaviour. The highly successful work ethic engenders positive and enthusiastic co-operation within the classroom through interesting activities, excellent relationships and very clear expectations.
2.30 Assessment is thorough and comprehensive, following an extensive review and improvement of procedures and practices. The policies for marking are well considered. Marking is very effective and supports pupils through helpful comments about how they can improve their work. In discussion, pupils felt the marking helped them to know how well they are doing. Assessment for pupils with learning difficulties and who speak English as an additional language is very through and effective.
2.31 A comprehensive range of internal and national tests, examinations and assessments have been established. The information from assessment is used effectively by departments and senior management to track pupils’ progress. It is successfully used to inform parents and plan the next stages of pupils’ learning.
2.32 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 Staff provide very strong pastoral care for the well-being and development of day and boarding pupils. Pupils’ welfare and care are central to the school’s ethos. The necessary measures to promote pupils’ wellbeing and safety are consistently implemented. The school meets its aims, in particular that pupils will be ‘nurtured as individuals to find and develop their own array of talents’ within a safe environment. The staff interact very positively with pupils and support them very sensitively. The good standards identified by the previous inspection of 2000 have been extended to ensure that non-teaching staff and students working in the school now know about the measures to prevent bullying and about the child protection procedures.
3.2 Both teaching and non-teaching staff provide very valuable support and guidance. Teachers know the pupils and their families very well. Form tutors and the house mistress and house master have important roles in care and support. The pastoral care committee meets regularly to discuss pupils’ academic and personal development fulfilling an important role in monitoring procedures and pupils’ progress. New arrangements, that include class teachers and form tutors with additional members of staff and independent listeners outside the school, are very popular with pupils. Consequently, pupils have high degrees of trust, and are confident that teaching, non-teaching and boarding staff will sort out any problems they may have. This is a very caring school; it is clear that pupils feel safe and feel they can turn to anyone, including each other, for help.
3.3 Pastoral arrangements are very effective and assist staff well to provide support and guidance for pupils. Procedures are underpinned by clear policies, which provide guidance for both teachers and parents. Pupils know the procedures and are encouraged to do well through a very successful system of rewards. Merit awards for effort and work, the house system, certificates for good behaviour and kindness are regularly celebrated. This makes a significant contribution to pupils’ excellent behaviour, self-esteem and well-being. Appropriate sanctions for anti-social behaviour and the complaints procedure help pupils to feel they are dealt with fairly overall. Detentions are used as a deterrent. However, a few boarders in the boys’ boarding house feel that they are not dealt with as fairly as day pupils and have to ‘carry the can’ for minor school-wide infringements of rules. The anti-bullying policy is clear. Incidents and efforts to follow up incidents are carefully recorded. However, records are stored in different places and are not easily accessible. Pupils feel the rare cases of bullying or anti-social behaviour are dealt with fairly.
3.4 Pupils thoroughly enjoy their work and play, and they readily support and help each other. Relationships between staff and both day and boarding pupils are excellent and are based on trust and respect. Pupils are confident because they feel valued, and the school listens to their views through the school council, the prefects meetings and the complaints procedure. Teaching and non-teaching staff are polite to pupils, and pupils respond courteously. Throughout the school, staff provide very good role models for pupils because they are kind and work harmoniously together. One of the significant strengths of the school is the respect and pride pupils have in the school.
3.5 The quality of welfare, health and safety is excellent. Measures are clearly documented and implemented consistently throughout the school. These responsibilities are taken very seriously. This area has strengthened since the previous inspection. All measures to reduce the risk from fire have been taken. Fire practices are regular and carefully recorded. Attendance registers and the admissions register are carefully maintained as required. Care is taken through further registration when pupils move from classrooms to specialist areas. The provision for sick children is good. Accident records are thorough, and the number of trained first-aid staff is appropriate. The school has successful child protection procedures, and all staff are appropriately trained. Pupils are made aware of a healthy diet through the PSHE programme. This is supported very effectively by catering staff and the highly successful social interaction between staff and pupils having meals together at lunch, tea and supper time. Pupils have a very good knowledge of how to promote a healthy and safe environment through their involvement in a range of activities, including the successful Eco-Schools Project.
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 quality of links with parents is outstanding, and the school has successful links with the community. The school fulfils its aims. The strengths identified by the previous inspection report have been maintained.
3.8 The great majority of parents are happy with the education and support provided by the school. They particularly appreciate the way teaching helps children make progress and the range of subjects taught. The parents feel the school promotes worthwhile attitudes and values. Parents of pupils who board feel that the provision for boarding is good. A small minority of parents have concerns about the information provided, homework, opportunities to discuss issues with the school and how the school handles concerns. A small number of parents were unhappy with the support for pupils with learning difficulties. Inspectors judge the information provided to be very comprehensive, and that there are many opportunities for parents to discuss issues with the school. They judge that school handles concerns sensitively and in line with the complaints procedure, and that homework is appropriate.
3.9 Parents are welcomed into the school. They are encouraged to be involved in its life in numerous ways. They play an important part in supporting concerts, sporting events and matches. They talk about their interests and share their expertise, for example in the art exhibition and in pottery. A tea for new pupils and their parents before they start school provides a good opportunity for parents to meet the headmaster, staff and existing parents informally. Parents are encouraged to talk to teachers about their child’s work or concerns and any problems they may have in formal and informal meetings. Each parent has the email address of the headmaster and of the teaching and relevant non-teaching staff, which provides those with internet access opportunities to communicate quickly with staff with a guaranteed short response time. The headmaster’s forum, and social events organized by the friends and match teas, provide very effective opportunities for informal discussion.
3.10 The school has established highly effective ways of providing the parents with information. The comprehensive parents’ handbook, the website, the weekly Sprinter and a monthly newsletter, with very useful news and topics for debate from the headmaster, provide parents with a wide variety of helpful information about the school and education as a whole. High-quality reports inform parents about their child’s progress throughout the year. These are supported by the ‘Prep Diary’ which provides day-to-day information about how well the child is doing. Parents of pupils receiving additional support are kept well informed of their child’s progress.
3.11 The complaints procedure is comprehensive and meets requirements. The school handles concerns sensitively. Appropriate procedures are followed. Careful records are maintained by all involved. However, information is not always maintained centrally and the action taken and the outcome are not always filed in the same place as the original complaint.
3.12 The school promotes very positive links with the wider community. Connections with local churches and organisations such as the Rotary Club, as well as local independent senior and preparatory schools and maintained schools are well established. These connections offer pupils a wide range of interesting visits, opportunities for training and sporting fixtures. The Foundation Stage enjoys helpful links with the local education authority. The school offers its facilities to local groups such as Sherborne Rugby Club and the minibuses are used by a local youth group and maintained schools. Pupils in Year 8 organised a collection for the Meals on Wheels Service and the Jazz Group have entertained shoppers at a local centre. Teaching staff have very effective links with the community, which enhance the activities provided for pupils through a local Young Family Committee, the museum committee and the use of local coaches for rugby and cricket.
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].
The Quality of Boarding Education
3.14 The quality of boarding is good and fulfils the school aims. The school provides excellent pastoral care and a warm and homely environment in which boarding pupils feel safe, valued and nurtured. Since the last ISI inspection in 2000 and the CSCI inspection in 2005, considerable investment has been made in the accommodation and good improvements have been made. All the recommendations in both reports have been addressed. Parents are happy with the quality of boarding and many stated that their children found it an enjoyable experience.
3.15 Relationships between pupils, and the way they related to the boarding staff, are excellent. The head and deputy head of boarding, the housemistress and the matron provide effective and friendly support. The boarding team is enthusiastic and well led. Pupils are able to raise concerns at boarding meetings, through open access to staff and through one of the independent listeners. The matron and medical staff provide good support and medical care. The atmosphere is homely, and the relationships result in boys and girls being courteous, well motivated and proud of boarding, which they thoroughly enjoy. The flexible approach to boarding is popular with both parents and day pupils, who are enthusiastic about their opportunities to board.
3.16 Boarders enjoy a wide range of activities in the evenings. For example, younger girl boarders thoroughly enjoyed their evening watching a film and eating a pizza snack before bed. The boys have access to many of the school’s facilities such as the computer room and the sports hall. However, the girls feel it is not fair that, because of where their boarding house is situated, they cannot enjoy this range of facilities during the winter months. At weekends, an exciting range of activities and trips take place after lessons on a Saturday, which are appreciated by the boarders.
3.17 The boarding houses provide a homely and supportive environment. Boarders feel it is their temporary ‘home’, and they like the family atmosphere. They enjoy their food. The emphasis on healthy eating and the social advantage of staff and boarders eating together are much appreciated by the children and are strengths in the provision.
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The governing body provides a good level of support for the headmaster and staff, and they ensure the aims are met. Governors’ roles are now well defined and enable them to ensure the aims are met. These roles have strengthened since the previous inspection enabling the governing body to support an effective oversight of the school.
4.2 Governors know the school well and are fully involved in development and financial planning. A new structure of working parties and sub committees is successfully strengthening their strategic role. The governing body makes improvements through investment in good quality staffing, resources and significantly improved accommodation. The chair of governors fulfils her role very effectively providing valuable support to the senior management team.
4.3 The governing body provide an appropriate level of challenge and effective advice, support and stimulus for growth and improvement. Relationships between the governing body and staff are productive and enable the governors to have a good insight into the working of the school. For example, a governor supports the pre-prep very effectively making visits and talking to staff. A range of formal and informal opportunities helps governors to increase their knowledge of the school. The headmaster’s reports provide governors with a detailed range of information about the school. In addition, governors are involved with monitoring and reviews, and they use their experience and expertise to good effect. For example, two governors for health and safety and child protection are currently undertaking reviews of polices and practices.
The Quality of Leadership and Management
4.4 Very effective leadership and successful management enable the school to fulfil its aims and promote strong academic standards, outstanding pastoral care and excellent behaviour. Notable improvements have been made in the roles of senior managers since the previous inspection. All the recommendations in the previous report of 2000 have been addressed. The structure of the senior management team has been improved, and senior managers are now fully involved in monitoring and review. Further work is required on the school development plan and the monitoring role of the heads of departments.
4.5 The headmaster is an inspirational leader who has a clear educational vision. He has developed a very strong and positive ethos that values both individual pupils and members of staff. High quality leadership is much appreciated by staff and has played a key role in managing and sustaining the pace of change and improvement. It enables teaching and non-teaching staff to take responsibility for their areas and feel valued for what they achieve. The new management structure is successful, and the headmaster is very effectively supported by senior management. The headmaster and senior management form a strong and cohesive team. These strengths provide a clear educational direction for the school, a strong international dimension to its work, and inspire high staff morale, confidence and pride in the school.
4.6 The roles heads of department in the preparatory school and co-ordinators in the pre-prep are clear, and they work well together. The pastoral care committee provides excellent leadership to pastoral care. Boarding and the provision for learning support are well led. Communication is good overall, but heads of department who are responsible for teaching and developing a single subject do not have a regular forum to discuss their ideas and concerns.
4.7 Links with the pre-prep are generally successful. Middle managers are beginning to discuss the funding for resources and the requirements for subjects with the pre-prep. However, while there are very good examples, some middle managers are not yet clear about their responsibilities, and the impact of their roles across the pre-prep and preparatory school have yet to be fully realised. They are not always pro-active in their development of continuity in subjects, nor in offering support for funding and advice for resources. The school is aware of this, and the development of middle management roles forms part of current development.
4.8 The school knows its strengths and weaknesses. Monitoring and review are embedded in management. Systems for reviewing major areas of the school’s work involve a broad range of governors and staff effectively. For example, a review of the library led to improvements; a similar review of boarding is about to be published. Priorities are set, and decisions are put into practice. The continued improvement of the school is recognised by staff, pupils and parents. However, the monitoring of teaching and learning, and pupils’ work, is not yet systematically identified within the role of heads of department and does not provide information for school development. The current school development plan has successfully promoted improvement but no longer matches the new systems for evaluation. For example, the plan does not cover all aspects of the school, nor the development plans of each department. Nor is it linked to the very effective system of reviews. It has some notional costs and allocations of time but the plan does not yet identify the key personnel who will evaluate improvement in terms of pupils’ achievement, learning and experiences.
4.9 Management is successful in securing supporting, developing and motivating good quality staff. Appropriate checks are made on all visiting tutors, coaches, teaching and non-teaching staff. The induction of new staff is helpful and supportive. The policy and procedures for newly qualified teachers and a teacher working towards British qualified teacher status follow national requirements. Appraisal successfully identifies targets for improvement and is linked to staff training and individual development. This is enhanced by whole school and department training.
4.10 Finances are very well managed to ensure a broad range of high quality resources to support teaching and learning. The loans acquired to purchase the property and significantly improve the quality of accommodation are being systematically repaid. The premises have been significantly improved to provide a well-organised library, improved boarding accommodation, lecture theatre, sports hall and specialist areas for art, music, science and DT. Appropriate funds are allocated to subjects and are well managed by heads of department and directors of subjects. Appropriate policies and procedures are in place, and the dates for the review of the effectiveness of policies are established. The administration is very efficient, and the school runs smoothly.
4.11 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.12 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 Sherborne Preparatory School successfully meets its aims and aspirations, which are reflected in the excellent personal qualities and independence of its pupils. Pupils are well prepared for the next stages of their education. Pastoral care is outstanding. The wide range of learning opportunities is complemented by an impressive range of extra-curricular activities and an international dimension organised by hard-working and dedicated staff. Pupils have very well-developed literacy, numeracy and scientific skills; they organize their l