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INSPECTION REPORT ON |
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Shiplake College |
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Full Name of the School |
Shiplake College |
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DfES Number |
931/6050 |
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Registered Charity Number |
309651 |
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Address |
Henley-on-Thames,
Oxfordshire RG9 4BW |
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Telephone Number |
0118
940 2455 |
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Fax Number |
0118
940 5204 |
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Email Address |
info@shiplake.org.uk |
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Headmaster |
Mr
A.G.S. Davies |
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Chairman of Governors |
Mr
B.N. Gilson |
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Age Range |
13
- 18 |
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Gender |
13
– 16 Male; 16 – 18 Male and Female |
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Inspection Dates |
6th
– 9th February 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 Shiplake College aims to provide a friendly, supportive and structured environment in which pupils can flourish. The College also aims to develop a range of personal qualities that will enable pupils to become confident, committed and co-operative members of society.
1.2 Shiplake College prides itself on its ability to add academic value; that is, to help its pupils achieve higher grades than expected in public examinations. Throughout the school, pupils benefit from the time, guidance, specialist support and small classes which are offered. Parents choose Shiplake College for many reasons; some because they recognize that their sons (and daughters in the sixth form) may lack confidence in their academic ability, others because their children may have specific learning difficulties such as dyslexia. Another very important feature is the encouragement which pupils are given throughout the school to develop their skills and improve their personal best in a wide variety of sport and games.
1.3 Founded in 1959 by Alexander Everett, its first headmaster, as a boarding school for boys from age 13 to 18 years, the school has been registered as a charitable educational trust since 1965. Founded on Christian principles, the school has retained a strong and lively Christian tradition; other faiths are welcomed and their contribution valued. The College is built around a 19th century country mansion in a beautiful position on the river just south of Henley-on-Thames. It enjoys extensive grounds, including an island, and the 12th century parish church, used for school services and assemblies, is adjacent. Older parts of the school have been refurbished and adapted to present-day requirements and modern, purpose-built teaching rooms, boarding houses and other facilities, all designed to be in sympathy with their surroundings, have been added. At present, there are 308 pupils; 196 boys in Years 9 to 11 and 112 in the sixth form, of whom 15 are day girls; 216 pupils are boarders of whom about one-quarter are weekly boarders and a substantial proportion have flexible boarding arrangements. A very small proportion of the school, about five per cent, is not British. Girls have been introduced since the last inspection when the total number of boys was 281, of whom 209 were boarders.
1.4 The school is not academically selective and has a wide range of academic ability from well below average to well above average. The overall ability profile on entry is broadly in line with the national average. If pupils are performing in line with their abilities, their results will be broadly in line with the average for all maintained secondary schools. The majority of leavers go on to study for degree courses at university.
1.5 Ninety pupils, about one-third of the school, are identified by the school as requiring special education provision; a very small percentage of pupils have English as an additional language; of these, very few require support for their English. The majority of parents of pupils at Shiplake College are in business or professions such as medicine, law, accountancy, engineering, surveying; many are company directors. The homes of the majority of pupils are in Oxfordshire or neighbouring counties or the Home Counties. Only a few pupils come from Europe or further afield.
1.6 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1 The educational experience provided is very worthwhile; it amply fulfils the school’s aims and philosophy. A wider, more challenging range of educational opportunities, including more emphasis on arts subjects has been introduced since the last inspection and an extra period of physical education has been introduced for Year 9. Throughout the school, the friendly, supportive and structured environment, for which the school is well known, is very evident. Pupils are given every encouragement and opportunity to develop their personal qualities and become confident, committed and co-operative members of society. The proportion of the sixth form who enter university gives a good indication of the success of the school’s philosophy; two boys have conditional offers from Cambridge this year.
2.2 Pupils are given a good range of educational opportunities, both academic and sporting, and their achievements in different fields are well recognised and rewarded. The arrival of a new headmaster has resulted in increased emphasis on and recognition of academic achievement. The education offered covers all aspects of a broad curriculum, including an emphasis on the acquisition of skills in speaking, listening, literacy and numeracy.
2.3 Curriculum planning is very well managed and the needs of all pupils are well considered. A positive sense of change and development is evident as opportunities have increased across the spectrum. Greater breadth and depth have been added to the curriculum with the introduction of new subjects such as Spanish, business studies and theatre studies. Games and sport make a significant contribution to extra-curricular activities, and the choice of non-sporting activities is now developing well. Improvement has been seen in areas such as the Combined Cadet Force. The opportunities for service in the local community, which are effectively arranged by the chaplain, contribute to pupils’ confidence and sense of responsibility.
2.4 A comprehensive programme of careers education begins in Year 9 and includes work experience in the sixth form. Students in the sixth form are confident, happy and well integrated; they receive a thorough preparation for adult life, whether their next stage is in education, training or employment.
2.5 Careful attention is given to the curricular requirements of pupils who need special provision or those for whom English is an additional language. A major review and restructuring of the learning support programme has taken place. Each subject department has a member of staff with the responsibility of maintaining links with the learning support department and learning support staff are now attached to houses as tutors. The new initiatives are very appropriate to the needs of the pupils, who have commented favourably on the changes. The school is also successfully identifying, and encouraging appropriately, pupils who have special gifts and talents.
2.6 In the best lessons, teaching and pupils’ work were carefully planned to cater for different ability levels within the class. Consideration was given to the needs of pupils with learning difficulties, as recommended in their individual educational plans compiled by the learning support department. However, in lessons where this good practice was not evident and teaching styles lacked variation, the overall learning experience for all pupils, not only for those with difficulties, was less interesting and motivating.
2.7 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.8 Given the overall entry profile of the school, the level of pupils’ knowledge, skills and understanding by the time they leave is much to their credit. Pupils’ attainment in GCSE and A-level examinations is good in relation to their abilities. Partly through their love of sport, their thorough application to training and their determination to succeed on the games field, pupils also develop successfully the skills and attitudes necessary to improve their academic achievement. The previous inspection report also referred to very respectable GCSE and A-level results, given the academic level of the intake; standardised tests of progress indicate an improvement in overall results over the past three years.
2.9 Pupils are given a thorough grounding in the skills, knowledge and understanding required in the subjects and activities in which they participate. As they proceed through the school, pupils become more adept at applying their knowledge, and thinking and acting critically and creatively. In a learning support class, pupils participated well in a discussion comparing the written and film versions of The Canterville Ghost. In a sports psychology lesson on aggression in sport, sixth-form pupils related examples seen in a video presentation to their own experiences in a rugby match the previous day. They explained and understood the difference between hostile and instrumental aggression and between aggression and frustration.
2.10 In most subjects, there is a significant range of learning and achievement. New staff, in particular, give strong support to initiatives to give real learning opportunities to all levels of ability. They pay careful attention to the need to present and prepare work appropriately for the different ability groups within a class.
2.11 Given the ability profile of pupils on entry to their courses, they do well at GCSE and A-level. The average of the school’s performance at GCSE over the last three years has been above the national average for all maintained schools. Over the last three years, results in GCSE French, Spanish, single award science, information and communication technology (ICT) and physical education (PE) have been consistently above the national average for all maintained schools. Progress from Year 9 to Year 11 is good; standardised tests of progress indicate that pupils’ performance is higher than expected in design and technology (DT), French, geography, ICT, mathematics and PE.
2.12 At A Level, although overall results are modest in relation to national averages, pupils do well in relation to their ability levels. Standardised tests of progress indicate that their performance is higher than expected in several subjects, particularly in ICT and PE; they also indicate that the teaching has contributed to the higher than expected overall results at A-Level in the most recent year.
2.13 The school enjoys a fine and well-deserved reputation for its success on the river and the games field. Teams are very well prepared by expert and professional coaches. Pupils achieve highly in several sporting and extra-curricular areas, including recent accomplishments in ballroom dancing!
2.14 In many lessons, pupils were attentive, listened well and interacted positively. Over time, their ability to read intelligently and write fluently develops well. Examples of very competent extended writing were seen in English, geography, history, and theatre studies.
2.15 Pupils apply mathematics and mathematical concepts well in mathematics lessons but few examples of transferred skills were seen across the curriculum. Information and communication technology is used effectively in a number of subject areas and pupils have good access to the school’s intranet; the school is continually upgrading its ICT facilities but not all departments make full use of them.
2.16 Good examples of pupils discussing their views and arguing very clearly were seen in several subject areas. Scrutiny of pupils’ work revealed a satisfactory level of independent work, note-taking and organisation, which improves as they progress through the school. Independent study is encouraged and supported by a whole-school policy which is more successful in the older year groups. However, an increased emphasis on academic achievement throughout the school is beginning to encourage younger pupils also to take more responsibility for their own learning. Pupils across the age range also work willingly in pairs and small groups. Pupils show remarkable perseverance and determination to succeed in their application to their sports and games; this positive attitude and self-disciplined approach is transferred in many, but not all, instances to their academic work.
Spiritual, Moral, Social and Cultural Development of Pupils
2.17 The spiritual and moral development of pupils is excellent, and their social and cultural development is very good. A consistent, thoughtful and thorough approach, with the best interests of the individual and the community as central principles, results in young people leaving the school with a quiet self-confidence. They have a commitment to, and understanding of, their faith and the contribution they can make to society. Almost all parents who replied to the questionnaire agreed that the school promotes worthwhile attitudes and values. In the school’s self-evaluation, it was explained that because of the emphasis on sport within the school community, less time had been available for cultural activities. However, more recently, an increased emphasis has been placed successfully on cultural development.
2.18 During their time in the school, pupils develop exceptionally well in their spirituality, their self-knowledge and self-esteem. Their faith is encouraged and strengthened in excellent chapel services and assemblies, led by the headmaster, chaplain and senior pupils. In these inclusive services, which have no trace of excessive evangelism, a notable balance is found; appropriate messages, consistent with the Christian principles of the College, combine with a superb light touch, where pupils and staff use humour most effectively. One morning, the chaplain encouraged his young congregation to raise their spirits celestially; in the words of an apocryphal story about a saint, he encouraged them to see “beautiful teeth in a dead dog.” A pupil commented in the prospectus that “I really look forward to the services. There is nearly always something to think about or enjoy.”
2.19 A significant number of pupils are confirmed each year, and the chaplain’s declared intention of keeping the reality of God alive is well and truly achieved through his charismatic and open approach. Pupils of all faiths, or indeed no faith, are encouraged to arrive at decisions of personal belief from an informed and rational viewpoint.
2.20 The extent of pupils’ moral development is also outstanding, and is linked with the high quality of relationships within the school community. Worthwhile opportunities are afforded by the personal and social education (PSE) programme, particularly in lessons which deal with social and moral issues relating to drug abuse, sex and relationship education and euthanasia. Moreover, certain subjects such as business studies allow senior students to explore the ethics of business and commercial activities. Excellent personal development is evident and pupils benefit from a variety of leadership opportunities in the sixth form such as reading in assemblies, helping to run their boarding houses, mentoring younger pupils or acting as a prefect.
2.21 Pupils, especially senior pupils, demonstrate a high level of refreshing self-confidence in social situations; they are relaxed and natural in their conversations with adults. Pupils take real pride in their school; they are confident and positive about it and fiercely loyal to it; they contribute to both house committees and the pupil council. House committees, as illustrated in their minutes, raise operational issues which the head and bursar act upon promptly. Minutes of the recently instituted pupil council demonstrate a high degree of practical consideration for the needs of the community; suggestions vary from water fountains and boot cleaners in new locations to a land management course.
2.22 The active part which pupils play in the life of their community ranges from leading chapel services, attending reciprocal services with neighbouring parishes to supporting local community service initiatives and charities, such as the NSPCC. In the context of the wider community, they support the College’s sister school in Kenya, for which they are aiming to raise a figure of approximately £30,000.
2.23 Pupils are informed about public institutions and services in England through their PSE programme. In addition to their celebrations of St. George’s Day last year, they experienced a wider Celtic element, with the kilted headmaster’s innovative introduction of a Ceilidh.
2.24 The cultural opportunities on offer are wide and varied, ranging through ballroom dancing, balloon debates, a Greek theme night, diverse lectures for pupils and staff involved in the Babbage Society, excursions to Prague, Vienna, Budapest, Berlin and an art trip to New York. The college certainly satisfies its aims of extending its pupils’ wider educational experience into new cultural horizons.
2.25 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.26 The quality of teaching is variable; it is good in the arts group of subjects; it is sound in the science and mathematics group and good in the creative and physical education group. Pupils from a wide range of abilities are enabled to make worthwhile progress and much emphasis is placed on pupils constantly improving their grades, including those students who require learning support. Parents and pupils agree that the teaching helps pupils to make progress. In the previous report, the quality of teaching was praised and slight concerns were expressed only about the quality of marking and the extent to which ICT was used. Reference was made to good discipline and a flexibility of style and approach which focused on the varied ability of the pupils. At the moment, while marking procedures and the use of ICT have improved significantly, these are still areas in need of on-going attention and development. In addition, not all teaching is sufficiently varied in style to take account of the range of abilities within a class or the relatively rare problems caused by pupils’ lack of interest and self-discipline.
2.27 Within the recently enhanced learning support department, pupils, including those for whom English is an additional language, receive very effective, expertly planned tuition; team-teaching is used to good effect. In some subjects, pupils who learn more slowly or who have specific learning difficulties are well cared for; for example, in a Year 10 science lesson, pupils were given different worksheets according to their levels of ability and understanding. In classes in a number of subject areas, innovative teaching styles enable pupils of all ability levels to make good progress, increase their understanding and develop their skills. The good practice does not extend to all subject areas.
2.28 The school has begun to encourage teaching staff to share best practice through school-based in-service training (INSET) opportunities, and to incorporate new styles and techniques into teaching programmes across the curriculum.
2.29 Teaching throughout the school generally fosters the development of sound individual intellectual, physical and creative effort. Staff and student interviews confirmed that students show a genuine interest in their work. Independent learning is encouraged successfully in the sixth form; increased emphasis is being placed on this for younger pupils. In a Year 12 DT lesson, pupils who were making tables with metal support legs showed a noticeable sense of pride in their work. The high standard of sports teaching has allowed the college to produce high quality rugby teams of county standard and rowing teams of national standard.
2.30 Pupils respond well in those lessons which are carefully planned and in which suitable attention is given to their different needs. Some teaching styles, particularly in Years 9 to 11 are rather formal and based on instruction by the teacher rather than making use of technology and involving pupils in their own learning. A number of very good lessons were observed, including a history lesson in which a pupil in Year 12 gave a laptop presentation and the lesson was supported with exemplary, carefully considered notes and illustrative material.
2.31 In general, lesson plans demonstrate that teachers have a good understanding of the previous grasp of the subject material attained by the class. However, at times, insufficient consideration is given to strategies which would allow pupils who learn more slowly to gain maximum benefit from their lessons. Also, in a number of subjects, planning does not take sufficient account of the wide ability range within teaching groups.
2.32 Teachers are well qualified and secure in their individual subject areas; all teaching was competent and, in many lessons, it was good. No unsatisfactory teaching was observed. Staff are fully aware of course requirements and respond confidently to questions from pupils. In a number of lessons, positive relationships between pupils and their teachers create a very effective learning atmosphere, enabling even the weaker pupils to raise their achievement and obtain higher grades.
2.33 The level of resources in most subject areas is at least adequate; only a minority of curriculum areas suggested that more resources were required. Teachers considered that although budgets are carefully controlled, mechanisms are in place to ensure that all the necessary requirements to enable successful teaching are available. Excellent annotated, custom-made worksheets are produced by a number of departments, but in some subjects, an over-reliance on photocopied material was apparent.
2.34 Resources, facilities and playing fields for games and sports are of a high standard. The sports hall is adequate but the increase in the number of pupils taking PE as an academic subject at GCSE and A Level is placing constraints on indoor accommodation.
2.35 Although the English department makes noble efforts with the books which are available, the school is well aware of the inadequacy and shortcomings of its library arrangements. An improvement in library provision, long overdue according to the previous report, is now imminent.
2.36 Pupils’ work is marked regularly, but not all departments adhere to the school marking policy. Marking and assessment processes have recently been improved and an electronic system of recording assessment is now in place. Gradually, more use is being made of the analysis of pupils’ performance to give information about their progress across the whole curriculum.
2.37 Tutors and subject staff are automatically informed in cases where a pupil, possibly one for whom English is an additional language, receives specific help with coursework from the learning support staff.
2.38 In all subject areas, the new progress card scheme is working well and keeps parents informed at an early stage in the term. Staff are sensitive to the needs of low achievers and marking systems have some flexibility to encourage further progress.
2.39 Teachers encourage all pupils to behave in a responsible manner. When a year group is perceived to have a number of problematic pupils, strategies are quickly and effectively put into place to deal with them and improve the situation.
2.40 Pupils are keen to discuss their work and achievements and are very supportive of their teachers. This contributes to a caring and trusting atmosphere which pervades the school. Relationships between teachers and pupils and between pupils themselves are strong, built on mutual respect.
2.41 In a geography lesson on the economic world, pupils marked each other’s work and an element of peer group target setting was observed in another Year 10 group. An innovative peer monitoring scheme is in place which involves members from the upper sixth form, house matrons and year tutors. They produce written reports on new pupils; their comments are then monitored by house-staff for further action where necessary.
2.42 Arrangements for the evaluation of pupil performance are sound. Nationally standardised tests are used to measure progress at GCSE and A-level relative to expected results. All departments undertake an annual review to compare their results with the national norms and all heads of department meet annually with the director of studies and the headmaster to discuss external examination grades. Most departmental handbooks contain a detailed analysis of examination results which include measures to secure improvements, but these are not evident in all teaching.
2.43 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 excellent and very careful attention is paid to all arrangements for the welfare, health and safety of the pupils. The staff are highly respected by pupils and a strong sense of mutual respect exists. Pupils consider that they are very well supported by staff, academic and pastoral, who work very hard on their behalf, and they are able to seek guidance whenever it is required. Almost all parents who responded to the questionnaire were happy with the support and guidance given to their children; pupils considered that new boys were very carefully helped to settle in, but a significant minority were concerned about the fairness of sanctions and also about the effectiveness of measures taken to counter-act bullying. These concerns were not borne out at all in observation or discussions with a wide-ranging number of pupils, parents and staff. It is generally recognised that a strict line is being taken on appearance and behaviour, and parents approve of this. Since the previous inspection which criticised the lack of pastoral training, appropriate in-service training for staff, including child protection matters, has been introduced.
3.2 The tutor system is very effective and the staff body strongly support the new tutoring system. Small tutor groups led by caring and committed staff offer excellent pastoral care. This is evident in the boarding houses and in school. Pupils enjoy their tutor periods and are happy and positive about their school life. Upper sixth-form students are very pleased that they have the freedom to choose their own tutor. Pupils were also able to name several people to whom they could turn if the need arose, matron, friend, prefect, tutor, teacher, house-staff; some pupils said they might approach a younger member of staff if they had a problem.
3.3 A collegiate atmosphere exists between staff and pupils, most especially in the sixth form. All pupils are appreciative of the care and support given by the staff. The climate of mutual respect generates a favourable learning environment. This cooperative, supportive atmosphere is also evident on the sports field where a rugby match organized at short notice was well supported by parents, teachers and pupils. Some excellent peer-to-peer mentoring takes place in the sixth form, and during a games session some sixth-form boys, who were off-games through injury, spent time coaching younger rowers and going through safety guidelines with them. Upper sixth-form students also mentor Year 9 pupils to great effect. Girls are fully integrated into the sixth form.
3.4 Pastoral care is an undoubted strength of the school. Pupils are universally loyal, and staff comment on the additional advantages of staff-pupil interactions after the end of the school day. This time is treasured by staff and pupils alike. All pupils, including day pupils who do not go home until the evening, feel wholly part of this very special community.
3.5 Careful attention is paid to pupils’ health by qualified staff in the medical centre and by the school doctor. The quality of their care became very evident during the inspection when about one-third of the school was absent due to illness. The catering department has adapted its menus to include more fruit and is following guidelines on healthy eating; breakfasts are especially enjoyed by all.
3.6 Pupils perceive the sanction system as mostly fair and effective, and they also say that prefects assume their positions of responsibility well. Pupils have a good understanding and appreciation of what constitutes bad behaviour and understand why such actions merit punishment. Staff are supported well by senior management when issues arise. A strategy has been put in place to deal with the disruptive behaviour of pupils in a minority of lessons and to address previous concerns of bullying. The approach is, for the most part, effective. It is interesting to note that a log-cutting working party which was introduced as a punishment became so popular that it has continued as a voluntary activity, definitely with appropriate risk assessment!
3.7 Well-considered child protection measures are in place. Risk assessments for activities are correctly in place and appropriate measures to reduce risk from fire and other hazards have been taken. A recent security audit highlighted areas of concern, and work is currently in process, for example to improve lighting on pathways. Pupils feel secure and safe in Shiplake.
3.8 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
3.9 Links with parents and the community are strong and make a positive contribution to life at Shiplake College. Purposeful relationships with parents and the wider community support pupils’ wellbeing, personal development and educational experience. Responses to the pre-inspection questionnaire were very positive and indicated that parents are very pleased overall with their children’s education.
3.10 Parents are encouraged to join in the life of the school in a number of ways and to support their child’s academic and social development. Many parents attend the various cultural events taking place throughout the year, and those who live closer to the school participate in active associations such as the Orchard House Parents’ Association and Boat Club Association. Through all manner of social functions such as a ‘promises’ event and auction, the Boat Club Association has raised considerable sums of money to provide extra boats and equipment for the school’s thriving rowing club. Flexible boarding arrangements for girls and day pupils are much appreciated.
3.11 Parents generously support a broad range of other initiatives such as volunteering their expertise to different departments; they speak to pupils on a number of issues relevant to the curriculum such as career awareness; they provide an enthusiastic support group at sporting fixtures and accompany many trips. One loyal family proudly supports their triplets in the front row of the successful rugby First XV.
3.12 Information provided to parents is frequent; regular newsletters, a termly diary and electronic communications keep them aware of day-to-day events in school. The school website maintains a daily update of activities and news of general interest to the school. A large number of ‘hits’ are consistently recorded. The annual school magazine written and produced by pupils, with contributions by staff, gives an absorbing, colourful and interesting picture of the completeness of life at the school.
3.13 Each term, full written reports are sent to parents and guardians; these reports are supplemented by progress cards every half term. The reports convey effectively pupils’ academic attainment and effort in their subjects, as well as their effort in creative, sporting and other extra-curricular pursuits. Targets for improvement appear in some reports but are not a major feature. A worthwhile initiative is that pupils write their own report in the spring term. Annual Parents’ Evenings give parents the opportunity to meet with staff to discuss their child’s progress. Parents of Years 9 and 13 pupils have two meetings each year.
3.14 Parents and pupils are informed of the school assessment policy, school rules and general school policies. In cases of concern, communication systems are in place and a range of appropriate actions are taken to handle queries and complaints with due care. Although it is acknowledged that the standard of catering has improved, pupils and parents made comments about the variable quality of the food, and steps are being taken by governors and senior management to attend to the concerns.
3.15 The school promotes positive links with the wider community in a number of ways. Once a term the school links with three churches in the Parish, and pupils and parishioners share their spiritual union. The choir and instrumentalists take part in festivals at local churches. Senior pupils also provide sports tuition to children at local primary and preparatory schools. Pupils regularly help at events in their local town. The annual Henley Food Festival will be their next involvement.
3.16 The school lays stress on its motto ‘Exemplum docet’ (example teaches) and provides many opportunities for parents and visitors from worthwhile charities and agencies to link with the school community in order to foster a greater awareness of social needs and pastoral concerns. A desire to be of service to the community in its broadest sense is fostered in pupils through these contacts and the insights they provide.
3.17 The school is currently involved in raising large sums of money for their Kenya project. This initiative first began in 1994 as an expedition but has grown into a major commitment to help improve the lives of children in several Kenyan villages, through the development of educational facilities. Thousands of pounds have been raised by pupils in assorted ways to finance the project and facilitate the practical support given by older pupils whilst in Kenya. Insight into the country’s culture and its people is a worthy by-product. The Duke of Edinburgh Award Scheme, the Combined Cadet Force and the World Challenge Scheme all promote leadership skills and foster a positive desire to work within the local and the wider global community. All of these initiatives contribute to pupils’ broader education and public awareness, and in return enhance Shiplake College’s value to the greater community.
3.18 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
3.19 Boarding education is one of the great strengths of the school. Relationships within the boarding community are very strong and a notable sense of collegiality is almost tangible. Everyone associated with boarding, the house-staff, pastoral staff, matrons, medical staff, catering and maintenance staff, the senior management team and the pupils work in close collaboration.
3.20 Pupils are mutually supportive of each other in houses and in activities; the large number of spectators at a rugby match was a good example of strong support across the wider community, and the girls, although small in number, are well integrated into the life of the college. Parents speak warmly of the support which staff give their boarding children and of the mature level of leadership which is given by senior school prefects, especially their mentoring of Year 9 pupils. The senior management team, including the headmaster and his dog, also give strong support to the house-staff.
3.21 An extensive variety of activities is available for boarders; these range from sporting events to recreational and departmental activities. Staff give generously of their time. On ‘closed weekends’, when all boarders are required to stay in school, pupils enjoy a range of specifically planned trips, often to places of an adventurous nature.
3.22 On balance, the quality of boarding accommodation is good, particularly in the newer houses, and the school is aware of, and dealing with, areas in the older buildings which require further attention and modernisation.
3.23 A CSCI team also visited the College and both teams worked closely together.
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The school benefits significantly from a highly experienced and committed governing body. The governors have in place an effective structure and management arrangements which are well defined and efficiently support their effective oversight of the school and its finances. This is evident in the good quality of the education, the well-presented, carefully tended buildings and grounds, the provision of ample resources and fine facilities, and the happy and fulfilled young people who are well prepared not only for a successful future, but also to make their contribution to society.
4.2 The composition of the board of governors is carefully planned to provide a range of valuable professional experience and expertise. Governors are very supportive of the headmaster and staff; they are well experienced and definitely aware of their short- and long-term responsibilities, and of the value of effective development and financial planning. They are kept well informed of the current needs of the school and successfully ensure effective educational provision, which includes resources and facilities.
4.3 Governors are aware of and accept their responsibility to ensure that statutory and legal requirements are met, and to monitor policies, standards and quality throughout the school. The chairman and a number of governors have attended a relevant training course. Formal procedures are efficient, with minutes carefully kept to record decisions and facilitate action. The minutes of the termly meetings of the full board and of the finance and marketing committees indicate the significant extent to which the governors work together in the best interests of the school. One governor has links with the director of sport, another with the learning support department and two others, who are also parents, have links with the catering and ICT departments; the outcomes of these contacts are of direct benefit to the pupils and the school. Working parties, onto which staff may be co-opted, are convened when necessary. External expert advice is obtained when appropriate, such as the recently commissioned health and safety and security audit; some recommendations were immediately put into practice.
4.4 A recent survey of opinions of staff, parents and pupils has given the governors a considerable insight into the working of the school community and an awareness of the whole picture. The governors wished to learn the views of parents in a formal and independently assessed way. The parents praised particularly the quality of the sport and sporting facilities, the pastoral care, the commitment of staff and the provision of learning support. The governors have given wholehearted encouragement over the years to all these aspects; they have recognised that they represent the essence of the school. Parents raised a few concerns about lack of discipline, the uneven quality of the catering, academic standards and communication. These aspects were among issues which had been identified already by the new headmaster, and the governors have given their full support and encouragement to steps taken towards improvement in each area of concern. Executive responsibility is delegated to the headmaster and bursar, with whom they have very good working relationships.
4.5 The governors’ determination to uphold the ethos of Shiplake is evident in the time and energy they commit to the school, their resolve to continue the programme of development of facilities, their pride in the continued sporting success of the school, their undoubted concern for the happiness and well-being of the pupils and their astuteness in their recent appointments of headmaster, bursar and members of the senior management team. The governors strongly support the headmaster in his drive to raise expectations and thereby achievement.
The Quality of Leadership and Management
4.6 The leadership and management of the school are very effective. Members of the senior management team, or the headmaster’s advisory group, as it is known, are wisely chosen to represent different sections and interests within the school community. They provide very clear educational direction and leadership. They are guided by an awareness of, and sympathy with, the aims of the school and the vision of the headmaster. The previous inspection report suggested that attention could be given to the management of the academic side of the school, particularly to ensuring consistency among heads of department in monitoring and managing their subjects. Job descriptions at middle management level are now more specific in their requirements. Significant progress has been made in the delegation of responsibilities to heads of departments, and new appointments are invigorating their departments. The headmaster and the senior management group, with the backing of the governing body, introduced a system of internal audits and reviews; these were related to areas of concern, in the first instance. Clear changes for the better have resulted from these reviews, and ‘high expectations’ are the order of the day. The reorganisation of the learning support department has improved the quality of the learning experience for many pupils; the introduction of a process which acknowledges and rewards academic progress, even with vouchers for pizzas, has instilled a sense of pride in achievement; and an emphasis on appearance and presentation, combined with an upgrading of the school uniform, is strengthening the sense of pride in the school.
4.7 The new headmaster, now in his second year, successfully assumed the additional role of bursar during his first year, after the sad death of the previous bursar. With the appointment of a new bursar in the current academic year, the headmaster has been able to give his full attention to an analysis of the school’s needs, setting priorities and implementing decisions which are intended to lead to overall improvement, and developing his vision for the school. The reviews, audits and consultations have been part of the process. The school’s self-evaluation is comprehensive and perceptive; it emphasises the importance of academic success alongside sporting success.
4.8 Procedures and policies have been drawn up where necessary, with an annual review of effectiveness, over many areas of the academic life of the school; some policies, such as the appraisal policy, are in the process of application and development. Responsibilities are well divided within the senior management team and individual strengths are used well. Management of the school at this level is very efficient.
4.9 Very careful procedures have been drawn up for carrying out appropriate checks on staff before confirmation of their appointment. All governors and new members of staff are subject to a check with the Criminal Records Bureau to confirm their suitability to work with young people. The school has now strengthened its procedures further by extending these checks to adult members of the families of resident staff. In a very few instances, the procedures had not been completely followed.
4.10 The quality of middle management varies, as does the quality of leadership at that level. Senior management have been very effective in the recruitment of new high quality staff. Handbooks, documentation and organisation subject are clear and well defined in some subject areas; other subjects are less well managed and led. The headmaster and governors are aware of the need to support, develop and motivate all staff. A new appraisal procedure has been designed and professional development is an integral part of the process. Senior staff have already successfully undergone their reviews and are now being trained to undertake reviews of other staff.
4.11 In conjunction with the governors, the budget is carefully and wisely controlled in order to ensure that funds are available for major developments, in line with the school’s priorities, about every five years. The extensive and ongoing refurbishment of older buildings, together with the high quality of new buildings, which sit so comfortably in their surroundings, are testimonies to skilful and wise planning in previous years. The publication of a comprehensive new development plan was delayed until after the inspection; several areas have already been identified and are being given serious consideration at board level; the acknowledged priority is a major building initiative to provide new catering and dining facilities, and a modern library and resource centre.
4.12 The administration of the school is extremely efficient, patient, helpful and considerate; staff, pupils and parents appreciate the charm and warmth of the welcome they receive in the main reception office. Maintenance and ground staff, catering, housekeeping, medical and house-staff all work together as a team with the academic and administrative staff to care for the pupils, and to provide a friendly, supportive and structured environment in which pupils may flourish.
4.13 The school meets almost all of the regulatory requirements for the suitability of proprietors and staff [Standard 4]. In order to meet all the requirements, the school must:
(a) Ensure, by a process of double-checking, that all school procedures for appropriate checks are strictly followed prior to confirmation of each new appointment. [Regulations 4(b), (c) and (d)]
4.14 The school meets the regulatory requirements for premises and accommodation [Standard 5].
4.15 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.