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INSPECTION REPORT ON |
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Sir William Perkins’s School |
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Full Name of the School |
Sir William Perkins’s
School |
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DfES Number |
935/6356 |
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Registered Charity Number |
1060597 |
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Address |
Guildford
Road, Chertsey, Surrey KT16 9BN. |
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Telephone Number |
01932
574900 |
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Fax Number |
01932
574901 |
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Email Address |
office@swps.org.uk |
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Headmistress |
Miss
Susan Ross |
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Chairman of Governors |
Dr
Alun Jones |
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Age Range |
11
– 18 |
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Gender |
Girls |
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Inspection Dates |
20th
– 23rd November 2006 |
This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.
The inspection does not examine the financial viability of the school or investigate its accounting procedures. The inspectors check the school’s health and safety procedures and comment on any significant hazards they encounter: they do not carry out an exhaustive health and safety examination. Their inspection of the premises is from an educational perspective and does not include in-depth examination of the structural condition of the school, its services or other physical features.
1.1 Founded in 1725 by Sir William Perkins, a local merchant and benefactor, the school was originally located in the centre of Chertsey. It moved to its present site in 1819, taking in girls and becoming a voluntary controlled grammar school from 1944 until 1978, when it became independent.
1.2 The school aims to provide a broad, balanced education, both academic and extra-curricular, to girls aged 11 – 18, and to produce confident young women who recognise the importance of academic qualifications, personal skills, and concern and care for others. It also aims to help each girl develop talents and abilities, to cultivate practical and creative skills, to grow in confidence and to become a responsible and unselfish member of the community.
1.3 The pupils come from within a radius of approximately ten miles, 40 per cent having previously attended maintained primary schools. The school has altogether around one hundred feeder schools. The pupil roll is currently 545, of whom around a quarter are in the sixth form. Standardised tests confirm that pupils’ average ability is well above the national average, with a significant number in the top two per cent and a relatively small minority being of average ability. If pupils are performing in line with their abilities, their results in public examinations will be well above the average for all maintained secondary schools and in line with those achieved by pupils in maintained selective schools. Two hundred and eighteen pupils are included in the school’s gifted and talented register.
1.4 One pupil has a principal language other than English; sixteen are fluent English speakers but speak another language at home. One pupil is in receipt of support for English. Twenty-three pupils have been identified as having learning difficulties, of whom one has a statement of special educational needs. Seventeen other pupils receive support from the school for other learning needs, and five pupils have specific medical needs.
1.5 National Curriculum nomenclature is used throughout this report to refer to year groups in the school. The year group nomenclature used by the school and its National Curriculum (NC) equivalence are shown in the following table.
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School |
NC name |
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Year 7 |
Year 7 |
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Year 8 |
Year 8 |
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Year 9 |
Year 9 |
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Year 10 |
Year 10 |
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Year 11 |
Year 11 |
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Lower Sixth |
Year 12 |
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Senior Sixth |
Year 13 |
The Educational Experience Provided
2.1 The school provides a wide range of educational opportunities of high quality which are well suited to the interests, aptitudes and needs of the pupils. It successfully fulfils the aim of offering a broad and balanced curriculum, enabling all pupils to attain high levels of achievement. Since the last inspection, the school has made progress in broadening the curriculum at all key stages, especially in the provision of modern foreign languages and by providing classes in critical thinking.
2.2 The curriculum contributes to all areas of education, including languages, mathematics, science, technology, human and social sciences, physical activity, and aesthetic and creative subjects, though the absence of drama in the Year 9 curriculum was keenly felt by both pupils and parents. The opportunity for pupils to develop high levels of speaking, listening and literacy skills, as well as a good understanding of grammar and its application to new situations, were observed in particular in modern languages and English classes.
2.3 The range of extra-curricular activities offered has been expanded since the last inspection, to include among others chess, mentoring, rowing, Mandarin Chinese and an ecology club. Extra-curricular provision is of high quality, affording pupils many and varied opportunities to discover new interests and to develop talents and skills outside the formal curriculum. This aspect of the school’s programme received widespread appreciation in the pre-inspection questionnaires completed by parents and pupils.
2.4 Many opportunities exist for pupils to be involved in the local and wider communities, including Young Enterprise and BP Schools Link Schemes, as well as successful participation in local public speaking competitions, volunteering, and, in very large numbers, The Duke of Edinburgh’s Award scheme. The Special Needs At Perkins’s (SNAP) programme enables pupils to work with local children with special needs to help them achieve their Duke of Edinburgh’s Bronze Award. The school has links with local boys’ schools and is also a member of the Chertsey Partnership of Schools. Many pupils learn musical instruments and participate in one or more of the many choral or instrumental ensembles.
2.5 The work experience programme encourages wide involvement, and is supported by parents and former pupils offering placements, assisting with interviews and giving careers guidance and advice. Individual experiences are discussed as appropriate in lessons.
2.6 A wide range of sporting activities is available, including a programme of fixtures and tournaments as well as tours. Sports coaching is undertaken either by existing staff or by visiting coaches in order to cater for an appropriate variety of activities. Pupils themselves are encouraged to help run activities, with sixth formers assisting in the coaching of physical education (PE), or helping with gymnastics and dance displays, and training younger pupils for The Duke of Edinburgh’s Award expeditions as part of their own gold award. Uptake of the activities programme is high in all year groups, with particular enthusiasm being shown by younger pupils.
2.7 Pupils are well prepared for the next stage of their education. All pupils proceed to university and almost all secure places at their first choice institution. Pupils apply for a wide variety of university courses, and receive interview practice from local university lecturers.
2.8 The introduction of annual departmental self-evaluation since the last inspection has strengthened the curriculum planning and review process for each subject. Departments make consistent use of data to look at trends over time and to analyse how it may benefit teaching and learning, or follow the school development plan to inform their own planning. The curriculum is well planned and takes full account of the different abilities of the pupils. This ensures that all pupils have equal access to the curriculum provided.
2.9 The school meets the curricular requirements of those pupils requiring special provision. Individual education plans are regularly reviewed. Material is presented in ways that are suitable for pupils with learning needs, especially dyslexia. Scrutiny of work, particularly in Year 8, revealed examples of special worksheets for pupils of lower ability, and provision of work involving more independent study for the most able, while an open-ended assessment project in physics in the sixth form enabled pupils of all abilities to demonstrate their skills fully. The school has links with organisations such as the Surrey visual impairment service and the Dyslexia Institute in order to give appropriate support. Departments have policies for gifted and talented pupils that are informed by reference to criteria from the National Academy for Gifted and Talented Youth (NAGTY). The curriculum is effectively supported by a study skills programme.
2.10 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.11 Pupils achieve good levels of knowledge, skills and critical and creative understanding in their subjects and activities, and learn to apply them effectively.
2.12 The school successfully meets its aim of enabling pupils to achieve high standards in public examinations. Pupils’ attainment in GCSE and at A level is good in relation to their abilities. Performance in GCSE and A level examinations over the last three years has been far above the national average for all maintained schools and in line with or above the national average for maintained selective schools. Pupils make excellent progress, particularly in modern foreign languages, mathematics and religious studies. The school uses nationally recognised measures of standardised progress which indicate that pupils’ progress is well above national norms. No significant differences are apparent in relative attainment between groups of pupils of differing ability.
2.13 Pupils are well grounded in verbal and reasoning skills. This was particularly exemplified in a Year 11 lesson on Northanger Abbey in which they showed outstanding insight into a difficult text. Pupils are able to write fluently and effectively, although scrutiny of written work showed varying standards of sustained and lengthier prose. Good practical skills were used in a Year 10 chemistry lesson in order to make accurate observations on hydrogen. Critical analysis of market data was used to good effect in a lower sixth economics class. Pupils show outstanding levels of oracy and are highly articulate in both formal and informal situations. They work co-operatively, argue cogently and show excellent levels of reasoning and organisational skills. They are able to take notes and undertake research effectively.
2.14 The school supports high levels of achievement in a wide variety of individual and group activities. Many pupils achieve success each year at Associated Board music examinations, including regular success at grade 8. Victoria College Exams in speech, drama, theatre studies and acting have a consistently high uptake. Twenty-five pupils gained the Gold Award last year. Eight pupils in the last three years have been awarded Nuffield Science Bursaries. Two Year 10 pupils qualified for the European Kangaroo de Mathematiques, and three pupils for the Junior Mathematics Olympiad in which two gained distinction. Pupils have also achieved success at the Biology Olympiad. Young Enterprise groups gained the North Surrey Area Award for the best presentation for the thirteenth year, and one group was awarded the Best Stand accolade at the Surrey Finals. Almost 150 pupils are currently involved in The Duke of Edinburgh’s Award, including 23 at Gold level. The school’s public speaking team won the regional round of the Youth Speaks competition this year. In rowing, pupils regularly achieve success at local and regional level.
2.15 Pupils apply mathematical concepts effectively. Particularly good examples were seen in science and economics, in graphical skills as part of a geography display, and in a Year 9 biology lesson in which graphs on population growth were used to find and interpret information.
2.16 Pupils use ICT in a variety of subjects, regularly using the internet to illustrate and explain their work, or to research coursework projects at A level. Particularly good use was made of ICT by pupils in science, religious studies and music, and in a Year 7 lesson on computer-aided design and manufacture.
2.17 Pupils showed a conspicuous enjoyment of their work, often pursuing their study individually as well as in teams. Effective collaborative work was seen in a Year 9 and a Year 11 form period, a Year 8 PE lesson, a Year 9 music lesson developing skills of listening and analysis, and in Key Stage 3 English classes on poetry and fiction. Pupils are supportive of each other and work with a notable sense of purpose. Pupils generally arrive punctually for lessons, settle well and show a positive, enthusiastic attitude towards their learning.
Spiritual, Moral, Social and Cultural Development of Pupils
2.18 The pupils demonstrate outstandingly well-developed spiritual, moral, social and cultural awareness, which represents a major strength of the school. Relationships between pupils, and between pupils and staff, are consistently warm and friendly, reflecting the natural respect each individual has for others. At the same time, pupils develop a sure sense of their own self-worth within the community, and an appreciation of the ethos and values that characterise the school. Assemblies have a moral, ethical or religious theme. The inspection coincided with anti-bullying week, an opportunity taken by various groups to explore the issue. An assembly presented by a Year 11 group gave a dramatic exposition of the effects of bullying and ostracising pupils, which clearly caught the attention of the whole senior school present. A junior assembly seen had a similar impact on pupils.
2.19 Pupils develop spiritually as their feelings of self-esteem and self-awareness grow through praise and encouragement. They become confident within the school community and are prepared to take on responsibility for each other’s welfare. They are encouraged to explore and question values and beliefs, including religious ones, which helps them to formulate their own. The religious studies programme supports a broad understanding of major world religions, and form time is occasionally used for prayer. Pupils themselves suggested when interviewed that other subjects too, such as English and personal, social and health education (PSHE) contributed to their spiritual development. Spiritual, intangible values are given practical expression through systems within school, such as the mentoring by Year 11 of Year 7 pupils and the new sixth form email initiative to support the anti-bullying policy, and in the wider community through the extensive charity work undertaken by pupils.
2.20 Pupils are well informed on issues of morality through their PSHE programme. The school has close links with the police service, the fire service and other organisations which contribute to society, while the ethos of the school itself promotes moral integrity with a sure purpose and consistency. Pupils are able to learn how to differentiate between right and wrong not only in discussion but through observation of examples of good practice. They understand the purpose of the sanctions system and consider that it is for the most part fairly implemented. Pupils show a respect for the law. They are clearly aware of the school’s anti-bullying policy, and of the centrality of respect within the life of the community. Behaviour was outstanding throughout the inspection. Pupils discuss moral issues openly in religious studies lessons and, for example, in English, when discussing the actions taken by characters in set texts. Pupils have opportunities to explore attitudes to drugs and sexual health in PSHE lessons.
2.21 Pupils recognise their social responsibility towards each other. They show initiative in their readiness to undertake projects or volunteer activity to support others and contribute to community life. Respect for each other is fostered through the school’s code of conduct. Activities and fundraising events for the school occur across, as well as within, age groups, allowing for social interaction between the various groups. Younger pupils appreciate the fact that senior pupils are willing to take on additional responsibilities. Links with the community are provided by charity events, work experience and the PSHE programme. The school council is effective in listening to pupils’ requests and concerns and responds to them positively. Different councils exist to ensure that issues relevant to different age groups are brought to the appropriate meeting. Pupils develop a strong social conscience and an awareness and general knowledge of public institutions in England. The Special Needs At Perkins’s (SNAP) project is a further reflection of the social conscience developed by pupils.
2.22 Cultural issues are explored in a variety of subjects in the curriculum with sensitivity and understanding. Visits to churches and synagogues take place regularly, and are highly valued by pupils. Girls of different cultures work together as one, and assemblies, including those with an overt Christian ethos, are received quietly, sensitively and with gratitude by the rest of the pupils including those from a different cultural or religious background. Religious studies and also the Christian Union provide a forum where these issues can be discussed in a safe environment. A Year 7 English class explored the haiku, appreciating the beauty of this Japanese poetry form and working creatively on their own. In music, extensive wall displays reflected the policy of encouraging greater understanding of other cultures.
2.23 The school meets the regulatory requirements for the spiritual, moral, social and cultural developments of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.24 The quality of teaching is good and in many cases outstanding. The teaching ensures that pupils of all abilities make good progress in their understanding and skills both academically and personally.
2.25 The teaching is generally well planned. Many of the pupils are of high ability and teaching methods and expectations reflect this. Pupils are assisted in the effective development of their own study plans. Time is well managed and activities are varied and appropriate, with opportunities provided for more able pupils to move quickly on to more challenging work, although such opportunities were not observed in all subjects. A Year 10 French lesson showed particularly good use of prior assessment to inform teaching and set high expectation. Individual support is provided effectively to those pupils who would otherwise find the pace difficult, as in a Year 7 mathematics lesson seen.
2.26 Teachers have good and often excellent and enthusiastic subject knowledge, which is shared with and encouraged among pupils, as for example in a year 9 art lesson seen. A year 11 music lesson offered motivational teaching which established an atmosphere of creative industry, supported by teaching which showed a secure understanding of both the process of composition and the requirements of individual pupils. The most successful teaching seen was rigorous, varied in pace, and had scholarship at its heart.
2.27 The strategic development planning of the school has ensured the provision of much outstanding accommodation. Resources for teaching and learning are excellent, although the English rooms lack suitable display and storage areas. ICT resources are of high quality, and their use is supported by effective staff training.
2.28 Assessment of pupils’ work is mostly regular and thorough. All departments have autonomy in the implementation of their marking scheme, which allows assessment to be adapted as appropriate for different subjects and year groups. The development of the Assessment for Learning programme over recent years has resulted in effective use of self-marking, peer-marking and individual target setting throughout the school, and overall an exemplary summative assessment system. Regular assessment by the use of tests enables teachers to plan their work effectively. The tracking system leads to thorough monitoring of pupils’ progress and constructive comparison of pupils’ current performance with measures of standardised progress.
2.29 High expectations of behaviour in classes are consistently successful in engendering an atmosphere of enthusiastic and purposeful commitment by pupils, and a mature approach to learning. Polite, relaxed formality characterised many lessons seen, as a result of which pupils regularly showed positive, assertive though always respectful behaviour.
2.30 The school meets the regulatory requirements for teaching [Standard 1].
3. THE QUALITY OF CARE AND RELATIONSHIPS
The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
3.1 As at the time of the previous inspection, the quality of pastoral care is a major strength of the school. The staff care extremely effectively for the pupils’ well-being, and are supported in this by a structure that for the most part works very well. Mutual respect is a shining characteristic of the school community, immediately sensed in relationships between staff and pupils, and among pupils of all ages. These positive relationships support most effectively guidance and advice to pupils at all stages, especially as they are strengthened by a range of formal and informal opportunities for the sharing of views.
3.2 Parents overwhelmingly expressed happiness with the pastoral care offered to their daughters, in their responses to the pre-inspection questionnaire. Pupils themselves expressed their confidence in and happiness with both the pastoral care and the PSHE programmes in school. Staff provide excellent support and guidance both as form tutors and as subject teachers. The special educational needs co-ordinator provides sensitive encouragement for pupils with individual education plans. The review of the new role of heads of section has enhanced the quality of tutorial care and communication. Pastoral staff have weekly meetings with the deputy head, which form part of a regular programme of meetings designed to support pastoral systems. Older pupils appreciate being consulted about whole school matters, such as charity work and resources.
3.3 The leadership and management of the pastoral staff are excellent. Systems and documentation ensure that information is appropriately shared. Heads of section feel justifiably that they and their tutors have a voice which is heard, and some influence on the decisions made by the senior management team. In order to make tutorial work more effective, a system of postboxes has recently been introduced which has relieved tutors of many administrative burdens. Form tutors effectively monitor pupils’ work and standards.
3.4 The outstanding quality of relationships throughout the school contributes much to its unique atmosphere. New pupils settle well, and both they and older pupils work collaboratively very well. An effective system of sanctions is in place to help address both academic and pastoral issues as appropriate. In one assembly seen, the mix of contemplative, spiritual presentation with pupil-led role play on the theme of anti-bullying made for a compelling start to the day, and reflected the considerable thought that underpins relevant pastoral policies. Younger pupils were enthusiastic about the new email initiative which would enable them to contact selected sixth formers if they were worried or troubled. Pupils feel their voice too is heard, especially through the school councils, whose deliberations contribute to change in school policies and procedures. The behaviour of pupils observed was unfailingly good, courteous, thoughtful and respectful of each other.
3.5 The school has established rigorous systems to safeguard and promote pupils’ health and well-being in almost all respects. In particular, the teaching and non-teaching staff work hard to ensure a secure and safe environment within which pupils can study confidently, and the school shows due regard for health and safety regulations, ensuring that appropriate arrangements are in place and procedures followed. The pupils’ health and safety are major priorities for the school, reflected both in the classroom, especially, for example, in procedures observed in laboratories, and more widely within the school. All necessary measures are taken to reduce risk from fire and other hazards, and access to the school site is effectively controlled. Policies for child protection generally operate successfully but there are shortcomings in the implementation of recruitment procedures. However, the school is now aware of this deficiency and has taken steps to correct it.
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 As at the time of the last inspection, the school has an outstanding partnership with parents and excellent links with the wider community. In response to a pre-inspection questionnaire, almost all parents indicated high levels of satisfaction with the education and support provided. Many went further to stress their delight at seeing their daughters flourish happily, show enthusiasm for learning, and benefit from the academic challenge provided through inspiring and dedicated teaching. In addition, several parents commented on the high quality of pastoral care received by their daughters, and the guidance provided, which often exceeded their expectations. Some felt that too much homework was set, and a small number were critical of the range and teaching time provided for modern foreign languages, although the inspection evidence did not support those conclusions. The overwhelming sense gained from analysis of the questionnaires was of satisfaction that the school was bringing out the best in their daughters.
3.8 The involvement of parents in the life of the school is very strong. Excellent support is provided by the Friends of Sir Williams Perkins’s School (FOSWPS), which acts as a parents’ association. Parents train in considerable numbers to help with and assess for The Duke of Edinburgh’s Award scheme, and regularly support events such as concerts, plays and interview days. The readiness of parents to help with visits and work experience placements represents a valuable contribution to pupils’ learning.
3.9 Parents receive comprehensive information about their children’s progress through reports and parents’ evenings. The quality of reports is high and these provide appropriate information on levels of pupils’ attainment and effort. Feedback on report slips is almost always very positive. Parents were recently consulted through a survey carried out by an independent marketing company, the responses to which were also positive.
3.10 The vast majority of parents feel that the school handles the concerns of parents well. No formal complaints from parents were recorded during the current or the previous year. Communication between the school and parents is efficient and timely, with the pupils’ diaries often being used as an effective channel of communication, especially for urgent correspondence or when a rapid response is needed. Concerns connected with academic work are directed immediately to the relevant head of department, or to the headmistress if they relate to staff. Other, more general concerns are dealt with by the form tutor by phone, letter, personal interview or via the pupil’s diary. Letters from parents are dealt with promptly.
3.11 The school is outstandingly successful in forging dynamic links with the wider community, and this is a major strength of the school. The Duke of Edinburgh’s Award scheme involves large numbers of pupils at all levels. The school is also involved with the Chertsey partnership of schools which organises joint projects in art and music. Links with higher education, particularly with the nearby Royal Holloway College, are thriving. Almost all Year 11 pupils undertake work experience in local companies; local firms sponsor some students through university. The school is an established member of the Young Enterprise scheme. The Eco-group has recently led assembly in a local primary school. Links with boys’ schools and feeder schools provide girls with opportunities to perform and to appreciate the values of other communities. The work done at school to promote links abroad has proved invaluable. Co-operation and linguistic skills have been enhanced by these contacts. An exchange school in Germany and visits to France, Spain and Italy offer further opportunities. Pupils at the school have sponsored a girl at a South African school, and have visited India and Honduras on school expeditions. Community links have been strengthened further by the success of the new extra-curricular rowing club, based at Staines Rowing Club, in which staff, pupils and parents participate enthusiastically. The personal development of the pupils, and their understanding and appreciation of other communities and cultures, has been enriched through the very strong links developed at the school.
3.12 The school meets the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 and 7].
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The governing body makes a significant contribution towards helping to set and secure appropriate aims and values for the school, and provides effective, sensitive, appropriate and wise oversight and guidance. The structure of governing body committees and meetings and management arrangements related to the governing body are well defined to support the successful realisation of the school’s aims. Governors provide good support for continuing school development through the proper application of resources and through guidance which inform appropriate and effective medium and long term planning. They are concerned to retain and enhance the already considerable pastoral and academic strengths of the school.
4.2 Financial oversight is good and well managed which ensures the continuing high quality of resources and facilities, as well as securing sufficient investment for the future. The governing body benefits from good and effective leadership, and from the encouragement given to governors to extend their own training. Governors and a staff liaison group have changed the format of governor committees and introduced a marketing strategy committee on which both governors and staff sit. Staff attend the property, health and safety committee on a regular basis. Staff give presentations regularly to governors on various areas of curricular or extra-curricular work. In addition, the chairman has a termly lunch with the headmistress together with the chairs of the various governor committees and meets separately with the headmistress a number of times each term. Governor attendance at extra-curricular activities has also increased as a result of some of these initiatives.
4.3 Members of the governing body are aware of their responsibilities. They are appropriately involved in development planning and in strategies designed to ensure that the school will not stand still. Governors are able to govern in an informed way, without taking on the burdens of school management.
4.4 Governors know the school well and take an active part in strategic planning and development planning, supporting the authority of the headmistress if necessary and acting as a critical friend. They receive regular educational management information from the headmistress and from specific members of the senior management team, and also hear from pupils about the work of the school. Governors have a good insight into the working of the school and provide appropriate advice, support and stimulus for further development.
The Quality of Leadership and Management
4.5 The school benefits from many elements of outstanding leadership. Its effectiveness is an important factor in the achievement of the school’s aims, the high quality of care enjoyed by the pupils and the quality of education provided. The headmistress’ clear vision and direction, supported by her integrity and readiness to lead by example, have a significant impact on the wider leadership of the school, the high quality of which is apparent at all levels, reflecting the school’s effective self-evaluation which underpins its development.
4.6 As a direct result of this excellent leadership, the quality of management is also good overall and in many areas outstanding. It enables the school further to achieve its aims for teaching, learning, pastoral care and pupils’ personal development, as well as in the ethos that pervades the community. The pupils exude happiness and pride in their own and each others’ considerable achievements. The high level of commitment shown in the management of the school is reflected in the management of departments and groups of years, or sections, in the new Assessment for Learning framework, and in the wide-ranging processes of self-evaluation which are now an established feature of the school. As a result of effective management at all levels, priorities are identified appropriately in order to meet the school’s current and future needs, planning is efficient and itself planned, and decisions are seen to be implemented. The independence and autonomy of various tiers of management is also seen in the involvement of pupils in the management of aspects of their own affairs.
4.7 Management at all levels is successful in drawing up appropriate policies and procedures which are for the most part regularly checked and their effectiveness reviewed. However, for a small number of visiting staff, responsibility for recruitment procedures is not clearly placed in any one department; school policies for the recruitment of staff are not adequately implemented; and Criminal Records Bureau (CRB) and other checks have not been as rigorously undertaken as for other teaching and non-teaching staff. The school is now aware of this deficiency and has taken all necessary action to correct it. In all other respects, management is effective in securing and developing sufficient high quality staff, who are motivated and well supported at the school through regular review and appraisal.
4.8 The financial resources of the school are well managed. The bursar together with relevant governors has a good grasp of the school’s financial commitments and liabilities. Recent developments have been carefully planned and costed, with a view to continuing to offer high quality facilities, accommodation and resources, though without committing the school to an unmanageable loan burden, in support of the educational needs of the pupils. Some of the accommodation is of outstanding quality, and plans are in place to continue future development of both indoor and outdoor resources.
4.9 The administration of the school is efficient and effective. Communication within the school and between the school, parents and outside bodies is of high and reliable quality. Staff are well informed.
4.10 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 that adequate CRB and other checks are carried out and written references taken up on all visiting staff engaged by the school to work with pupils, whose duties involve regularly caring for, training, supervising or being in sole charge of pupils aged under 18 [Regulation 4.(b)(i)];
(b) prior to confirmation of their appointment, carry out appropriate checks on all staff to confirm their identity, previous employment history, character references, and where appropriate, qualifications and professional references, and take that information into account in determining whether an appointment is confirmed [Regulation 4.(c)].
4.11 The school meets the regulatory requirements for premises and accommodation [Standard 5].
4.12 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 The school is very successful in meeting its aims and aspirations. These are realised as a result of the clear vision of the headmistress and governors, which is translated into effective policies that cover every aspect of school life, teaching and learning. As a result of many outstanding elements of leadership and management, the school’s educational and pastoral goals are consistently shared by all in the school community, which secures their achievement.
5.2 Despite the fact that the last inspection report did not identify any major weaknesses that had to be addressed, the school has continued to develop strongly, with a desire to be both innovative and secure. Since the last inspection the curriculum has broadened considerably, new policies have been introduced, facilities have improved significantly, resources have benefited from major investment, administration has been strengthened in order to better support teaching and learning, and Assessment for Learning has been successfully introduced.
5.3 The school complies with almost all of the regulatory requirements, but does not at present meet Standard 4 (suitability of proprietors and staff).
5.4 The school has no major weaknesses but is aware of a small number of aspects of its provision identified in this report where minor improvements may be made and of the action needed in order to meet standard 4 of the regulatory requirements.
5.5 In order to meet all the regulatory requirements, the school must:
(1) ensure that adequate CRB and other checks are carried out and written references taken up on all peripatetic music teachers and sports coaches engaged by the school to work with pupils, whose duties involve regularly caring for, training, supervising or being in sole charge of pupils aged under 18 [Regulation 4.(b)(i)];
(2) prior to confirmation of their appointment, carry out appropriate checks on peripatetic music teachers and sports coaches to confirm their identity, previous employment history, character references, and where appropriate, qualifications and professional references, and take that information into account in determining whether an appointment is confirmed [Regulation 4.(c)].
6. summary of inspection evidence
6.1 The inspection was carried out from 20th to 23rd November 2006. The inspectors examined samples of pupils’ work, observed lessons and conducted formal interviews with pupils. They held discussions with teaching and non-teaching staff and with governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. Inspectors visited the medical room. The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined a range of documentation made available by the school.
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Mr. John Dunston |
Reporting Inspector |
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Mrs. Myra Howard |
Head of Sixth Form and Head of Department, GSA school |
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Mrs. Kirsten Jackson |
Head, GSA school |
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Mrs. Paula McClive |
Deputy Head, GSA school |
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Mrs. Elizabeth Skelton |
Deputy Head, GSA school |
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Mrs. Gillian Wallwork |
Deputy Head, HMC school |
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Mr. Derek Wiggins |
Director of Studies, SHMIS school |