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INSPECTION REPORT ON |
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St. Christopher’s School |
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Full Name of the School |
St. Christopher’s School |
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DfES Number |
936/6028 |
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Registered Charity Number |
312045 |
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Address |
6
Downs Road, Epsom, Surrey, KT18 5HE |
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Telephone Number |
01372
721807 |
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Fax Number |
01372
726717 |
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Email Address |
office@st-christophers.surrey.sch.uk |
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Headteacher |
Mrs.
Maggie Evans |
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Chairman of Governors |
Mr
Roger Hurcombe |
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Age Range |
3-7 |
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Gender |
Boys
and girls |
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Inspection Dates |
May 22nd – 25th,
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 St. Christopher’s is a small, independent, day school, founded almost 70 years ago in 1938. It was established as a charitable trust in 1965, administered by a board of governors. The school occupies one site with attractive grounds, including good facilities for activities and play, in a quiet, residential area close to the centre of Epsom. The Edwardian building has been extensively modernised and extended over recent years. Since the last full inspection in May 2000, the school has a new library and two classrooms for Year 1 pupils. A specialist room for teaching pupils with special educational needs has been provided, a reception area has been created and gymnastic equipment is a recent acquisition. In addition, the staff room and most washrooms have been refurbished, including a cloakroom for the disabled. Outside, the safety surface, climbing equipment and gazebo have been installed. Furthermore, almost two-thirds of the teaching staff have replaced teachers who have left the school.
1.2 Central to St. Christopher’s is the support provided for children and their parents through the all-important early years of education. It places a strong emphasis on a carefully managed introduction to school life and subsequently to a broad and challenging education within a happy, caring and secure family environment. The curriculum focuses strongly on literacy and numeracy and pupils are prepared for entry to local selective and non-selective, independent and maintained schools.
1.3 The school’s mission is to offer young children the best possible start to their education, endeavouring to meet each day with a sense of purpose, combined with the enjoyment to be had in life and a sense of humour. In this spirit, it aims to build a partnership with parents to the benefit of their child and to make the transition from home to school as easy as possible. It further aims to ensure that positive attitudes develop and a prompt start is made to learning. In addition, it seeks to provide equal opportunities for all children, parents, and staff, fostering mutual respect and care, understanding, co-operation and tolerance of others. It aims to give each child a thorough grounding in literacy and numeracy skills enabling them to make the maximum possible progress. It endeavours to plan the curriculum so that each child can develop socially, emotionally, intellectually and physically, acquiring skills, concepts, attitudes and knowledge to enable them to become successful lifelong learners.
1.4 St. Christopher’s functions as a whole school with two integral parts: the Nursery for children rising 3 to 4 and the Pre-Prep/Infant department for pupils of 5 to 7, with two parallel classes for each age group, except the children under-3. Pupils come from a wide range of social backgrounds. The school is non-selective. On entry to Nursery, the school has a broad range of ability. Pupils’ average ability 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 schools. At the age of 7+, more than half the pupils take examinations to one or more independent selective schools.
1.5 At the time of inspection, there were 148 pupils on roll, 13 pupils fewer than at the time of the last inspection. Of these, 16 pupils are in the Under-3 Nursery, 67 in Foundation Stage and 65 pupils are in Years 1 and 2. Most pupils are full-time but 43 pupils in Foundation Stage are part-time. The school as a whole has almost equal numbers of boys and girls, 73 boys and 75 girls.
1.6 The two pupils, for whom English is not their principal language, receive additional support for English. Seventeen pupils have been identified as having a special educational need, but none has a statement of special educational needs, and all receive support from the school. The difficulties range from mild dyslexia to a small number of pupils with Asperger’s syndrome.
1.7 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1 St. Christopher's School provides rich educational experiences and successfully reflects the school’s aim to develop pupils’ social, emotional, intellectual and physical skills, concepts, attitudes and knowledge to enable them to become successful lifelong learners. It is highly efficient in preparing them for the next stage of their education. The quality of the curriculum has been maintained since the last inspection with the addition of personal, social and health education (PSHE), but offering less design and technology (DT). Almost all parents responding to the questionnaire said that they were happy with the range of subjects.
2.2 In Nursery, children experience an excellent diversity of activities well suited to their ages and abilities. These include frequent opportunities for independent learning. The nationally specified Early Learning Goals of the Foundation Stage are completed during the Reception year. In addition, religious education (RE), and increasingly, PSHE are included. When ready, children embark upon the programmes of study closely related to the National Curriculum.
2.3 The curriculum for Years 1 and 2 is built around the National Curriculum with the addition of RE and PSHE. However, not all aspects of the PSHE policy have been implemented. Topic work provides a strong focus for teaching subjects such as history, geography and science. Pupils have few opportunities for DT and the opportunities it provides for practical and problem solving activities. Pupils use ICT from time-to-time. However, they have no distinct lessons in which to develop ICT skills. Furthermore, its use as a teaching tool in most subject areas is limited. Arrangements to develop pupils’ numeracy and literacy skills and their grasp of investigative methods in science support many areas of the curriculum well. Strongly developed speaking and listening skills successfully support development of competent and confident reading and writing. In addition, mental elements of mathematics receive considerable emphasis. Pupils’ notable mental agility supports speed of thinking in all areas of the curriculum. However, apart from occasional opportunities for pupils to develop their own investigative work in science, pupils in Years 1 and 2 have few other times to learn independently. The school provides a wide variety of stimulating opportunities for pupils to express themselves creatively in writing, art, music and drama. Some classes make maximum use of time between start of morning school and assembly, but in other classes time is not well used. Assembly is used appropriately to introduce moral and social issues carefully chosen to link with PSHE topics developed in lessons.
2.4 Extra-curricular activities make a valuable contribution to the life and education of all pupils. Despite their very young age, Nursery children have a choice of activities. Older pupils enjoy a wide range of activities relative to their young ages. In addition, some pupils represent the school in team sports. Pupils can also take part in dramatic productions. Pupils’ experiences have a positive influence on their personal development and in extending their sporting and creative skills in particular. Wide-ranging, high-quality opportunities for enrichment are given through a residential trip for pupils in Year 2; numerous educational visits to places of interest; and visitors who are invited in to share their experiences. Inspection findings do not support a minority of parents who are of the view that the school does not provide a good range of extra-curricular activities.
2.5 The school successfully achieves its aim to make the transition from home to school as easy as possible. By allowing potential nursery pupils to attend half days in the term preceding their start to school and older pupils to spend short spells in the class they are to join, pupils gain confidence and positive attitudes to learning. It is equally helpful that headteachers from senior schools visit to meet parents. Well-established procedures make certain the smooth transition from class to class.
2.6 Nursery, ICT and art and design policies are comprehensive. Most other subject policies also support teachers well. Schemes of work ensure clear continuity through the years. In addition, topic themes planned across subjects extend pupils’ learning. The good equal opportunities policy is well reflected in curriculum planning and all aspects of school life.
2.7 Support for pupils with special educational needs is of a high standard. Individual or small group sessions are provided for pupils withdrawn from lessons. Pupils requiring support have individual education plans which are appropriate for their needs. In addition, suitable arrangements are made for pupils with English as an additional language (EAL). A clear policy for pupils with special needs, which includes those with EAL and the gifted and talented, is a valuable guide. However, it does not appear to be implemented consistently. Where such policies are put into effect, they have a positive impact on the curriculum offered to pupils and the resultant teaching and learning that takes place. Parents’ concerns regarding worthwhile help for pupils with special educational needs are largely unjustified, as revealed by inspection findings.
2.8 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.9 Pupils learn most effectively and achieve particularly well in both their academic and broader education. This helps to fulfil the aim of the school to enable each child to develop socially, emotionally, intellectually and physically, acquiring skills, concepts, attitudes, and knowledge to enable them to become successful lifelong learners. Pupils are well grounded in knowledge, skills and understanding in their subjects and in other activities. The high standards being achieved in relation to their ability at the time of the previous inspection have been maintained overall.
2.10 In Nursery and Reception, early skills are very well taught and pupils have strong foundations to progress well. Their knowledge and understanding are encouraged and applied effectively through appropriately planned lessons and first-rate teaching. Pupils’ reading and mental mathematical skills are particularly well developed. In addition, pupils think through arguments logically and discuss cogently. They respond very well to such opportunities at a level appropriate to their age.
2.11 Pupils begin to organise their work with many opportunities for independence as early as the Nursery, where they have excellent choices of activity in ‘Go as You Please’ time. These become even more important as they mature and move through the school. However, few occasions are provided for pupils to develop their independent learning skills so well begun in the Nursery.
2.12 Throughout the school, pupils’ creativity is apparent in written work, art projects, drama and activities. Reception pupils created an array of unique animals using a ‘paint’ program on the computer. Year 2 pupils enthusiastically took on the roles of Mr and Mrs Twit and skilfully created the characters to the considerable enjoyment of both performers and observers. Both examples allowed pupils to use their imaginations to the full.
2.13 No significant difference is apparent in the relative attainment of girls and boys, or pupils in different classes or most subjects. Evidence from the National Curriculum tests at age 7 for the three years to 2004 indicate that pupils’ attainment in reading is far above the national average, in mathematics is well above the national average and for writing is above average for all maintained schools. Given that pupils’ ability on entry to the school is average, during their time at the school, pupils make rapid progress, particularly in reading and mathematics. The local selective independent schools’ entrance results indicate that, over the course of a pupil’s education, they make considerable progress in the development of their knowledge, skills, and understanding in many subject areas. Most pupils gain entrance to their first choice schools.
2.14 The school’s commendable individual and team achievements in view of the young age of the pupils are as a result of the school’s encouragement and nurturing of pupils’ talents. For example, pupils were winners of the ISA national under-11 textiles/needlework competition in 2004 and regional winners of the under-11 ISA art competition in 2005 for a display of clay models representing the Derby. This year pupils have once again won a regional prize for a three dimensional picture inspired by ‘The Whale Song’. In addition, the Tigers and Lions football team triumphed in a local tournament to finish joint first.
2.15 Pupils’ attitudes to work and study are praiseworthy throughout all year groups as a result of teachers’ high expectations. To these, pupils respond very positively. For example, Year 2 pupils articulated well-considered views in response to their concerns about pollution on beaches. They used scientific terms and had mature understanding of the complex factors involved. Their manner was typical of most pupils’ eagerness and willingness to think, communicate and develop their views.
2.16 Throughout, pupils read and write intelligently and fluently at a level that is high for their age. However, pupils rarely take notes to appreciate the value of recording information in a brief and succinct manner. They are mostly confident learners and listen attentively to the ideas of others as well as to their teachers. Almost all pupils study and work effectively, both on their own and co-operatively. They are happy to work in small groups or teams; for example, three children in Nursery successfully levered up a box into a tree, pulling on a rope. Year 1 pupils co-operated sensibly in the roles of shopkeeper and customer to discuss carefully the correct change to be given.
2.17 In many areas, pupils apply skills they have learnt to other subjects. This is particularly the case with literacy and linguistic skills which are very well transferred to subjects such as history and geography. Application of their number skills is also apparent in subjects such as geography and science and in a cookery activity to count out 60 seconds, the time for the flour and butter to be mixed. However, the limited teaching of information and communications technology skills and design technology limits pupils’ skills in ICT and for their valuable use in other subjects.
2.18 Pupils mostly settle down sensibly and quietly at the start of lessons and quickly apply themselves to whatever task is in hand. They willingly persevere to complete an activity. For example, a child in Nursery determinedly sawed wood for more than 15 minutes until it was cut, ready to use. Pupils concentrate very well. They display enthusiasm for their work and activities. Pupils enjoy the learning experiences offered and as a result they progress well and attain high standards.
Spiritual, Moral, Social and Cultural Development of Pupils
2.19 The personal development of pupils is a particularly strong feature of the school’s work. The school successfully meets its aim to foster mutual respect and care, understanding, co-operation and tolerance of others. It endeavours to do this through meeting each day with a sense of purpose, combined with the enjoyment to be had in life and a sense of humour. This was much in evidence during the inspection and very well maintained since the last inspection.
2.20 The PHSE policy for all year groups lays the foundations for a happy and caring environment and provides a structure which underpins the ethos of the school. Pupils develop a strong sense of spiritual awareness, through assemblies, lessons and visits. For example, pupils from all age groups developed a deeper understanding of their sense of self in an assembly when sharing examples of their work. Their self-esteem was tangible when they received their merits. Opportunities in lessons such as PSHE enable pupils to discover new experiences, develop their self-confidence, and consider their own feelings when reacting to situations in which they find themselves. Pupils clearly had a sense of spiritual awareness as they lingered to watch the perfect symmetry of the dandelion seed-head dispersed into myriad directions. Such opportunities are well taken by pupils who, as a result, continually develop their spiritual awareness.
2.21
Pupils have a clear moral sense
and from the early years are able to distinguish between right and wrong. The school and staff set high standards and
pupils respond positively. Younger pupils
show an appreciation of moral and social matters, for example when taking turns
and sharing apparatus. Year 1 playing
maths snakes and ladders helpfully checked each other make the correct moves and understood why they
should abide by them. Most pupils
understand the value of the ‘golden rules’, the school behaviour code and the
system of rewards and sanctions. Older
pupils were confident about how to deal with bullying and knew what course of
action to take. They are courteous to
each other and to their teachers and visitors.
For their part, staff return that courtesy and show respect for their
pupils.
2.22 As a result of the school’s curriculum and ethos, pupils’ social awareness is high. From the early years onwards, pupils are encouraged to exercise self-discipline. They are given simple tasks of responsibility as class monitors and register monitors. Year 2 monitors, including the head boy and head girl, prove greatly beneficial to pupils’ social development. Pupils’ initiative, their willingness to come up with their own questions, was evident in most lessons. Pupils gladly raise funds for charities as they consider others less fortunate than themselves. Valuable social experiences are provided by school productions and by numerous visits offered to all age groups from the Reception class children upwards. Pupils learn to interact with each other and show respect, tolerance and consideration. A residential field trip for Year 2 pupils further enhances older pupils’ social development and awareness. Pupils begin to appreciate the work and value of public institutions and services through, for example, visits to the local fire station and town hall.
2.23 Pupils have many valuable opportunities to learn about and appreciate cultural traditions from their own and others’ backgrounds. This enables them to become increasingly culturally aware. They perform music enthusiastically. They are aware of the differences between their own lifestyle and that of people from earlier periods of history. Art lessons provide occasional opportunities for looking at the work of other cultures and pupils are able to experiment in a similar style, for example, the colourful collage snails inspired by the work of Matisse designed by Year 2 pupils. Religious education lessons provide the chance to learn about religions of the world. Wall displays in Nursery written in several languages demonstrate pupils’ developing cultural awareness.
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 Teaching is of high quality and some lessons seen were outstanding. It promotes high attainment and gives each child a thorough grounding in literacy and numeracy skills, enabling them to make the maximum possible progress in accordance with the aims of the school. All parents responding to the questionnaire are very happy with the teaching overall and agreed that it helped their child to make progress. The high quality of teaching found at the time of the previous inspection has been maintained.
2.26 Teaching enables pupils of all ages and abilities, including those needing learning support, to acquire new knowledge, make good progress and develop effective skills. Teachers have expert knowledge and skills for the age groups they are teaching and this enables them to set challenging work and answer pupils’ questions with confidence. All have high expectations of pupils and encourage them to take an interest in their work. Teaching frequently enables pupils to think and learn for themselves. For example, Year 1 pupils who given an answer enthusiastically made up a fitting question. Extensive use is made of effective questioning, clearly illustrated in a Year 2 science lesson, investigating earthworms. Skilful interrogation stimulated pupils to express their ideas, share knowledge, and increased their understanding of earthworms and their way of life.
2.27 Most subject policies are good and provide a clear framework for comprehensive and consistent planning. All lessons are very well planned with clearly stated learning objectives, time is used effectively, and most lessons are conducted at a brisk pace. However, most planning does not allow pupils sufficient opportunities to use their ICT skills. In addition, extension work for the more able pupils is limited. Much of the teaching involves pupils in a varied range of activities, including discussion, investigation, theory, and practical work. In subjects such as science, geography and physical education, pupils work well in groups and pairs. This facilitates good learning.
2.28 The most successful lessons are characterised by teachers’ enthusiasm, sense of purpose and appropriate use of resources. In the very few lessons which are less successful, there is often a lack of variety in teaching methods, over-use of worksheets which restricts teaching styles and opportunities for innovation and diversity, and work is not set at an appropriate level for pupils’ abilities. Also, such lessons proceed at too slow a pace. Consequently, the work does not challenge pupils and insufficient learning takes place.
2.29 Relationships between staff and pupils are strong and based on mutual respect. This allows pupils to feel confident in expressing their ideas and opinions, so that their response is positive and productive. Furthermore, it encourages them to behave in a responsible and appropriate manner. Staff know pupils well and give sensitive help, particularly for those needing learning support.
2.30 Teachers make good use of the school’s resources. In most cases, teachers carefully select the resources that are needed to help pupils to grasp a concept that has been introduced. Computers are available in every classroom. However, the use of ICT as a teaching tool, though improved since the previous inspection, is still insufficient to support pupils’ learning in several subjects. The school is aware of this and of the need for teachers to make opportunities to exploit the technology and comprehensive range of software for enhancing their teaching and pupils’ learning.
2.31 Pupils use the school library once a week, but have limited opportunity to use it at other times which restricts opportunities for learning and a valuable opportunity for independent reference reading and research. The class libraries, more easily accessible, make a valuable contribution to pupils’ learning experiences. The book stock in all areas is of good quality and includes an appropriate range of both fiction and non-fiction books.
2.32 The assessment policy offers useful guidance. However, in practice teachers’ assessment is inconsistent. This is particularly the case for target setting and for the way in which the assessment of pupils’ work informs teachers’ planning. In lessons for pupils receiving support for special educational needs for example, regular informal ongoing assessments are reviewed against the objectives set for pupils. Outcomes are well used to assist teacher’s short term planning and to set new targets. In addition, the clear records kept provide accurate evidence of pupils’ step-by-step progress. This is also the case in a Year 1 class and in Nursery through use of the ‘stepping stone’ targets leading to the Early Learning Goals. The system of observation and record keeping for the younger children has improved since the Ofsted Nursery inspection in March 2005. In other classes, whilst pupils’ attainment is assessed regularly through the use of a range of standardised tests, such assessments are not used so well to inform planning or to set targets. This means that the work planned for the pupils is not always precisely matched to their needs. Furthermore, the absence of records of progress limits evaluation and monitoring of pupils’ progression.
2.33 Assessment is well used to inform reports on pupils’ attainment and effort. Most reports helpfully inform parents about what their child needs to do to continue to improve. Assessment files for pupils are passed on as children move through the school. This system, including the continuous record of the pupil’s best work in the St. Christopher’s book, enables all staff to have a full and accurate picture of pupils’ achievements and levels of attainment. However, the monitoring of pupils’ strengths and weaknesses and their emerging patterns of attainment is limited.
2.34 Marking is mostly accurate and usually positive following the useful guidelines of the marking policy. However, some marking is cursory with just a tick placed at the end of the piece of work. Some mathematics books contained no comments at all to help pupils value their work. Many Year 1 books included thoughtful comments designed to help pupils to understand what they needed to do to continue to improve.
2.35 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 high and has improved since the previous inspection. The school is most effective in ensuring the welfare, health, and safety of its pupils. The school’s admirable aim to provide equal opportunities for all its pupils, fostering mutual respect and care, understanding, co-operation and tolerance of others, is very well met. A parent commented, “I am very happy with the atmosphere and attitudes. St. Christopher’s is a lovely, caring place for younger children”.
3.2 Staff offer their pupils high quality support and guidance in a friendly, relaxed manner. Pupils feel secure and know that they can rely upon teachers to help them overcome problems which occur. The atmosphere in the school is caring and purposeful, reflecting its aim to endeavour to meet each day with a sense of purpose, combined with the enjoyment to be had in life.
3.3 The school has highly effective pastoral arrangements for its pupils. It operates an ‘open door’ policy which encourages parents to communicate concerns about their child with the form teacher. Pupils with problems are discussed in staff meetings. The hand-over, which occurs between form teachers as pupils progress through the school, ensures that staff know their pupils well. Good relationships are evident between staff and pupils and between pupils and their peers. A girl revealing obvious concern for a boy who had tripped over sympathetically helped him to his feet. Pupils say confidently that they would turn to staff for help.
3.4 The discipline, behaviour code and anti-bullying policies are comprehensive. The procedures for promoting good behaviour are very clear. Golden rules are used and displayed in many classrooms. Pupils know these rules and understand what is expected of them. As a result, good behaviour and courtesy are strongly evident throughout the school. A parent commented that everyone encourages good behaviour with minimal fuss and quick resolutions to problems. Pupils are treated with equal respect regardless of culture, gender, or ethnicity. They respond positively to the range of rewards and merits awarded and acknowledged in assembly.
3.5 Measures to safeguard and promote pupils’ health and well-being are successful. Child protection procedures are clear and staff have received relevant training in this area. Staff are checked with the Criminal Records Bureau as are parents who accompany pupils on school visits or help on a regular basis in school. Pupils are mostly very well supervised. All fire prevention measures are in order and fire practices are held regularly and recorded. The health and safety policy is comprehensive and enhanced by a governor who regularly carries out observations and checks of the whole school and ensures that health and safety issues are dealt with. The school has a sufficient seven staff qualified in first aid. Thorough risk assessments are undertaken within subject areas and more generally for school visits. Meals are of a high standard and caterers are aware of special dietary requirements.
3.6 Pupils are valued and are enabled to develop in accordance with the aims of the school in a happy, safe and pleasant environment.
3.7 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
3.8 The school successfully achieves its aim to build a partnership with parents to the benefit of their children. It maintains close links with parents throughout the time their child is at the school. The school takes care to keep parents informed and to develop purposeful and productive links with them. This is an equally positive position as that found at the time of the last inspection. Links with the wider community are very well developed.
3.9 Parents who returned the questionnaire indicated strong support for the school. They are particularly happy with the attainment and progress of their children, the teaching and the pastoral help and guidance given to their children. In addition, they are pleased with the school’s achievement of high standards of behaviour. Parents are also happy with the encouragement to be involved in the life and work of the school. A few parents’ concerns about information and opportunities to discuss information, help regarding special needs and range of extra-curricular activities is largely unjustified as revealed by inspection findings.
3.10 Parents have numerous excellent opportunities to be involved in school activities and in the work and progress of their children. Parents are warmly welcomed into the school particularly into the early years’ classrooms. Some enhance the curriculum by giving talks about aspects of their lives. Parents are pleased to help on trips and to support matches. Parents are invited to plays and school celebrations. Parents are not invited to attend their children’s class assembly limiting their involvement in this aspect of their children’s work. However, parents are offered a video of the assembly to watch at home. Parents are encouraged to contribute to the quality of school life through the very active parents’ association which organises many family and adult social occasions. The association has raised considerable sums for charity and the school, for example, the gazebo to enable the outdoor classroom to be used in all weathers. Each term, representatives of the parents’ association are invited to attend the governors’ meeting and contribute to the governance of the school.
3.11 Parents receive a comprehensive range of information. Nursery children’s parents are invited to two meetings a year with teachers who follow up the meetings with informative summaries of discussions. In addition, parents receive a full report at the end of Nursery. The report format is being helpfully adapted to include the six areas of learning of the Foundation Stage curriculum. Open evening is a further good opportunity for parents to discuss their child’s work with teachers. Parents of older pupils are invited to meet teachers in November. They receive a short report of their child's progress in February and a detailed report in the summer term. Reports are clear, informative and mostly provide pupils with useful targets for improvement. The home-school diary is an excellent informal communication system. Parents are kept up-to-date through information posted on notice boards and regular newsletters. These also highlight pupils’ activities and successes. A detailed parent handbook provides invaluable information. The prospectus and website are interesting and informative. The school has an ‘open door’ policy and information is readily available on request. Complaints are handled with due and appropriate care thus meeting the regulatory requirements.
3.12 The school has many strong links with the local and wider community. Pupils are regularly encouraged to support a range of local and national charities. Visits are made to a variety of places of interest within the Epsom and wider area, including the local church. The vicar takes the school’s Easter assembly. Pupils’ artwork has been displayed at the local shopping centre. The school competes against local and national rivals in competitions and last year won a regional prize for a display of clay models representing the Derby. Local residents are invited to school events. Visitors, who include the local MP and mayor, are invited into school to talk to pupils, to enrich the curriculum and to extend valuable links with the community.
3.13 The school meets the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 and 7].
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The school is very well governed by a group of people who are highly committed to the good of the pupils, the school and its continuing development. They ensure that the school’s aims are being met and that a high quality of education is provided. In this, they are most successful. Such high quality governance has been maintained and indeed built upon since the last inspection.
4.2 The governing body is well defined with appropriate structures, including working parties and properly minuted meetings that enable governors to oversee the work of the school. Governors have been most successful in making appropriate, well thought out provision for the schools’ accommodation. They ensure that resources are readily available to meet pupils’ educational and personal needs. Since the last inspection, an effective budgeting system has been introduced for subject resources and the professional development of staff. These findings are in agreement with the bursarial advisory report of March this year. The body has played a significant role in planning and implementing major changes to the school over a number of years.
4.3 The governors have a wide range of expertise and experience and are able to support the school and staff, providing essential and purposeful stimulus for growth and improvement. Since the 2000 inspection, they have become more closely involved in the daily life and work of the school. However, their awareness of the curriculum is limited. Governors have become more accessible to parents. Representatives of the parents’ association attend part of the governors’ meeting each term. Governors take their responsibilities to sustain the ethos, quality, and development of the school and of ensuring its compliance with regulatory and legal requirements most seriously.
4.4 Relationships with the headteacher and staff are very positive.
The Quality of Leadership and Management
4.5 Leadership and management successfully meet the school’s aim to support children and parents through the early years of education and subsequently providing a broad and challenging education within a happy, caring and secure family environment. The headmistress provides strong leadership reflected in the quality of education and care of the pupils. Significant progress has been made since the last inspection to improve the management by establishing a senior management team which provides valuable support for the headteacher and for other staff. Overall, the high quality of leadership has been maintained.
4.6 The school has a clear educational direction, well supported by senior managers, but which lacks the balance of support from representatives of the youngest and oldest age groups. Subject leaders are carefully designated. Progress has been made since the previous inspection to develop their roles and responsibilities. However, more needs to be done to define clearly the co-ordinator and senior manager roles particularly in relation to monitoring the work of the school, the quality of teaching and the work pupils produce. Not all subject policies provide guidance on matching work to the needs of the most and least able and on integrating basic literacy, number work and the use of ICT into teaching. Useful discussion takes place on an ad hoc basis. However, few formal pre-planned meetings for co-ordinators are arranged to promote fuller communication and considered discussion on relevant topics across subjects, or with the senior management team.
4.7 The school has a comprehensive development plan that identifies areas for review over an appropriate period of time. It provides an accurate picture of the steps needed to develop the overall quality of education being offered to the pupils.
4.8 Appropriate policies have been drawn up and these cover most aspects of school life. The school now has a system to check and review regularly the effectiveness of its procedures. For example, recent reviews of child protection procedures have been undertaken. In a limited number of instances, the implementation of polices is not monitored rigorously. For example, the school lacks a consistent approach to marking pupils’ work and using assessment to inform planning.
4.9 Throughout the school, teaching and support staff are mostly deployed effectively. They contribute most significantly to pupils’ learning and welfare. Staffing levels are adequate to enable good support to be given to pupils, particularly those requiring additional help. The recruitment of well-qualified staff is successfully managed, and the required staffing checks are carried out with appropriate records being kept. Induction procedures for staff new to the school support them very well. The school ensures that staff can take up relevant opportunities for training. However, these are limited for infant teachers. An effective system for the appraisal of staff is in place and is well integrated.
4.10 Resources for learning, including those for music and physical education, are greatly improved since the last inspection. They are appropriate and effectively managed. Most are easily accessible and suitably located near the areas where they are used. In addition, since the 2000 inspection a well-stocked library has been established. It is used on a weekly basis by each year group but is rarely used more often by pupils, limiting pupils’ learning opportunities. Resources for technology continue to be insufficient for pupils’ learning. Appropriate budgets for the curriculum are operating efficiently. These findings concur with the bursarial inspection report of March 2006.
4.11 Administration of the school is most efficient. The comprehensive handbooks for parents and staff are invaluable reference sources. Administrative and other support staff provide first-class assistance, upon which the successful running of the school depends. Communication within the school works well.
4.12 The school makes full use of its site. Its useful facilities include, for example, the gazebo, the climbing and play equipment, new Year 1 classrooms and attractive library. The school is a welcoming place which provides a secure environment for the education of the pupils with interesting and colourful displays of artwork in all parts of the school. A parent commented, “The headteacher and her team’s commitment to the children’s welfare, happiness and progress shines through every day. Every child deserves a school like this". Pupils say they are very happy and enjoy coming to their school.
4.13 The school meets the regulatory requirements for the suitability of proprietors and staff [Standard 4].
4.14 The school meets almost all of the regulatory requirements for premises and accommodation [Standard 5]. In order to meet all the requirements, the school must:
(a) increase the number of washbasins in washrooms so that the number of washbasins at least equals the number of WCs [Regulation 5.(k)].
5.1 St. Christopher’s school is very successful in meeting its aims and the needs of pupils effectively. It well supports children and parents through the early years by offering a carefully managed induction programme to school life. Subsequently, it provides a broad, challenging education within a happy, caring and secure family environment. Achievement levels are significant in several areas, notably reading and mathematics. Such achievement is largely the result of excellent foundations developed and fostered in Nursery; good and often outstanding teaching; successful leadership by the headteacher; and efficient structures and systems that support pupils in their learning. Consequently, pupils behave very well and are responsible members of the school community. Pupils are well cared for. High quality provision is made for their personal development. The school is aware that there are issues to be addressed in relation to reviewing the structure of the senior management team; clarifying the roles and responsibilities of a number of staff; and establishing an effective system to monitor the work of the school and pupils’ progress. The need to have formal communication arrangements is also appreciated by the school. Furthermore, the school should develop a system of marking for the benefit of pupils and teachers; develop pupils’ ICT skills and their application across the curriculum; and foster independent learning.
5.2 The strengths found at the time of the 2000 inspection have at least been maintained. In the areas of pastoral care and governance, quality has improved. Weaknesses identified at that time relating to lack of management structure; size of classrooms; and lack of budgets for resourcing the curriculum; and supporting professional development of staff have been addressed.
5.3 The school complies with almost all of the regulatory requirements, but does not at present meet Standard 5 (premises and accommodation).
5.4 In order to build on the improvements made since the last inspection, the school should:
1. Improve the balance of the senior management team to include staff who teach the youngest and oldest age groups.
2. Review the roles and responsibilities of senior managers and curriculum co-ordinators to:
· ensure that all have a clear understanding of what their role is, what is expected of them and that they have sufficient time and opportunity to carry out their roles;
· develop a system to oversee and monitor the school, particularly teachers’ planning; teaching and learning; assessment, its recording and purpose; standards pupils attain; and progress pupils make;
· develop a formal system of meetings for subject co-ordinators in order to allow considered discussion on relevant topics across subjects and with the senior management team.