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INSPECTION REPORT ON |
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St David’s School |
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Full Name of the School |
St David’s School |
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DfES Number |
936/6504 |
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Registered Charity Number |
312091 |
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Address |
Church
Road, Ashford, Middlesex, TW15 3DZ |
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Telephone Number |
01784
252494 |
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Fax Number |
01784
248652 |
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Email Address |
office@stdavidsschool.com |
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Headteacher |
Ms.
P.A. Bristow |
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Chair of Governors |
Mr.
S.A. Humphreys |
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Age Range |
3-18 |
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Gender |
Female
3-18, male 3-7 |
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Inspection Dates |
March
6th – 9th 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 not carried out in conjunction with the Commission for Social Care Inspection (CSCI) and the report does not contain specific judgements on the National Minimum Boarding Standards. It comments on the progress made by the school in meeting the recommendations set out in the most recent statutory boarding inspection and evaluates the quality of the boarding experience and its contribution to pupils’ education and development in general. The full CSCI report can be found at 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 The school was founded in 1716 and moved to its present site in 1857 as the Welsh Girls’ School. It changed its name to St David’s in 1969. It is a school for girls aged 3 to 18 and for boys aged 3 to 7. Though having an Anglican foundation it welcomes pupils from all faiths. It is located in Ashford, a West London suburb. Pupils come from a wide range of backgrounds. The school reflects the multicultural diversity of the area. The school aims to enable its pupils to be happy and fulfilled, confident and self-assured.
1.2 The nursery and reception classes are attended by 24 children (20 girls and 4 boys). There are 27 pupils in Years 1 and 2 and 64 girls in Years 3 to 6. The senior school is attended by 257 pupils, 48 of whom attend the sixth form, almost all of whom continue with their education when they leave the school. Additional support is provided for 34 pupils who are learning English as a foreign language. There are 29 boarders who are mainly from overseas. The school has identified 54 pupils as having special educational needs, 24 of whom are provided with additional learning support. No pupils have statements of special educational needs.
1.3 Pupils are selected on the basis of an interview and a day in the school. Nursery places are allocated on a first come, firs served basis. The school contains a very wide range of ability. In view of the significant proportion of pupils with special educational needs or who have English as a foreign language, pupils’ average ability is broadly in line with the national average. If pupils are performing in line with their abilities their GCSE examination results will be in line with the national average for all maintained schools. The school runs a joint sixth form programme with an independent boys’ school but this link will cease from August 2007. The ability profile of sixth form students is lower than the main school because a high percentage of the pupils are from overseas. There are insufficient A level candidates each year to enable comparisons to be made with national averages. Many of the sixth form students are from overseas, mainly from the Far East; they can study a three year intensive language and A level course.
1.4 The school is a national centre for gymnastics and attracts pupils that wish to be coached for national and international competitions.
1.5 The current headmistress has been in post since 1999. Priorities for the future include developing a centralized recording system, improving information and communication technology (ICT), promoting the sixth form, recruitment, continued improvement of examination results and refurbishment of the art and careers rooms.
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 quality of education has improved since the previous inspection when several weaknesses were found. The school now provides a good quality education which is consistent with its declared aims and philosophy; it is sensitive to pupils’ diverse needs and provides an education which enables them to become increasingly confident, self-assured and fulfilled.
2.2 The Foundation Stage curriculum is well planned and enables children to achieve, and in many cases exceed, the Early Learning Goals for children aged 5. Nursery and reception class pupils are taught together for subjects such as physical education and music, but the two age-groups work separately for literacy, numeracy and humanities.
2.3 In the preparatory department sufficient emphasis is placed on English and mathematics and a good range of other subjects is taught. French is taught throughout and German is introduced in Year 6. Though this is valuable, it replaces design and technology (DT), which is not altogether satisfactory. As pupils proceed through the preparatory department they receive an increasing element of specialist teaching, often by senior school teachers in the senior accommodation. This is generally beneficial and eases the transition to senior school education. Good use is made of published and national schemes and long- and medium-term curriculum planning ensures continuity and progression. A good range of sports, including swimming, is provided; tap dance and ballet are popular. Music is well liked and many pupils learn musical instruments.
2.4 The Years 7 to 9 curriculum is broad and is in most respects balanced. Pupils have the opportunity to study three modern foreign languages in Years 8 and 9. Personal, social and health education (PSHE) includes citizenship and careers. Pupils are taught in ability groups for mathematics and in a top set and two mixed-ability groups for English. The curriculum provides a rotation of food technology, DT and textiles to enable pupils to experience a good range of practical subjects. Though the time allocated to each of the modern languages is low in Year 9 it is compensated for in Years 10 and 11 with additional oral lessons. Extra lessons are provided for pupils who wish to study a second modern foreign language. Though a good range of GCSE subjects is offered in Years 10 and 11, religious education (RE) is not part of the curriculum. Though sound overall, schemes of work vary widely in quality. A good range of subjects is available in the sixth form. The school is responsive to pupils’ requirements; they can follow a three-year course if they wish, or take three AS levels rather than four, or even include a substantial element of work-experience. Scheduling and harmonising timetables with the partner school is difficult but is successfully achieved.
2.5 Extra-curricular provision in the senior school is strong in music, drama and sport and a wide range of clubs and societies is provided. Elocution and music tuition are available. Gymnastics coaching is provided by local gymnasia and is scheduled before or after school. The activities programme is efficiently co-ordinated and there is a good level of staff involvement. Some clubs, such as technology club, are provided for pupils to continue with work. Activities are mainly sports or music-related in the preparatory department. The range of activities provided for boarders at the weekends is limited. Work experience and the Duke of Edinburgh Award scheme provide good opportunities for community service.
2.6 Pupils who attend learning support lessons or who receive English as an additional language lessons follow a programme based on an initial assessment of their needs. Each pupil has an individual education plan to guide the teaching. Mainstream teachers are provided with information regarding pupils’ learning difficulties which enables them to adapt their teaching accordingly. The activities programme contains additional lessons for pupils who have been identified as ‘gifted and talented’; these are beneficial as they provide interesting and challenging tasks for them. For example, in a lunchtime activity Year 6 matched similar pairs of words such as ‘spick and span’ with ‘neat and tidy’; this was an enjoyable yet challenging task.
2.7 The curriculum is enriched with field trips and study visits. For example, the art department takes pupils to art galleries and museums, and drama visits the theatre. Ski trips to the USA make a significant contribution to pupils’ social as well as sporting skills. School productions, inter-house debates, public speaking and gymnastics are valuable experiences for the pupils. Community service is a valuable part of the sixth form and the Duke of Edinburgh’s Award Scheme. Work experience is well organised and beneficial.
2.8 Pupils are prepared well for the next stage of their education. Careers education is a well organised part of the PSHE programme. Suitable links exist with a careers advisory service. Pupils are well supported in their applications to universities. A careers fair, to which other schools are invited, provides a very good opportunity for pupils to meet representatives from various professions and higher education. Good induction arrangements in Year 7 ease the transition from preparatory department to senior school.
2.9 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.10 As reported in the previous inspection, pupils demonstrate good skills for work and study. The school is successful in its aim of enabling most pupils to become confident, self-assured learners. Pupils generally show enjoyment in their work and use their critical and creative skills well when they are required to. Pupils use their critical skills in subjects such as English in the senior school. They analyse texts thoughtfully and write creatively. In the preparatory department pupils do not use their investigative skills enough in subjects such as science and mathematics.
2.11 Pupils’ attainment in GCSE is good in relation to their abilities. Results over the last three years have been above the national average for all maintained schools. Results in GCSE German and food technology (home economics) over the last three years have been far above average. In most other subjects they have been either well above or above average but in biology, double award science, music and physics have been average. Standardised national test data indicates pupils make good progress throughout the senior school. There have been insufficient A level candidates to enable reliable comparisons to be made with national norms.
2.12 The school has a national reputation for gymnastics. Achievement is very high; pupils represent the UK in gymnastics events and at local level in swimming and netball. High standards are achieved in elocution, acting and practical English in externally moderated music and acting examinations. Many pupils learn musical instruments and high standards are achieved in instrumental examinations. Pupils are awarded mathematics challenge certificates and reach regional public speaking finals. They participate in trampoline competitions at national level and hockey at county level. Many pupils follow the Duke of Edinburgh’s Award to Gold award level.
2.13 Pupils of above average ability are particularly keen to learn and when they are provided with opportunities to explore and extend their knowledge and understanding, as they are for example in the creative subjects they achieve particularly well. Where a more concise response is called for, as for example in the sciences, they do not always learn enough, as work is not sufficiently open-ended. Owing to the encouragement and support teachers provide for pupils with learning difficulties or who are learning English as an additional language, they make generally good progress.
2.14 Literacy is well developed. Pupils write in a wide range of styles but too great a use of photocopied worksheets sometimes constrains them in writing at length. Spelling, grammar and punctuation become increasingly accurate as they proceed through the school but the quality of presentation varies widely according to the differing expectations of teachers. Pupils are articulate speakers and participate enthusiastically in discussion. They are confident and speak with intonation and expression in public. They enjoy conversation and are keen to answer and ask questions. Speaking and listening are effectively fostered in all preparatory department lessons and are particularly well developed in modern foreign languages in the senior school. Most pupils listen attentively and usually absorb information readily. They use their skills with number well in subjects such as science and geography to measure and represent data. Pupils use ICT confidently and this makes a significant contribution to the standards they achieve in those subjects where it is used. However, further scope exists in most subjects to extend the use of ICT in the preparatory department. In the senior school, ICT is mainly used for word-processing, presenting data or handling information. Pupils use ICT well in modern foreign languages where good use is made of the interactive whiteboard and presentation software. Pupils use ICT well in art to research the work of artists and in food technology to investigate issues such as nutrition.
2.15 Pupils study and work effectively and their behaviour is mainly good. In lessons such as physical education and drama pupils work productively together. Particularly good teamwork is evident in gymnastics. Effective pair work takes place in most subjects but is particularly productive in modern foreign languages in the senior school for oral work. In most respects pupils have good study skills and most organise their studies appropriately. Concentration is good, pupils persevere and enjoy their work and activities, but they are sometimes reluctant to think for themselves. This is largely attributable to some teaching which does not always provide suitable opportunities in this respect. Note-taking is sometimes constrained by the over-use of photocopied worksheets. Pupils participate eagerly, particularly in discussions where they are keen to share their ideas. Their responses often show intelligent, thoughtful reasoning and argument: particularly good examples occur in art and drama in the senior school and in English in the preparatory department.
Spiritual, Moral, Social and Cultural Development of Pupils
2.16 Pupils demonstrate a good level of spiritual and moral understanding and a high level of social competence and cultural awareness. The previous inspection also reported positively. The good provision contributes strongly to the whole-school aims of enabling pupils to become fulfilled and happy.
2.17 Pupils reflect on spiritual topics in assemblies. A wide variety of faiths is represented in pupils’ backgrounds; pupils are therefore asked to address ‘their god’ rather than specific deities. Assemblies address broad themes such as ‘wisdom’, ‘love’, ‘courage’ or ‘choices’. They are sometimes led by pupils and those observed during the inspection were thought-provoking: for example, the head girl’s assembly involved pupils reflecting on what the world was like in 1999, (when they joined the school), and the present, and what the future might have in store. Preparatory department assemblies often include an element of participation, for example, pupils were asked to add to a collage of what God created on each day of the week. The curriculum has been mapped for opportunities for spiritual development and several subjects enable pupils to consider spiritual matters. In art for example, pupils are aware of beauty and in science they consider the vastness of the universe and the diversity of creation. Close links exist with the local church and members of the clergy lead some assemblies and the annual carol service and harvest festival. A room is set aside in the boarding house for Muslim prayer and pupils are enabled to observe Ramadan. In RE pupils show a good insight into world faiths.
2.18 Pupils show a keen awareness of moral issues. The school enables them to distinguish right from wrong and to respect the law. Staff set a good example and encourage pupils to conduct themselves with consideration for others. The PSHE curriculum includes citizenship and various subjects consider moral issues. English, for example, frequently involves analysis of texts which raise moral issues. Year 10 for example undertook a sophisticated analysis of jealousy, dishonesty, racism and marital fidelity though a role-play exercise on Othello. In science pupils consider issues such as sustainability and pollution. In the preparatory department, pupils deal well with moral issues in circle time. For example, Year 4 demonstrated a keen awareness of issues associated with forgiveness in a role-play exercise.
2.19 Pupils demonstrate a high level of social competence and confidence. They willingly accept responsibility, show initiative and, when given the opportunity, understand how they can contribute to community life. Pupils fulfil their responsibilities as heads of house, prefects or form captains well. Year 5 pupils assist younger pupils at playtime and in assembly. Classes vote for form captains who represent classes on the school council. Though most pupils support the system a significant minority that responded to the pupils’ questionnaire felt their views were not responded to. Pupils submit a written application and are interviewed for the post of deputy house captains. Senior pupils organise their houses well and set a good example for younger pupils. They arrange such events as inter-house competitions and quizzes. Sixth form students organise their own social events with the partner sixth form school.
2.20 Pupils demonstrate a high degree of cultural awareness. The arts are strong, particularly in the senior school. Pupils are sensitive and receptive to the cultural diversity in the school and are keen to learn about cultures from around the world. In keeping with the school ethos, pupils from overseas are readily assimilated. Cultural festivals, such as Diwali and Chinese New Year are celebrated. The sixth form organise a cultural lunch with dishes from around the world. An ‘Indian Summer Evening’ gives pupils a good insight into Indian customs and cuisine. Year 9 are sponsoring a child in Africa. Pupils have a good understanding of cultures from around the world. In art, for example pupils show good insight into African art, customs and images. The annual school play involves many pupils in all aspects of its production. Visits to the theatre, art galleries and museums enhance pupils’ understanding of culture.
2.21 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.22 Though the overall quality of teaching is sound, as reported in the previous inspection, it is inconsistent, ranging from excellent to unsatisfactory. Nevertheless, teaching makes a strong contribution to the school’s aim to enable pupils to be happy and fulfilled, confident and self-assured. This is because all teachers know their pupils well and provide good individual support. Most pupils feel that teachers help them to learn. The best teaching is motivational and is sometimes inspirational. In such lessons careful use of open-ended questions forces pupils to think. Practical and creative subject teaching very often challenges pupils to think and act for themselves. In art, for example, pupils are required to research widely and then develop their own ideas. In the best lessons very good use is made of praise. Where teaching is less than satisfactory it is too didactic, with insufficient dialogue with the pupils; the pace is slow and the pupils’ abilities are underestimated. Pupils find some of these lessons uninteresting.
2.23 The quality of teaching provided for pupils who are learning English as an additional language is generally good. Learning support teaching is well focused on pupils’ learning difficulties and enables them to make good progress. Mainstream teachers are sensitive to pupils’ learning needs and are very supportive. Occasionally, they provide separate work for these pupils but the predominant approach is to provide additional support and guidance, which is generally effective. In the creative subjects pupils can respond to the same work at a level commensurate with their abilities.
2.24 The quality of teaching in creative and practical subjects and the humanities encourages pupils to think and act for themselves. Some mathematics and science lessons, particularly in the preparatory department, provide insufficient opportunities for investigative work and this continues into the senior school where pupils are required to assimilate information rather than to apply what they have learned.
2.25 The quality of planning varies widely and is not always satisfactory. The best planning provides a secure framework for teaching: objectives are clearly identified and a range of stimulating activities is included with an opportunity for pupils to reflect on their learning towards the end of the lesson. Some nursery and reception class teaching is particularly varied and interesting. For example, reception pupils were taught how to identify what an hour is by looking at a range of widely differing clocks and then making a paper model of a clock face.
2.26 Teaching demonstrates good knowledge and understanding of the subject matter being taught but does not always make enough use of resources. Though ICT is planned for use across the curriculum further scope exists for it in most subjects. Where it is used, as for example in modern foreign languages in the senior school, it makes a significant contribution to pupils’ learning. Teachers do not use enough resources such as artefacts or audio-visual aids to enliven teaching. An overdependence on photocopied worksheets restricts pupils’ ability to respond at length or independently. Teaching makes insufficient use of the libraries for research or exploration.
2.27 Teaching encourages pupils to behave responsibly and is generally effective in this respect. Only a light touch is needed to establish and maintain pupils’ involvement and to ensure good behaviour.
2.28 Teachers provide good spoken advice but the quality of their marking is variable. At its best it is informative and constructive and gives pupils good advice as to how to improve; at its worst it is too brief and is limited to a mark or a grade which is insufficiently helpful to pupils. At whole-school level assessment data is used to identify the progress pupils make from Year 7 to their performance at GCSE in Year 11. The preparatory department has yet to make such use of its data in this way. Targets are set for some pupils; this is beneficial as it provides a focus for them to work towards. Assessment arrangements for pupils with learning difficulties or who are learning English as an additional language are good; their progress is monitored in relation to their individual education plans.
2.29 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 reported in the previous inspection the school provides good pastoral care. This makes a significant contribution to the school aim of enabling pupils to be happy and fulfilled, confident and self-assured. Though satisfactory overall, there are a few shortcomings in the provision for pupils’ welfare, health and safety.
3.2 Pastoral support arrangements are straightforward and effective. Class teachers in the preparatory department and form tutors in the senior school know their pupils well and maintain a close oversight of their performance. If there are causes for concern these are discussed with the relevant senior staff and appropriate action or support is provided if necessary. Where concerns are more serious parents are involved at an appropriate stage. Mentoring is provided for some Year 10 and 11 pupils. This is a good opportunity for them to talk though their work and discuss any difficulties they might have. Target-setting is becoming beneficial, providing pupils with achievable objectives to work towards; this gives them a good focus for their efforts.
3.3 Relationships are generally good; the teachers show a genuine concern for the welfare of the pupils. Form time provides a good opportunity for them to discuss progress and to monitor homework diaries in the senior school. The school rules are straightforward and emphasise concern for others. Pupils accept them as fair and generally abide by them. Very little inappropriate behaviour was observed during the inspection. A graduated scale of sanctions from minus house points to detention or, on occasion, suspension, ensures pupils know when they have transgressed. The sanctions book records serious incidents. A greater emphasis is placed on rewards rather than sanctions; house points are awarded for good work or effort and in the preparatory department the weekly ‘gold star’ assembly provides a very good opportunity to celebrate pupils’ achievements. Some inconsistency exists in the awarding of house-points. Clear anti-bullying policies and guidance ensure pupils are aware of the issues associated with bullying and of what steps to take. Most pupils have confidence in the approach and no evidence of bullying was found during the inspection.
3.4 Child protection measures are in place and successful and all necessary measures to reduce risk from fire have been taken. The health and safety committee meets regularly and agrees the necessary action to take in relation to matters that arise but there are a few issues that have been overlooked. The senior school accident log records only major incidents unlike the preparatory department equivalent which correctly records all incidents. The PSHE course contains a suitable range of health related topics. Pupils expressed their dissatisfaction with school meals in the pupils’ questionnaire; they were concerned that portions were too small and that there was a limited choice at the end of lunchtimes. Some were concerned about hygiene and the range of vegetarian options. During the inspection the school meals were found to be satisfactory, the menu was varied, nutritious and portions were adequate. The location of appropriate asthma inhalers is not as widely known as it should be. Health and safety practice is less than satisfactory in DT (resistant materials): pupils are not required to wear aprons or overalls and they use machine tools in cramped conditions. Registration and admissions procedures meet regulatory requirements.
3.5 The school meets almost all of the regulatory requirements for the welfare, health and safety of pupils [Standard 3]. In order to meet all the requirements, the school must:
(a) ensure that the accident log contains more detail; [Regulation 3.(4)]
(b) make the location of asthma inhalers clearer to staff; [Regulation 3.(4)]
(c) improve health and safety practice in DT (resistant materials). [Regulation 3.(4)]
The Quality of Links with Parents and the Community
3.6 The school has maintained the good relationship with parents and the community reported in the previous inspection. The school works closely with parents to ensure that pupils are happy at school and make good progress.
3.7 Parents’ response to the questionnaire distributed before the inspection was very positive. Almost all parents felt that teaching enabled their children to make progress, that a suitable range of subjects are offered and that the school promotes worthwhile aims and values. A few of the parents were concerned about the quality of the information the school provides. Inspectors found that reports are not informative enough but that there are sufficient opportunities for parents to discuss progress. Parents’ evenings are suitably scheduled and parents can make an appointment to discuss issues if they have a concern. Preparatory department teachers are available at the beginning and end of each school day for more immediate concerns. Publications, such as course outlines and homework diaries, enable parents to know what their children are taught. There are sufficient opportunities for parents to be involved in the life of the school but as in most schools parents are more closely involved when their children are younger. The school handles the concerns of parents with due care. Suitable procedures are in place; concerns are recorded and are resolved informally. The formal complaints policy has not been invoked.
3.8 The school actively promotes positive links with the wider community. It has developed very strong links with local, national and international sports organisations and is particularly active in local sporting clubs. The Friends of St. David’s Association raises funds for the school and provides social events. Pupils are very active fund raisers for charities such as breast cancer and a local hospital. Good links exist with local services such as the fire service. There are many visiting speakers and workshops in which parents talk about their occupations; artists and authors talk to pupils about their work. Good links have been developed with local employers for work experience.
3.9 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
3.10 As in the CSCI report of 2004 the school continues to provide good boarding that caters well for pupils’ welfare. It has fully addressed all of the main recommendations, these related to staffing, a few aspects of accommodation and medical provision. The school achieves its aim of providing a happy, secure boarding environment.
3.11 Relationships are positive and supportive; staff are patient and sympathetic. There are 29 weekly and full boarders; most are from overseas or are gymnasts. A wide age range is represented from age 10 to 18. The staff know the pupils well and are genuinely concerned for and make good provision for their welfare. Liaison between boarding and school staff is effective, communication is good between the head of boarding and the headmistress. Provision is well organised with well established routines in place.
3.12 Boarders participate in the extra-curricular provision for day pupils. Although there is no advertised programme of organised weekend activities, care is taken to ensure that boarders are offered leisure activities such as visits to places of interest or visits to local shopping centres. The older pupils find that boarding enables them to concentrate more on their studies and to achieve well and some prefer to use weekends for study rather than engage in leisure pursuits.
3.13 The accommodation is homely. Pupils have single rooms that are comfortably furnished and in good decorative order, though the corridors are narrow. Sufficient common rooms are available. Pupils are required to do prep. in the school library. There are insufficient computers in the library for the pupils to use and none in the boarding accommodation itself, though most of the older pupils have laptop computers and Internet connections are good.
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 Governance is sound. The quality of governance has improved since the previous inspection when it was reported the school needed a clearly stated vision of the way forward to give the staff a corporate sense of direction and strong team spirit. The governors have a clear focus on providing a happy school where the pupils learn well. After several changes in the governing body they now work well together in pursuance of these aims. A successful marketing strategy is in place and objectives have been broadly identified. However, the governors have been unable to draft a five year strategic development plan. This is because there have been several changes of bursar and the governors had insufficient financial information upon which to proceed. The absence of a long-term whole-school plan has constrained the school in its internal planning. With a new bursar in place the process of strategic planning is beginning.
4.2 The governing body now contains a good range of expertise. The committee structure has been streamlined and ensures that the education, finance and general purposes committees contribute to the termly meetings of the full governing body. The general purposes committee, for example, provides the full governing body with useful information regarding trends in marketing. Minutes of governing body meetings show that appropriate topics, such as finance and marketing are fully discussed and action is agreed.
4.3 A good partnership exists between the governing body and management of the school. Lines of communication are open and regular visits from the chair of governor ensure effective dialogue. The governors are very supportive of the school and relationships are very positive. The school provides useful financial and academic information to them to enable them to discuss topics and reach decisions. Heads of department give presentations about the work of their departments from time to time. This gives governors a valuable insight into the work of the school.
The Quality of Leadership and Management
4.4 Leadership and management are good in most respects and contribute positively to the achievement of the whole-school aims. However, despite the steps taken in response to the previous inspection some inconsistency is evident in the quality of teaching, marking and development planning which indicates that some of the weaknesses in middle management remain.
4.5 The senior management team work effectively together and provide a good lead for the school. The two deputy heads carry out their many responsibilities well. In the senior school pastoral care is well led and managed and the day-to-day running of the school is well organised. The preparatory department benefits from effective leadership and management. The curriculum is efficiently managed by the director of studies. Since this is a small school, the senior management team have many other responsibilities all of which are efficiently executed. The newly appointed bursar has already improved the financial administration of the school and the management of the non-teaching staff. Senior school departments are grouped into faculties for curriculum meetings and this works well. Science, English and music departments are making good progress under new leadership but there are several departments where inconsistencies in teaching and marking indicate less effective management. Pastoral teams work well together in the senior school and ensure pupils’ welfare is assured. The house system is well organised with senior pupils taking significant responsibility. All of the teachers in the preparatory department are subject co-ordinators; they maintain an effective oversight of their subjects and are beginning to provide suitable support and guidance for their colleagues.
4.6 A very positive ethos prevails. Morale is high and most of the teachers are enthusiastic. In the absence of a whole-school strategic plan the school is limited to annual school development plans. However, some projects in the annual school development plan, such as continuing to improve accommodation and ICT are likely to take much longer than one year and therefore need to be part of a whole-school strategic plan. The preparatory department, nursery, PSHE and nursery do not have development plans. Senior school departmental development plans vary widely in quality and usefulness: at best, as in science, music and physical education, they are ambitious yet realistic; at worst, they list areas they wish to develop but are not supported by a convincing plan of action.
4.7 The school has appropriate clear policies. Though most are effectively implemented, insufficient checks are made to ensure they are reflected in teachers’ practice. This results in some inconsistency in for example teachers’ marking. The quality of teaching is monitored, both as part of the performance appraisal process and where there might be a cause for concern. Individual teachers are provided with feedback but the emerging issues are not effectively disseminated to the teaching staff and this leads to some inconsistency in the quality of teaching.
4.8 The teaching staff are suitably qualified and appropriately deployed. The child: adult ratio is favourable in the nursery and small class sizes in most other parts of the school ensure pupils receive close individual attention. Performance appraisal is established but the inconsistency in the quality of teaching and marking indicates that it is not yet identifying and supporting all teachers’ professional development needs effectively. Whole-school training days focus on suitable topics, such as teaching and learning, revision and examination technique. There are no newly qualified teachers currently at the school though the school has successfully adhered to the Independent Schools Council Teacher Induction Programme (ISCTIP) in the past.
4.9 Financial resources are effectively managed. The recently appointed bursar has developed robust financial procedures and systems. The administration of the school is efficient. The school runs smoothly from day to day.
4.10 Appropriate resources are available in most subjects. Library provision is inadequate: there are insufficient books and some stock needs replacing. There are limited other resources such as periodicals, audio or video material or ICT-based materials, such as CD-ROMs or DVDs, particularly in the junior library. Records do not enable the school to monitor pupils’ reading, or use of the library adequately. Class libraries vary in quality but are mainly satisfactory. Teachers are too reliant on photocopying. This constrains pupils’ written response and is expensive. In the preparatory department the recently purchased laptop computers are not used enough for work in other subjects.
4.11 Accommodation, though sound in most respects, has several shortcomings. The preparatory department buildings, though adequate internally, have been identified by the school as due for replacement. The school grounds provide a beautiful setting and an excellent resource for outdoor education and sport. DT accommodation is overcrowded with machinery, music accommodation is limited and constrains performance, the changing rooms are in poor condition and several minor shortcomings exist in relation to the maintenance of the outdoor sports facilities. The toilets on the modern foreign languages staircase do not have washbasins nearby; pupils cannot therefore wash their hands after using these toilets.
4.12 The school meets the regulatory requirements for the suitability of proprietors and staff [Standard 4].
4.13 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:
(d) improve the changing rooms; [Regulation 5.(j)]
(e) improve the maintenance of the outdoor sports facilities; [Regulation 5.(t)]
(f) ensure pupils use only toilets that have washbasins nearby. [Regulation 5.(k)]
4.14 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 The school provides a good quality education and largely achieves its objectives. Most pupils are happy, fulfilled and confident young people. The quality of education provided has improved since the previous inspection.
5.2 Pupils demonstrate well developed skills for work and study and enjoy their work. Pupils’ attainment in GCSE is good in relation to their abilities and they achieve well in activities. Literacy is well developed: pupils read, write, speak and listen well. They use their mathematical and ICT skills appropriately throughout the curriculum. Pupils study and work effectively and their behaviour is generally good.
5.3 Pupils show well developed spiritual, moral, social and cultural awareness. The overall quality of teaching is sound but inconsistent. The best teaching is motivational but the worst is too didactic. Teachers provide close individual guidance for pupils but the quality of their marking and planning is inconsistent.
5.4 A high level of pastoral care is provided but a few shortcomings exist in the provision for pupils’ health and safety. A positive relationship exists with parents. The school provides friendly, open and inclusive boarding that provides well for pupils’ welfare.
5.5 Governance is sound. They have a clearly stated vision but they have not yet provided a strategic long-term plan for the school. A strong lead and clear expectations from the headmistress and senior management team ensure the school maintains its focus on its central aims and objectives. A very positive ethos prevails but some improvements are needed in development planning, performance management and disseminating the findings of monitoring.
5.6 The school complies with most of the regulatory requirements, but does not at present meet Standards 3 (welfare, health and safety of pupils) and 5 (premises and accommodation).
5.7 The main recommendations are listed below.
1. The quality of teaching, lesson planning and teachers’ marking should be improved by disseminating the findings of monitoring more effectively and using performance appraisal more effectively.
2. The governing body should prepare a long-term strategic plan for the school.
3. Long and medium-term development plans should be drafted for all parts of the school.
5.8 In order to meet all the regulatory requirements, the school must:
(1) ensure that the accident log contains more detail; [Regulation 3.(4)]
(2) make the location of asthma inhalers clearer to staff; [Regulation 3.(4)]
(3) improve health and safety practice in DT (resistant materials); [Regulation 3.(4)]
(4) improve the changing rooms; [Regulation 5.(j)]
(5) improve the maintenance of the outdoor sports facilities; [Regulation 5.(t)]
(6) ensure pupils use only toilets that have washbasins nearby. [Regulation 5.(k)]