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INSPECTION REPORT ON |
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St. Francis School |
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Full Name of the School |
St. Francis School |
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DfES Number |
865/6010 |
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Registered Charity Number |
298522 |
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Address |
Marlborough
Road, Pewsey, Wiltshire, SN9 5NT |
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Telephone Number |
01672 563228 |
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Fax Number |
01672
564323 |
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Email Address |
admissions@st-francis.wilts.sch.uk |
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Headteacher |
Mr
Peter Blundell |
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Chairman of Governors |
Mrs
Sarah Soar |
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Age Range |
2
- 13 |
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Gender |
Mixed |
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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 St Francis School is an independent, non-selective, fee-paying day school taking both boys and girls from the age of 2 to 13. The school is situated in its own extensive grounds and playing fields on the northern outskirts of the Wiltshire market town of Pewsey. Classrooms are found in three main buildings, two of which are large houses that have been adapted into classrooms and accommodation for administrative purposes. A third is a recently completed block of classrooms, including specialist teaching rooms for art and design technology. There is a small hall for the younger pupils, a science laboratory, an information and communication technology (ICT) suite, an art room and a full-sized sports hall. The headteacher has been in post for 12 years. During this period the school has grown to its present size and many of the current facilities have been established.
1.2 The school’s aim is ‘to foster a happy and stimulating environment in which each child can prosper academically, socially and emotionally. The school will prepare all children for their continuing education and enhance their awareness of the world in which they live.’
1.3 The school currently has 283 pupils on roll: 59 pupils are in the reception and nursery classes, including 31 part-time pupils and a further 224 pupils in Years 1 to 8. Of these, 46 pupils have been identified as having learning difficulties and difficulties. No pupils have been identified as having statements of special educational needs. All pupils speak English as their principal language. Pupils are admitted throughout the age range. Many pupils leave the school aged 11 to attend both independent and local maintained schools. A good number stay on to take Common Entrance leading to places at other independent schools. Pupils travel to the school from a wide area. They come from a variety of backgrounds and several parents themselves attended St Francis as pupils.
1.4 The analysis of standardised scores when the pupils leave reception and throughout the school shows that the average ability of the pupils is above that of the national average. If pupils perform in line with their abilities and circumstances, their results will be above the average for all maintained primary schools.
1.5 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1 The school provides a broad and balanced education. It meets its aims to cater for both the pupils’ academic and personal needs. This aspect has improved since the last inspection; ICT is beginning to be used more systematically to support learning, and schemes of work have been written for all subjects.
2.2 The curriculum broadly follows the National Curriculum and is further enriched by the provision of French throughout most of the school, Latin for some of the older pupils and a rich programme of visits and outdoor pursuits and activities. Parents who responded to the pre-inspection questionnaire stated that they were satisfied with this aspect of the school.
2.3 The curriculum for the nursery and reception classes (Foundation Stage) is rich, varied and well-balanced. It is based on the Early Learning Goals and the six areas of learning. It is well planned for this age group. Notable strengths are the systematic and rigorous way in which assessment information is used to modify what the pupils will learn next and the clear emphasis that is placed on pupils’ personal, social and emotional development, literacy and numeracy. The curriculum enables pupils to progress well and so make a positive start to their time in the school. In Years 1 to 8, the curriculum makes a steady contribution to the various linguistic, mathematical, scientific, technological, social, physical, and aesthetic aspects of the pupils’ academic and personal development. Art, music and games in particular make a very strong contribution to pupil’s personal development, enabling the pupils to show something of themselves in their work and to see themselves as artists or musicians. Full use is made of the extensive playing fields for games. The curriculum successfully prepares the pupils for the next stage of their education enabling them to gain entry to the school they have nominated.
2.4 Heads of departments have devised schemes of work which detail what will be taught and in which year. The knowledge element of each scheme of work is laid out clearly. However, the development of the skills required for each subject is not so explicitly identified; for example, the development of investigative skills in science or history, or problem-solving skills in mathematics, is not detailed with sufficient rigour. The planned and systematic use of ICT to support learning in other subjects is now improving and a successful start has been made in making effective use of the skills that the pupils are gaining in ICT lessons. This is an improvement since the last inspection.
2.5 The curriculum is successfully adapted to the needs of most pupils. Pupils with learning difficulties are identified early and a programme devised to support them. An individual education plan is written that details targets for improvement and some guidance on how this may be achieved. Where these pupils are taught in withdrawal groups or individually their curriculum is very successfully adapted to meet their needs resulting in good progress in these lessons. In class, this is not always the case. Gifted and talented pupils are similarly identified; more systematic provision in line with the recently established policy is benefiting these pupils.
2.6 A good range of after-school activities and lunch time clubs is provided by the school. These are well supported by the pupils and include sporting, dramatic, craft and art activities. An after-school homework session is also offered daily. Pupils said that they found this really useful as it helped them get their work completed promptly. They also valued the support given by the member of staff on duty. The school provides a good number of interesting visits outside school including a vibrant outdoor pursuits programme, residential visits and full participation in local musical and cultural events. These make a very positive contribution to the breadth of the curriculum and, in particular, pupils’ personal development. The staff are very committed to these activities.
2.7 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.8 The achievement of pupils is good throughout the school. Standards have been maintained since the last inspection. This meets the school’s aim to enable the pupils to prosper academically and to gain entry to the school of their choice at ages 11 and 13. The pupils are very competent learners.
2.9 Across the whole curriculum, the pupils are well grounded in basic skill, knowledge and understanding. In the Foundation Stage, the appropriate focus that is given to their personal, social and emotional development and to their literacy and numeracy skills lays a solid foundation on which to build in later years. Pupils with special educational needs make good progress in lessons where they are taught individually. Progress is less consistent in class lessons because their IEPs are not always used efficiently to plan their work.
2.10 Pupils take moderated national tests at age 11 in mathematics, science and English. In these, their overall results are high for their abilities, since they are far above the average for all maintained primary pupils over the most recent three years for which comparative data is available. Pupils gain good results in entrance tests to a range of selective independent schools. Almost without exception, pupils have gained entry to the senior school of their choice.
2.11 Pupils apply the ideas they have learned in numeracy and literacy well to help them deepen their understanding in other subject areas. For instance they use graphs to help them interpret scientific results and write good persuasive prose to further a point of view in history. Pupils respond well to their teachers, listening carefully to what they say, making articulate responses and getting involved in the lesson. They are able to reason, to think for themselves and to argue their point well. For example in personal, social, health and citizenship education (PSHCE) lessons, they say how they would behave when faced with bullying, deciding to think carefully about the situation rather than react angrily and make things worse. When given the opportunity, pupils are making increasingly effective use of their ICT skills to support their learning in some subject areas.
2.12 Outside lessons, high standards are maintained in a wide range of sporting, musical and cultural activities. Pupils do well in public speaking examinations. Many pupils extend their musical activities to include grade and other exams. The school has also done well in local musical and cultural festivals including the Devizes Eisteddfod.
2.13 Pupils’ study skills are effective in helping them learn and in broadening their understanding in most subject areas. They organise themselves well. From the Foundation Stage upwards, pupils work together and cooperate well; they work with increasing independence and confidence. In nearly all lessons, pupils settle down quickly and get on with their work. They persevere and take responsibility for getting the task done. They enjoy their lessons. This was particularly noticeable in games lessons where the work rate and the effort put into the lessons were exceptionally high.
Spiritual, Moral, Social and Cultural Development of Pupils
2.14 The spiritual, moral, social and cultural development of the pupils is one of the most positive features of the school. One of the aims of the school is that the pupils should ‘prosper . . . socially.’ The school meets this aim emphatically. There is a tangible respect shown for all members of the school community. Pupils are very positively influenced by the staff; it is in the productive relationships that the respect evident at all levels is rooted. The quality of this aspect of the school has been maintained since the last inspection.
2.15 Pupils are well developed spiritually. They have a good number of opportunities to deepen their spiritual development as they go through the school. Pupils have a strong sense of self-esteem, which enables them to accept challenges and to undertake their work with confidence. Some very powerful examples of this were seen in art where the pupils worked on and developed an initial idea in different media, exploring their own response to an initial task and experimenting with the different effects they could produce. Pupils willingly take on responsibility in this way when given the opportunity. They have a developing understanding of both their own and other major faiths. They talk with confidence for example about similarities in holy books and various traditions.
2.16 Pupils have a well developed sense of moral responsibility. They understand what is right and wrong, act on their beliefs and appreciate the ‘Golden Rules’ of the school community. All pupils know why the rules are there and readily agree to abide by them, understanding the advantages that they bring. This was evident when the school was revisiting the issues of bullying as part of the national Anti-bullying Week. The discussions that took place revealed that the pupils have a good understanding of the different aspects of this subject. Role plays enabled the pupils to practise the skills they needed to deal effectively with difficult situations; thereby increasing their self-confidence.
2.17 Pupils’ sense of social responsibility is very well established. This starts in the Foundation Stage, where there is an appropriately strong emphasis on their personal, social and emotional development. It is continued as the pupils move through the school. The pupils readily help each other. Older pupils take their role seriously and provide a good role model for the younger ones. The pupils are encouraged to look after each other. For example ‘Play Pals’ make sure that nobody in the playground is left out and quickly play with anyone who does not want to be on their own. Many activities in the school make a strong contribution to this area. It was very noticeable, for example in games sessions, that although the pupils played hard, without exception they played fairly and in great spirit. For their age the pupils have a satisfactory understanding of public services and institutions.
2.18 The pupils’ cultural development is strong; they have a good understanding of their own and other cultures. Both local visits and visits further afield have helped pupils deepen their understanding and appreciation of the area in which they live. Visits to the Canal Museum have enabled them to understand the importance of the waterway that runs along one boundary of the school. They are also gaining a better understanding of other cultures through work in geography, residential visits to France and through religious education, where they learn about the similarities and differences of the major world faiths.
2.19 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.20 The good quality of teaching has been maintained since the last inspection; a sizeable proportion is now outstanding. This promotes the aims of the school well and enables all of the pupils to make progress, fostering their intellectual, creative and physical efforts whilst interesting them in their work. The strongest features of teaching include clear explanations, and interesting tasks that engage the pupils, often adapted so that all pupils including those with learning difficulties can make progress. A small proportion of the teaching did not fully engage the pupils.
2.21 Nearly all lessons are planned carefully with clear objectives in mind. The outstanding lessons took note of pupils’ IEPs, making sure that all of the pupils could work on the stated lesson’s objectives, albeit at different levels. In the most effective lessons, these objectives were made very clear to all the pupils, sometimes being written on the board. In-depth subject knowledge enabled the teacher to make explanations of often complex ideas simple and accessible for all of the pupils. Tasks were closely matched, straightforward and appropriately demanding for different groups of pupils. Time in these lessons was used well, giving pupils sufficient opportunity to question, discuss and work on the skill they were learning. Interventions were timely, measured and very effective. This helped the pupils think for themselves and to use and apply the knowledge and skills they already have in new situations. Staff make good use of resources; many are becoming increasingly competent in the use of interactive whiteboards, and employ this medium to motivate the pupils further whilst providing engaging material in the lesson.
2.22 In less effective lessons, pupils were not given enough opportunity to ask questions or to practise skills. They were not encouraged to think for themselves. Consequently, pupils were not fully engaged and occasionally misbehaved.
2.23 The teaching of pupils who have learning difficulties that takes place outside the classroom is very effective and enables pupils to make good progress. The pupils’ IEPs are carefully used to plan their work. Work in these one-to-one sessions is matched carefully to the pupils’ needs, and explained very clearly; pupils are given plenty of opportunity to practise the skills they are being taught. Teachers make these lessons very enjoyable; pupils say ‘it makes it easier to understand.’ In class lessons IEPs are not always used with sufficient insight and rigour to match the tasks planned to the pupils’ needs. Consequently pupils with learning difficulties sometimes do not make sufficient progress in class lessons.
2.24 The methods that the teachers use, their enthusiasm and the outstanding relationships that exist in nearly all lessons, are all that is needed to ensure that the pupils’ behaviour is good.
2.25 Assessment arrangements have improved markedly since the last inspection. A very useful framework should now enable pupils’ achievement to be tracked much more accurately and efficiently. Accurate and perceptive assessments are completed throughout the Foundation Stage, which are used to help plan the pupils’ work as they enter the main school in Year 1. From Year 1, the school has started to use standardised tests to provide more accurate information about how well the pupils are doing. However, the analysis and evaluation of this new information has not been sufficiently rigorous to date. For example a class-by-class analysis of the information identifying both potential underperformance and exceptional performance has not been completed with sufficient clarity. Consequently, future work is sometimes not yet matched to the pupils’ needs with sufficient rigour. Similarly, to date, it is not sufficiently clear what, if any, modifications will be made to the schemes of work to ensure that work is well matched to the abilities of the next cohort of pupils.
2.26 Day-to-day assessment is good; teachers adapt lessons in the light of what pupils have achieved the previous day. All pupils benefit from this process. Teachers mark work regularly and frequently, the most effective marking giving constructive comments and an idea of what needs to be done next. Many comments such as ‘well done’ or ‘good,’ whilst welcome, do not give the pupils a sufficiently clear understanding of what has to be done to improve.
2.27 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 one of the strongest features of the school, enabling the aim to ‘foster a happy and stimulating environment in which each child can prosper academically, socially and emotionally’ to be met in full. High standards in this aspect of the school have been maintained since the last inspection. Parents who responded to the pre-inspection questionnaire stated they are very satisfied with this aspect of the school and that their children are valued and supported by the staff.
3.2 Pastoral arrangements are very effective. Pupils receive good guidance in both their academic and personal development. Form teachers provide a fixed and consistent point of contact for the pupils throughout the year. They rapidly and sensitively pick up on both the successes and concerns of the pupils and provide appropriate support, following the procedures devised by the school. Parents are fully involved when necessary. As staff know the pupils very well, they skilfully adapt the approach they will use to address any concerns. The introduction of a more consistent approach to PSHCE is making a good contribution in this area. This meets the aims of the school very well.
3.3 The quality of relationships between pupils and their peers and with staff is outstanding and forms the solid foundation from which the school derives its success in meeting its aims. This mutual respect is tangible and means that both in and out of class, a very positive atmosphere helps pupils to feel safe and able to learn. Discussion with pupils revealed that they have a very high degree of confidence in both teaching and in non-teaching staff, and that they would not hesitate to ask for help if they thought they needed it. These good relationships are creating a very strong sense of community.
3.4 Measures to promote good discipline and behaviour are very effective and well thought out. Arrangements to guard against harassment and bullying are in place. The PSHCE programme is making an effective contribution to developing pupils’ understanding and skills of pupils in this area. It is effectively building their self-confidence. Pupils behaved very well during the inspection. On the few occasions that behaviour was unacceptable it was dealt with quickly and fairly. Discussion with pupils shows that they have a good understanding of why the ‘Golden Rules’ are important and abide by them willingly. These rules are displayed throughout the school and pupils referred to them confidently when discussing such matters. Pupils stated that they thought teachers were fair in the way in which the rules were implemented. The house system is effective, promoting just the right balance of inter-house competition. Again, pupils think that house points are allocated fairly in classes, as a Year 4 pupil commented: ‘everyone can get one’.
3.5 Catering arrangements in the school provide well-balanced and varied menus with an excellent good range of choice each day which is enjoyed by staff and pupils alike. The kitchen has won a number of awards for the quality of the food.
3.6 Effective and successful child protection measures are in place. The clear procedures that are set out in the school policy are followed conscientiously. The school’s nominated child protection officer is fully trained; the required triennial updating training is scheduled for completion by staff in the very near future. Admissions registers include all the details required. Attendance registers are regularly completed, but are occasionally in pencil and include some inaccuracies. Unexplained absences are not always followed up.
3.7 Arrangements to ensure the health and safety of the pupils are satisfactory in most respects. Risks are carefully assessed for daily lessons. There are some aspects that need further attention. The control of substances hazardous to health (COSHH) register which details the chemicals available for science lessons is not being maintained. The risk assessments that are made for visits are well managed. Overall the monitoring arrangements for this aspect of the school are not systematically and regularly undertaken. The health and safety committee is not yet effective in this role.
3.8 All necessary arrangements and procedures are in place to reduce risk from fire. Fire drills take place regularly and pupils know what to do.
3.9 The school meets most 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) maintain an attendance register in accordance with the Education (Pupil Registration) Regulations 1995 [Regulation 3.(9)];
(b) have full regard to the DfES guidance, ‘Health and Safety: Responsibilities and Powers’ [Regulation 3.(4)].
The Quality of Links with Parents and the Community
3.10 Links with parents and the community are very productive, helping the school to meet its aims. In particular this enables pupils to gain places in the school of their choice. Standards have been maintained since the last inspection.
3.11 Parents who responded to the pre-inspection questionnaire confirmed that this aspect of the school is very effective for them and they are satisfied with the school. A small minority of parents stated that they would like more extra-curricular activities; the inspection team however felt that there was both sufficient range and quantity of clubs and after-school activities throughout the year. The quality of this aspect of the school has improved since the last inspection. A very active and supportive Parent Teacher Association (PTA) further strengthens these links with an efficient system of class representatives. In addition, the active social and fund raising aspect to the PTA’s life further cements the very productive relationships that exist between home and school.
3.12 The quality of information that is given to parents is well-written, and very informative. From the start in the Foundation Stage, an excellent welcome booklet builds a useful bridge between home and school. Throughout the school a summary of the curriculum is given to parents so that they know what their child will be studying that term. Parents state they find these useful and welcome the information. There are interesting opportunities for parents to become more deeply involved with pupils’ learning. For example, the English department promotes a scheme, Parents And Children Together (PACT), which advises parents how they can help their child’s reading and writing skills develop. A calendar and well-written and informative newsletters keep parents up to date during the term. At the end of each year a carefully produced and fascinating yearbook celebrates the pupils’ work and the many sporting, academic and cultural achievements of the school community.
3.13 Reports are well written and informative. These along with a good number of parents’ evenings enable parents to judge how well their children are doing. Staff are readily available at the start and end of each day providing an opportunity for less formal discussion and for both parents and teachers to pass on information. In some of the younger classes, parents come into the classroom before the formal school day starts and work alongside their children. This creates an exceptionally purposeful and welcoming ethos to the class and gets the whole day off to an excellent start. In addition to these many points of contact, the school has periodically sent out a questionnaire to parents asking for their views on a number of areas. The school is responsive to parents’ views.
3.14 Parents who responded to the pre-inspection questionnaire stated that any concerns that they have are dealt with efficiently by the school. Although the school has a full complaints procedure and policy, readily available to parents, concerns are addressed before recourse to this is necessary.
3.15 The school promotes very positive links with both the immediate and wider community. Excellent sporting facilities, including the sports hall, are used by a number of local sporting societies and clubs, and the scouts and beavers make good use of the extensive grounds. Many charities, both in the UK and further afield, are very actively supported which deepens pupils’ understanding of what it is like to live in some other countries. This supports the aims of the school very well. Links with other schools are actively strengthened through the games and sports programme. For example, inter-school tournaments including cross-country runs regularly take place in and around the school grounds. These events bring together pupils and parents from all over the region.
3.16 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 In most respects the school benefits from sound governance. Following the appointment of a new chairperson and reorganisation of committees, it has yet to reach its full potential. Nevertheless the governors ensure that the school is providing an effective education for its pupils in line with the school aims. Some weaknesses exist in monitoring the work of the school with sufficient rigour.
4.2 The governing body has recently undergone substantial change and reorganisation. It now has a good range of expertise. Committees have been formed but have yet to become established and meet regularly. Governors have a good understanding of the school development plan and the main strengths and weaknesses of the school. However, arrangements for the rigorous monitoring of the school development plan are not yet in place so it is difficult for the governing body to assess the progress that is being made. This makes it difficult for the governing body to act as a ‘critical friend’ to the school or to assess whether it is getting sufficient value for money from significant investments such as the installation of interactive whiteboards.
4.3 Relationships between the governing body and the school are not as strong as they need to be; there is a mutual lack of clarity of each other’s roles and responsibilities.
The Quality of Leadership and Management
4.4 Overall the quality of leadership and management of the school are satisfactory, and is helping the school to meet its aims. It has improved since the last inspection; subject leaders are now beginning to play an increasingly important role.
4.5 The headteacher has provided determined leadership of the school since the last inspection; through his energy and enthusiasm the school has grown in size and the facilities, resources and buildings have been significantly improved. The senior management team members are enthusiastic and lead their sections of the school with vigour and energy. They are making steady progress in ensuring greater continuity in the school especially between the older and younger sections of the school. This represents an improvement since the last inspection.
4.6 The school has developed a full range of policies, schemes of work and measures to guide its work. However, policies are not yet reviewed on a regular basis by the senior team or the governing body, so it is difficult for the school to identify good practice and replicate it or to remedy weaknesses.
4.7 Subject leadership in the school has made good progress since the last inspection. As a result, good links are developing between different parts of the school, an improvement since the last inspection. As detailed job descriptions are now in place, roles are much clearer and for the most part, staff are rising to the challenge of undertaking their role in full. However, subject leaders still have to establish a scheduled cycle of activity that includes the rigorous monitoring of teaching. As a result, monitoring procedures currently lack rigour and do not focus sufficiently clearly on the quality of the curriculum, teaching or pupils’ performance.
4.8 The school development plan lays out the work that the school needs to undertake in the coming years. It is very efficient in identifying the immediate priorities and summarises the broad actions that need to be completed. However, it is not yet supported by rigorous action plans that detail what will happen, when and who will do it; nor is the priority assessed in detail in terms of both time and cost. As a result, some staff feel overwhelmed by the amount of work to be covered, and others are operating on too many fronts. Milestones and success criteria are not clear, making it difficult to use the plan as a tool for measuring improvement. This makes it difficult for the school to use the plan as a driver for improvement in deciding what will need to be monitored or measured and when. Overall, monitoring is weak. Whilst this often takes place informally, systematic monitoring has not been established to determine how close the match is between policy and practice or, for example, to establish the consistency of the quality of teaching. This means that not only are weaknesses not identified but also that much outstanding work is not found, valued and then replicated throughout the school.
4.9 Staff recruitment is managed well; it is effective in creating a well-balanced staff with a wide range of strengths that complement each other well. Appraisal arrangements are working well. This is a significant improvement from the previous inspection. In-service training for staff is now much more systematic; this is helping to keep staff up-to-date and enables them to gain new skills that they can use to enhance the quality of their teaching. Induction in the school is effective. Although there were no newly qualified teachers in the school at the time of the inspection, the school does participate in this scheme. Appropriate background checks have been made with the Criminal Records Bureau for all staff.
4.10 The school is very well resourced; resources are well managed and used efficiently by the staff. Very good use is made of all of the buildings. The programme of improvement led by the governing body and headteacher has been very effective in providing good facilities, including an excellent sports hall and a new teaching block. The two older houses and out buildings have been skilfully adapted into teaching accommodation. Financial resources are very well managed by the bursar and book keeper. Routine administration is very efficient, greatly supported by the welcoming attitude of the school administration team.
4.11 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.12 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 The school successfully meets its aims. By the time that pupils leave the school they are well grounded in the subjects that they have studied and have learned to work well, both individually and with each other. As a result, all of the pupils are able to gain places in their next school of choice. Pupils enjoy being in the school and the outstanding personal relationships mean that their personal development is good and they emerge as well-balanced and happy pupils. Teaching is good overall and in some cases outstanding, where all pupils within a class were involved and challenged. In less successful lessons, teachers spent too much time talking, or the tasks they set were not sufficiently well adapted in the light of pupils’ IEPs. Efficient assessment systems are now in place but the information they yield is not being evaluated with sufficient rigour to plan future action on the curriculum. As a result, the most able pupils do not always receive sufficient challenge. The school has identified this as an area for future development. Very productive links with parents and the community enhance pupils’ education. The governors are in the process of establishing new committees; however, these are not yet sufficiently effective in monitoring and evaluating the work of the school. Leadership overall is sound. All staff work hard for the benefit of the pupils in the school.
5.2 The school has improved since the last inspection and progress has been made on all of the previous recommendations. Appraisal is now in place and a much more systematic approach is being taken to staff development. Much has been done to improve traffic management on the site. This still remains an area that the school is actively and purposefully pursuing. The use of ICT through the school has improved but still remains inconsistent; for example, not all classes use interactive whiteboards. Library provision has improved tremendously; the work of the librarian is having a very positive impact in this area. Communication between different parts of the school is improving and curriculum continuity has improved markedly with the introduction of whole school schemes of work. Assessment systems are now in place though they are still are not used efficiently to inform future work.
5.3 The school complies with most of the regulatory requirements, but does not at present meet Standard 3 (welfare, health and safety).
5.4 The school has a development plan that lists the main priorities for the school and that is intended to form the main thrust of its work in the future. To enable the school to move ahead efficiently, and avoid overloading individual members of staff or governors, the school should take the following steps.
1. Strengthen governance by establishing a committee structure that will enable it to fulfil its strategic role in monitoring the implementation of the school development plan.
2. Strengthen the strategic leadership of the school, by writing detailed action plans to support the school’s priorities that:
· detail what will be done, by when and by whom;
· establish key milestones and explicit success criteria that can be measured.
3. Establish rigorous monitoring arrangements by staff to enable the school to judge key elements of the school’s performance including:
· pupils’ performance using the current Foundation Stage, and whole school assessment arrangements;
· the quality of teaching throughout the school including the extent to which IEP’s are used to plan work.
4. Continue to improve the use of ICT to support learning in all subject areas.
5.5 In order to meet all the regulatory requirements, the school must:
(1) maintain an attendance register in accordance with the Education (Pupil Registration) Regulations 1995 [Regulation 3.(9)];
(2) have full regard to the DfES guidance, ‘Health and Safety: Responsibilities and Powers.’ [Regulation 3.(4)].
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. 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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Michael Benson |
Reporting Inspector |
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Eithne Webster |
Head of KS1, IAPS School |
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Jane Moss |
Former Head of Pre prep Department, IAPS School |
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John Shackleton |
Headteacher, IAPS School |
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Paul Easterbrook |
Headteacher, IAPS School |