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INSPECTION REPORT ON |
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St. Martin’s School, Northwood |
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Full Name of the School |
St. Martin’s School,
Northwood |
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DfES Number |
312/6005 |
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Registered Charity Number |
312648 |
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Address |
40
Moor Park Road, Northwood, Middlesex HA6 2DJ. |
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Telephone Number |
01923
825740 |
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Fax Number |
01923
835452 |
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Email Address |
office@stmartins.org.uk |
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Headmaster |
D.T.
Tidmarsh |
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Chairman of Governors |
J.A.
Stanley |
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Age Range |
3
– 13 |
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Gender |
Boys |
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Inspection Dates |
November
20th – 23rd, 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.Martin’s was founded in 1922 as a school for day boys and boarders; boarding ceased to be offered in 1994. The pre-prep department opened in 1979. The school has a board of governors and four sub-committees; a parents’ association was established in 1980. The present head took up his position in September 2003, upon the retirement of his predecessor.
1.2 The school has a number of new buildings in a pleasant, residential area. Since the last inspection, some major improvements and additions have taken place. A block of eight main school classrooms was opened in 2002, and half the classrooms now have interactive whiteboards; the whole school is networked with a computer in every classroom. A large sports hall, including a teaching swimming pool, was opened in 2001. Plans exist to enhance the facilities for the performing arts and to expand the art and music accommodation.
1.3 The school caters for boys in the age range 3 to 13 years. The number of pupils on the roll at the time of the inspection was 377, of whom 20 attend the nursery (‘kindergarten’) on a part-time basis. 112 pupils are in the pre-prep department (Years R to 2) and 245 in the main school, which has 94 in its junior section (Years 3 and 4). For academic and pastoral care purposes, the school has four sections (pre-prep, juniors, middles (Y5/6) and seniors (Y7/8)).
1.4 St.Martin’s is an academically selective school. For entry to the main school, children are interviewed and tested in English, mathematics and verbal reasoning; younger children are informally assessed. Standardised tests show the pupils’ average ability to be above the national average, with a wide ability range, and one in seven pupils below the national average. The ability range in the Reception Year is also above the national average with two-fifths of these pupils below the national average. If pupils are performing in line with their abilities, their results in national tests at age 11 will be above the average for maintained primary schools. Pre-prep pupils automatically proceed to the main school unless they are unlikely to benefit from the academic education provided.
1.5 Entry to the school is chiefly at three, four and seven years of age, most pupils coming from independent nursery and pre-prep schools; a few older pupils enter from maintained schools. Whilst most pupils leave at age thirteen to go to independent senior schools, about a fifth of the pupils go to other schools at age eleven, including a very few who would find the entry examinations at age thirteen too taxing.
1.6 The majority of pupils come from professional families; nearly half the pupils live in Northwood and the others in the surrounding districts within 10 miles of the school. In addition to those who benefit from the government-funded nursery scheme, a small number of the pupils receive fee assistance from the school. The head boy, his deputy and the four house captains have special pastoral and organisational responsibilities in the school, and are known as the ‘striped ties’. Thirty-nine pupils do not have English as their first language, and three of these are receiving specialist support. Five pupils are receiving individual specialist lessons for their learning difficulties, and 12 others are receiving this help in small groups; each pupil has an individual educational plan (IEP) that is reviewed each term, and all have the additional support of an educational psychologist’s report. No pupil has a statement of special educational needs.
1.7 The mission of the school is to provide pupils with the breadth of education for them to realise their full potential in a safe and friendly environment, and to be well prepared for future life. This mission is based on the key principles of
· a happy, friendly atmosphere, as well as a fair, secure, disciplined framework for learning,
· an all-round education to develop the whole person, by the provision of sporting, artistic, musical and academic opportunities,
· teaching of the highest quality, including the best of traditional and contemporary approaches, to enable pupils to fulfil their potential,
· communication between parents, head, staff and pupils to be of paramount importance,
· cultivation of mutual tolerance and understanding of other faiths whilst preserving the fundamental Christian ethos of the school,
· high standards, safe buildings, facilities and resources,
· good relations with the local community.
1.8 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1 The pupils’ educational experience is good overall and is largely successful in reflecting the school’s aims. Since the last inspection many improvements have been made, especially regarding the size of classes in Years 3 to 5, and the number of subjects in Years 5 to 8 in which pupils are setted by ability. Each pre-prep class now has a full-time assistant.
2.2 Improvements have been made to the curriculum since the last inspection. A broad range of subjects is offered to all pupils, including all national curriculum subjects, with a suitable allocation of time for most subjects. The provision for English and mathematics has increased, and personal, social, citizenship and health education (PSCHE) has been formally integrated into the timetable for all year groups. The games provision for pre-prep pupils is more focussed on specific sports. Foreign language ‘taster’ programmes have been introduced in Spanish, Italian and German, and Latin is now taught to all pupils in Years 5 to 8.
2.3 The pupils are taught in two parallel classes in the pre-prep department, and in three such classes in the Years 3 to 5, when pupils are also arranged in sets for English and mathematics. Each of Years 6 to 8 is divided into a scholarship class and two parallel forms, the latter having sets for English, mathematics, French and Latin. Maximum class size is 18 (but 20 in the pre-prep department). Pupils in Year 4 with learning disabilities benefit from being taught English and mathematics in a small group, as do those in Year 5 for mathematics. Due to space limitations, the timetabling of design and technology (DT) in Years 3 and 4 is not ideal, with half of a class having DT whilst the remainder have an activity; some of these activities are well run but the time is often not spent profitably. The timetabling of academic lessons on Wednesday afternoons leads to an unsatisfactory situation when school matches are played at that time.
2.4 The curriculum is enhanced by a number of physical and creative activities. These activities are mainly offered during lunch breaks and at the end of the school day. Musical activities are well represented. Some of the lunch-time activities are poorly attended by pupils in the hour allowed for eating lunch and relaxing; staff leadership and participation in the activities are variable. About a third of the staff are involved with activities. The school stages a number of drama productions for pupils of all ages, except those in Years 5 and 6.
2.5 Pupils’ educational experiences are extended by a number of day trips and outings, but these are mainly confined to the summer term. Sporting and social skills are increased by outdoor pursuits and skiing holidays. Pupils have musical and sporting links with the local community. The most talented musicians attend orchestral days at senior schools. A number of pupils are also encouraged to participate in local tennis, cricket, soccer and swimming clubs. Pupils in Year 8 are well prepared for Common Entrance and scholarship examinations to senior schools. The Years 7 and 8 curriculum is specifically tailored to the Common Entrance syllabuses and entry requirements of senior schools. Mock interviews for Year 8 pupils are held and they spend a week in France after their summer examinations, further developing social and personal skills.
2.6 Eight gifted and talented pupils have been identified using standardised tests, and their progress is monitored informally. One of these pupils is receiving an extra extension lesson, and provision for other pupils is planned for next year. The scholarship forms in Years 6 to 8 also help to provide more challenging work for these gifted pupils. Three of the pupils for whom English is a second language are receiving specialist tuition and are making good progress. Extra help for pupils with learning disabilities is provided by two special needs teachers. The helping of pupils in small groups and in the classroom works well in the pre-prep department. Seventeen pupils in the main school have been identified by the school and by educational psychologists as having significant problems of a dyslexic or dyspraxic nature, and five of these are receiving specialist help in individual sessions. The remainder are taught in groups in which it is difficult for each individual to receive sufficient guidance on, and reinforcement of, the strategies needed to help them overcome their particular learning difficulties.
2.7 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.8 Pupils are well educated in relation to their ages and abilities. They are well grounded in the knowledge and skills of their subjects. Throughout all years and subjects, achievement is good and sometimes very good. Pupils show thorough understanding of work covered, especially in French, DT, information and communication technology (ICT) and, in Years 7 and 8, in science. Progress is especially good in the pre-prep department and the kindergarten. The high standards noted in the previous inspection have been fully maintained, and pupils continue to respond very well in lessons; their concentration and behaviour are consistently good, but they are not given enough opportunities to express their opinions.
2.9 No significant differences in the relative attainment of pupils were noted in any subject. Most pupils progress at a good rate, both in lessons and over a period of time. Some pupils with learning disabilities, as well as some of the more able pupils, do not always progress as rapidly as they might in a few lessons when the work is not sufficiently matched to their abilities. Pronunciation of French words is well developed from a young age. Work in DT is finished to a high standard and the results are attractively displayed around the school. Most of the youngest pupils have successfully mastered the Early Learning Goals (national targets for five year olds) and many in Years 1 and 2 are working consistently above the national average, particularly in literacy and numeracy. A very positive attribute contributing to these pupils’ learning and achievement is the very effective use of teaching assistants in helping small groups of pupils.
2.10 Over the years 2003 to 2005, the results of pupils in national tests of English and mathematics have been consistently well above the national average for maintained schools. Science scores were also well above the national average, but less consistently so. These results were above, and sometimes far above, what was expected for pupils of above average ability. These national tests were not taken in 2006, but replaced by other standardised tests to enable the school to assess pupils’ progress. The attainment scores in standardised tests of English, mathematics, reading and spelling confirm that pupils are making good, and sometimes very good, progress relative to their abilities. In entrance examinations at age 13, pupils are successful in securing places at their first choice of senior school. About six academic scholarships a year are gained at senior schools, plus awards in sport, music, art and DT.
2.11 Two Year 8 pupils have played for their county at cricket, and two are playing tennis in the squad at county level with one of them ranked in the top 10 nationally. One pupil has represented Great Britain at karate. Approximately half of the pupils are learning a musical instrument. Two pupils won a prep school poetry competition in 2005, and another pupil triumphed in a national stock exchange game entered through the school.
2.12 Pupils have very positive attitudes in the classroom. Many are very articulate and confident speakers. They listen very well to teachers and to one another, read intelligently and participate with enthusiasm when lessons have sufficient pace and interest. They write fluently and for purpose.
2.13 The pupils can apply mathematical concepts efficiently, but are rarely given opportunities to consider problem solving and investigational work as they move through the school. Pupils sometimes use ICT effectively, as seen in a religious studies (RS) presentation, in a geography project and a history lesson, but opportunities are rare in some subjects such as English. Many pupils confirmed that they did not use computers at school for their work but did use them at home for research and to check facts. The teaching of many subjects benefits from the use of an interactive whiteboard, with the pupils actively participating in some lessons.
2.14 Pupils are able to think critically and creatively, but limited opportunities are provided for this in lessons. DT pupils do set themselves targets and evaluate the success of their projects, such as when older pupils were making a book for those in the pre-prep department. Pupils are rarely asked to make notes, research topics or complete independent extension work. However, RS and geography lessons are examples of when pupils do take notes, organise themselves competently and write independently.
2.15 Pupils work very well in class, both on their own and with others. In a number of subjects, lessons were observed where pupils worked very effectively in pairs or small groups. A particularly good example of cooperation was observed in a games lesson when pupils were in four groups learning different soccer skills.
2.16 The pupils settle very quickly in lessons and apply themselves very well to their work. They enjoy their work in most lessons, especially when they are able to participate fully.
Spiritual, Moral, Social and Cultural Development of Pupils
2.17 The pupils’ spiritual, moral, social and cultural development is notable. Throughout the school, pupils show mutual tolerance and understanding of other faiths. Most pupils are assured and self-confident; their development has been assisted by the PSCHE programme introduced throughout the school since the previous inspection. The school’s aims are very well met.
2.18 Pupils participate well in good quality assemblies; they listen attentively, contribute willingly and sing popular hymns well. Pupils are encouraged to think for themselves and about others. A few assemblies are attended by the whole of the main school; on most occasions they are tailored to a particular age range. The atmosphere in a pre-prep assembly was especially spiritual and a tangible sense of awe and wonder was engendered by effective use of music and a lighted candle. Kindergarten pupils watched in awe as leaves fell from an oak tree. Pupils’ spiritual development is also catered for by the RS and PSCHE syllabuses, which offer pupils opportunities for reflection and discussion.
2.19 Most pupils live by a strong moral code. They have a clear idea of right and wrong, and of acceptable behaviour; they respect others and are very polite. The school rules are posted in classrooms and the golden rules are displayed in the pre-prep department to reinforce the school’s agreed standards and values. Pupils understand the need for these rules, and respond well to the school’s system of rewards of good marks and certificates. Older pupils have an awareness of the codes of behaviour in the wider world. A regular feature of the weekly assemblies is ‘rule of the week’, which encourages attitudes like courtesy. Pupils were seen to behave with courtesy towards one another even when they were unaware of being observed. Circle time is used in the pre-prep department to bolster self-esteem, and appreciation of others, by considering their talents and concerns, and those of other pupils. Around the school pupils were observed caring for each other, particularly the ‘striped ties’, with actions such as one consoling a younger one who had bumped his head.
2.20 Good relationships exist between many staff and their pupils, as well as between the pupils themselves. Pupils show mutual respect and tolerance of one another. The pupils’ awareness of major social issues is increased by PSHCE lessons, for example with a lively class discussion about alcohol. Older pupils have some knowledge of government and public institutions. The pupils increasingly learn to accept responsibility for their actions as they grow older, and the ‘striped ties’ run charity events, the Christmas fair and various inter-house events. The pupils’ social skills are developed on field trips and other residential excursions, when they realise the benefits of working co-operatively with others. This is especially true of the Year 7 course involving team-building activities; this gives all pupils an opportunity to show their potential as leaders. Pupils’ self-confidence is increased by participation in sports teams, music performances and drama productions.
2.21 The pupils’ cultural awareness is very well developed. All pupils readily acquire an understanding and tolerance for the cultures of other pupils in the school, whilst being aware of and appreciating their own backgrounds. Pupils’ appreciation of the differences between various religions is enhanced by visits to a temple, a synagogue and the local parish church. In a discussion on religious clothing, Asian pupils were made to feel proud of their faith, with other pupils in the class respecting their feelings. Multiculturalism is actively encouraged and pupils show a concern for others through their fund raising for local, national and international charities; these include a local hospice, Red Nose Day and a Kenyan school for which money was raised for a water supply and classroom roofs. The junior pupils have an event called ‘miscellany’, which includes a play and a multi-faith display of artefacts, food, clothes and pictures. Pupils’ cultural experiences are also enriched by visits to local museums and theatres.
2.22 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.23 The quality of teaching is good and the very high aims of the school are met by a number of teachers. The overall standard of teaching has improved since the last inspection with no lessons now being graded less than satisfactory. Examples of uniformly good practice can be seen in the kindergarten and pre-prep department where all the lessons were good and some were outstanding. Elsewhere in the school the teaching is more varied in quality; some lessons are too teacher-led and over-prescriptive, and the differing needs of the pupils are not always taken into account.
2.24 The majority of teaching enables all pupils to acquire new knowledge, develop their skills and make good progress. The teaching requires the pupils to work hard and most staff have high expectations of pupils and encourage them to be actively involved in their work and enjoy it. The DT project work illustrates the considerable progress pupils make when truly stimulated. Excellent classroom displays in the pre-prep buildings further enliven the teaching.
2.25 While opportunities for good intellectual, physical and creative effort are evident in the teaching of many lessons, encouragement of independent learning and thought is more limited, particularly in Years 7 and 8 where the teaching is predominantly examination driven, at the expense of developing the thinking and creative powers of the pupils. Some lessons underestimate the pupils’ abilities and provide only limited challenge. Several examples of outstanding teaching were observed; these were characterized by a brisk and lively approach that challenged pupils to think for themselves. For example, during a lesson on Dietrich Bonhoeffer the teacher asked excellent questions, kept the pace moving and reviewed learning objectives at the end. As a consequence the pupils were engaged fully for the whole lesson.
2.26 Relationships between staff and pupils are nearly always good, and most staff use a variety of approaches in their lessons. A preponderance of worksheets is evident in Years 3, 4 and 5, especially in history and geography, although good opportunities exist for these pupils to write their own ideas in PSCHE lessons. In the best lessons, expectations are high, the pace is brisk and pupils are encouraged by the teacher’s enthusiasm, and sense of purpose. The less successful lessons lack pace and sufficient variety of activities to challenge and enthuse the pupils. The planning, teaching methods and use of time in the timetabled Year 4 activity sessions observed were ineffective.
2.27 Lessons are usually well planned and class-time is managed effectively; most teachers use question and answer sessions very effectively to develop understanding and to monitor pupils' knowledge. Teaching shows a good understanding of the aptitudes, needs and prior attainments, of the pupils and those with learning disabilities and some who have English as a second language are given specialist help, often in small groups.
2.28 Most teachers have very effective subject knowledge, and many question and answer sessions are used. The range and quality of resources throughout the school are very good, especially in sport, science, DT and ICT. Good use is made of the resources to further enhance teaching, as was evident in a French lesson on festivals, days and dates where a compact-disk player, interactive whiteboard, cutting and sticking were all used, as well as the singing of French songs.
2.29 Assessment procedures include twice-yearly examinations and internal tests, and an abundance of standardised testing, allowing comparison with national expectations and assessment of each pupil’s progress. The results are monitored very well by senior management and used to identify pupils requiring learning support, and other pupils who need to be closely monitored. Assessment is generally used to inform planning of teaching.
2.30 The marking of pupils’ work is frequent, but comments usually focus upon effort and presentation; teachers sometimes add encouraging comments, but constructive ones are rarer. Scrutiny of pupils’ written work by heads of department is informal and infrequent.
2.31 High standards of behaviour are encouraged and achieved without undue fuss, as exemplified by the singing of the song “Good Behaviour” in a pre-prep registration session. Pupils who wander off task are quickly brought back to work.
2.32 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 Pastoral care, welfare and health and safety arrangements are good overall. Since the last inspection, detailed policy documents have been produced and the health and safety committee meets each term, with matters regularly overseen by a consultant. The attention given to welfare, health and safety is now outstanding. The optional questionnaires given to all main school pupils showed that procedures to identify, support and monitor pupils with individual problems are much more successful in Years 3 and 4 than in the older forms.
3.2 The staff provide highly effective support and guidance for the pupils in the pre-prep and junior sections of the school. Advice is often freely sought and given; for example, in Year 3 and 4 registration periods, useful and thoughtful reminders about the day to come are given to pupils. The opportunities to support and engage with older pupils are often missed during these sessions. Staff usually support school and section assemblies well, and so many came to the pre-prep one when a form described the holiday adventures of a bear in Spain and Norway that some teachers had to stand. However, only a minority of form tutors were present to hear the middle section assembly on feelings and concern for others, and indicate their support for this important topic.
3.3 Form tutors are the key people in caring for pupils and ensuring their welfare; they are supported by the section heads and the deputy head who has overall responsibility for pastoral care. When problems are identified, the issues are noted on an interview form and the system works well. Pupils in Years 3 and 4 responded very positively in their questionnaires, reflecting the very strong support they receive from their form teachers, some of whom use the additional resource of a ‘worry tin’ for pupils to relate any concerns they have. However, the pre-inspection questionnaire clearly showed that a significant number of pupils in the middle and upper sections of the school feel the pastoral care system has weaknesses and that their grievances or problems have either not been realised or resolved. Because of subject specialist teaching, older pupils have much less contact time with their form tutors and the time available is used less profitably. Individual interviews with older pupils have begun to be used by section heads, with each pupil having a chat about twice a year; further consideration of ways of recognising concerns is required. The ‘striped ties’ have a profitable weekly meeting with the head; other pupils would welcome a forum for expressing their views. At present, a school council does not exist to consider the views and suggestions of pupils of different ages.
3.4 Staff know their pupils well and most relate well to them. A caring atmosphere exists and mutual respect between staff and pupils and among pupils is clearly evident. Measures to promote good discipline and behaviour are effective and deal constructively with unacceptable behaviour when it occurs. An effective, well-understood system of rewards and sanctions is in place; most pupils perceive this as operated fairly by the staff. These incentives are highly valued by the pupils. The anti-bullying policy is comprehensive and clear; it is monitored by the deputy head, section heads and form tutors. During the inspection, assemblies were held in support of national anti-bullying week. Parents agree that any bullying of younger pupils is dealt with swiftly and effectively. This opinion was confirmed by these pupils; however, a minority of older pupils, especially in Years 5 and 6, expressed reservations about this on their questionnaires.
3.5 Appropriate, clear and effective child protection measures are in place, drawn up in consultation with the local authority child protection officer, and supported by a very well-written policy document. Two members of staff, who are the nominated officers, have undergone training, and the whole staff has recently received in-service training.
3.6 Health and safety measures in the school are exemplary, supported by a very comprehensive file, including topics such as fire, risk assessments for the school buildings and grounds, school trips and checks of electrical equipment. Fire practices are held each term, at different times of the day, with imaginary fires rendering certain escape routes unusable, educating the pupils and checking the efficiency of the school’s procedures.
3.7 Meals are of good quality, variety and organisation. Provision is made for special diets, including vegetarian options. Representation on the food committee is limited to a relatively small number of senior pupils. The medical room is well-stocked, with a fully trained first-aid person always on duty. In addition, 12 staff members have been fully trained in first aid.
3.8 The registration of pupils is conducted satisfactorily twice a day, with form teachers of junior pupils also using this time to relate to their pupils and issue reminders to help them through the school day. The school admission register complies fully with all the regulations. The school has a satisfactory disability policy and has made considerable efforts to make many areas of the school accessible to the physically disabled.
3.9 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
3.10 The school fulfils its aims very well with regard to communications with parents, many of whom appreciate the further improvements made since the last inspection. The parents’ association provides excellent support and the school has some strong, worthwhile links with the local community.
3.11 A minority of parents responded to a questionnaire before the inspection. More than nine out of ten of these parents made a positive response to the questions relating to the teaching, the curriculum, the pupils’ behaviour and the attitudes and values of the school. However, a significant minority of main school parents were critical of the help given to pupils with learning difficulties; in Years 5 and 6 this often correlated with unhappiness in the way complaints were handled. A minority of parents feel the amount of homework is excessive. The inspectors agree with the parents’ positive views but find that, although concerns have been dealt with properly by the school, the help for all pupils with significant learning disabilities is not organised on an individual basis as is necessary to give maximum support. Strong guidance is not provided on the amount of time to spend on homework.
3.12 In addition to attainment and effort grades for older pupils at the end of the spring term, parents receive written reports in the other two terms. These reports detail fully the work a pupil has covered and contain full statistical information about attainment in class and in examinations. Parents say the reports are consistent with the verbal reports received at meetings with staff, but would welcome more guidance on occasions regarding the improvements needed in a child’s work. The hand-written comments on reports are usually perceptive and constructive, but the small space allowed on the report sometimes encourages rather perfunctory and unhelpful generalisations.
3.13 The school provides a very generous number of meetings to keep parents fully informed about the curriculum, each child’s progress, and the changes and challenges in the year to come. Parents find the annual consultation meetings with staff helpful occasions. These meetings benefit from an appointments system; this is increasingly being used but is in need of strengthening to ensure times are adhered to. A meeting is also held each year for parents of main school pupils regarding senior school choices, with former pupils talking about their first year in such schools.
3.14 A very good, comprehensive handbook is provided for parents of new pupils, including details of the curriculum, rewards and sanctions, child protection and anti-bullying policies and the parents’ complaints procedure; this is in the form of a ring-file, so that any future amendments can easily be added. Parents of pre-prep pupils have an introductory day in school with their children before they join the school. Thereafter, parents are very appreciative of the fortnightly newsletter that keeps them very well informed about school achievements and forthcoming events. Three notice boards, sited by the pre-prep department, the car park and the school office, also help parents to be thoroughly aware of developments and any changes to routine. Homework diaries, signed by form tutors and parents, are also used for communication purposes, as are message books in the pre-prep department. A high quality school magazine is produced each year.
3.15 Parents are invited to matches, concerts and drama productions, and the parents’ association is very active in organising many social events. Parents make costumes for plays, and some are involved in school trips, or speak to pupils about their professional lives and their countries of origin. The parents’ association raises significant amounts of money each year, recently allowing the purchase of computer software, a piano, science equipment and educational toys for the kindergarten. The parents’ committee and the head meet new parents each September. This year has seen the introduction of parent representatives of each Year 3 and 4 class having meetings termly with the deputy head and the section head to discuss any ideas or issues of concern; this initiative is now being extended to parents of older and younger pupils.
3.16 Parental concerns are usually dealt with promptly and professionally by the head and his staff. Parents appreciate the head’s ready availability, his willingness to listen to their concerns and his knowledge of appropriate senior schools. They welcome his obvious presence at the beginning of each school day. Appropriate records are kept of matters of a serious nature. Parents have not felt the need to invoke the complaints procedure, which includes an appeal to an appropriate conciliation committee.
3.17
The school promotes strong
links with the local community, and adult groups and maintained primary schools
regularly use the school facilities, especially the swimming pool and the
sports hall. Primary school pupils have
also attended a science workshop and an architectural day. The annual carol service is held in the local parish church.
3.18 The school meets the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 and 7].
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The school is well governed. The governing body is clearly defined with appropriate structures, including sub-committees with terms of reference and properly minuted meetings, which enable it to oversee the work of the school. Since the previous inspection, governors are receiving even more information about school issues by hearing subject presentations from members of staff; annual meetings with parents have also been instituted.
4.2 The governing body and its sub-committees, on finance, estates, marketing and education, meet each term, and governors are represented on the school’s health and safety committee; these meetings enable governors to understand school issues and take a full part in the strategic planning for the school, and provide critical support for the head when necessary. Governors take seriously their roles of maintaining the ethos, quality and development of the school, and of ensuring compliance with regulatory and legal requirements. A governor has been appointed to oversee the child protection policy and its implementation.
4.3 The governors are committed to the school, with the majority being either old boys of the school or parents of former or current pupils; the governing body has expertise in all relevant specialist areas, including law, medicine, primary and secondary education. Governors are elected for four years initially and a regular turnover of governors helps bring new ideas to the board.
4.4 The head provides governors with detailed, good quality reports each term, and the presence of the deputy head and director of studies at the marketing and education committee meetings helps governors to be fully aware of staff views and ideas. The presentations by heads of department allow the head and his staff to take advantage of governors’ knowledge and experience. The governing board delegates the day-to-day running of the school fully to the head.
4.5 The chairman is very well informed about the school, and maintains regular and frequent contact with the head. Governors meet staff for a reception each summer but are less in evidence on other occasions; a few do attend curriculum evenings and come to open mornings when they can tour the school with a pupil.
The Quality of Leadership and Management
4.6 Strong leadership is giving a clear educational direction to the school. The effect of the leadership and management of the school is shown in the strong academic results and good behaviour of the pupils. The staff share the head’s vision for the school. As a result of the quality of leadership, the school fulfils its aims well and, where it does not yet do so fully, as in the monitoring of teaching and of pupils’ concerns, the senior managers are aware of the need for greater emphasis. Since the previous inspection, the head and his four most senior managers have formed an inner management group to discuss overall strategies in depth each week. A formal system of staff appraisal has been introduced. The role of middle managers has begun to be developed.
4.7 The ideas of the inner management group are considered each week by the eight-strong senior management team (SMT). The head also meets his deputy each morning and holds individual weekly meetings with the pre-prep head and the director of studies. These arrangements allow everyone to play a full role in decision-making and result in a well-run school, with the pre-prep department fully integrated with the main school. The head is well supported by his senior managers, whose roles are usually well understood.
4.8 Following the successful completion of the previous development plan in 2002, a far-ranging business plan was produced, which was considered and approved by the governors. This plan includes an audit and an analysis of the strengths of the school. Development plans for each aspect of the school and every academic department are revised annually, with clear priorities set.
4.9 Heads of departments have produced informative handbooks and their departments are well organised. Pre-prep and junior department subject co-ordinators attend departmental meetings, thus assisting good integration and flow of ideas. Heads of department monitor colleagues’ teaching to some extent; however, sometimes the effectiveness of this admirable action is reduced by an insufficient understanding of the best teaching techniques and strategies. The monitoring of the marking of pupils’ work is an under-developed area. Senior management has recently carried out an academic audit of the music department, looking especially at its development plan, the teaching standards, resources and in-service training of the staff; this has been of considerable benefit and is to become a regular feature for one department each term.
4.10 Staff appraisal has become more formal and effective in the past two years, with self-evaluation followed by lesson observation and discussion, during which targets are set. The appraisals are carried out by senior members of staff and followed by a short meeting with the head, who also informally observes lessons, without warning, each week. The head has been appraised by the head of another preparatory school. Individual in-service training is usually linked to school needs, and members of staff report back to colleagues about courses attended. Whole-staff training occurs before the start of most terms. New members of staff are well briefed on an induction day by senior management, and their teaching is observed in their first two terms. Senior staff provide very good support and encouragement for the newly qualified teacher, who has an appropriately reduced timetable.
4.11 Resources throughout the school are of high quality and quantity, and they are effectively managed and easily accessible. The school facilities have improved markedly in recent years with new and refurbished buildings, all in pristine decorative order.
4.12 The required staffing checks have been carried out, and all staff have contracts and generalised job descriptions. Staffing levels are good, especially in the pre-prep department. The staffing is fairly well balanced regarding teachers’ ages and experience in schools; a number of senior staff are due to retire in the next few years. The majority of the staff have joined the school in the last five years. Communications between pre-prep and main school staff are good, and all staff receive the minutes of SMT and staff meetings.
4.13 The three nursery nurses and six classroom assistants in kindergarten and the pre-prep department make an important contribution to the progress of the younger pupils. The work of the non-teaching staff is very supportive and well directed. The school secretaries support the school very well and make a major contribution towards its smooth day-to-day running.
4.14 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.15 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 In most respects, the school meets its aims and aspirations to a high degree. The pupils are confident, articulate and well behaved, and very good provision is made for their personal development. The teaching in the pre-prep department and kindergarten is of a consistently high standard. Achievement levels are good in all subjects. The quality of pastoral care in the pre-prep and junior sections of the school is very high. Strong leadership is giving a clear direction to the school. The school has many fine facilities and first-rate teaching resources that are used well to support pupils’ learning and achievement. The school’s strengths substantially outweigh its weaknesses, which are mentioned below.
5.2 The school has improved substantially in recent years and has responded very well to the recommendations made in the previous inspection report regarding detailed written policies, the use of standardised tests, curriculum planning and health and safety procedures.
5.3 The school meets all the regulatory requirements.
5.4 The following areas are suggested for particular consideration in order for the school to improve still further:
1. improve the methods for recognising and monitoring the concerns of individual pupils in the middle and senior sections of the school;
2. bring all teaching closer to the outstanding standards achieved on occasions, by planning lessons that enthuse and challenge pupils fully, and allow them more participation and variation in their activities;
3. improve the individual support for all main school pupils identified, by the school and by educational psychologists, as having significant learning disabilities.
5.5 No action in respect of regulatory requirements is required.
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.
|
David Defoe |
Reporting inspector |
|
Peter Brooks |
Headmaster, IAPS school |
|
Graeme Caldwell |
Director of studies, IAPS school |
|
Roger Lawford |
Former deputy head, IAPS school |