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INSPECTION REPORT ON |
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St Michael’s Church of England
Preparatory School |
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Full Name of the School |
St Michael’s Church of England Preparatory School |
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DfES Number |
882/6000 |
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Registered Charity Number |
280688 |
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Address |
198
Hadleigh Road, Leigh-on-Sea, Essex SS9 2LP |
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Telephone Number |
01702
478719 |
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Fax Number |
01702
710183 |
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Email Address |
info@stmichaelsschool.com |
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Head |
Mrs
L M Morshead |
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Chairman of Governors |
Fr
Robin Eastoe |
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Age Range |
3-11
years |
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Gender |
Co-educational |
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Inspection Dates |
January 30th
– February 2nd , 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 Michael’s Church of England Preparatory School is a co-educational day school for pupils aged 3 to 11 situated in an attractive residential area of Leigh-on-Sea. Many of its pupils gain entry through competitive examinations at 11+ to academically selective grammar schools or church comprehensive schools with grammar school streams.
1.2 The school was founded in 1922 by the Community of St Michael and All Angels; ownership later passed to the Order of the Holy Paraclete, an order from North Yorkshire. In the early 1970s the order withdrew from the school and, on the return of the nuns to Whitby, ownership of the school passed to a Church of England charitable trust. The governing body is chaired by the Vicar of St Margaret’s Church, Leigh-on-Sea. The school has its own chapel and the education is founded on Christian principles and practice. Children of other faiths and of no faith are welcomed, though they and their parents are asked to support the school’s ethos.
1.3 A new head has been appointed since the inspection in 2000, and changes have been made to the senior management team. New classrooms have been built and specialist rooms have been provided for art & design and design & technology. Many areas of the school have been refurbished or redecorated.
1.4 There were 282 pupils on roll at the time of the inspection: 63 in Nursery and Reception, 70 in Years 1 and 2, and 149 in Years 3 to 6. All year groups are reasonably balanced, though boys slightly outnumber girls. Pupils come from the town and the surrounding area. They represent a wide range of social backgrounds, although most are from families in which one or both parents are engaged in professional or business occupations.
1.5 Children of all abilities are admitted to Nursery and Reception. Assessment of late arrivals in Years 1 to 6 ensures that pupils are well matched to the school’s curriculum. Non-verbal reasoning scores show that pupils’ average ability is above the national average and, if they are performing in line with their abilities, pupils’ national test results will be above the average for all maintained primary schools.
1.6 The special needs teacher works with 25 pupils; there are no statemented pupils. Information from registration forms records that 13 pupils have English as their second language, but none needs special support.
1.7 The school aims to provide a broad and balanced education, to develop the full potential of each pupil, and to promote the Christian values within a family atmosphere. It is proud of its long Christian tradition and its academic record.
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 good provision of education successfully reflects the aims and philosophy of the school. Substantial progress has been made since the last inspection.
2.2 The strongly Christian and caring ethos permeates the everyday life of the pupils and staff and has a highly beneficial impact on the education offered and the quality of the relationships in evidence throughout the school. Very good provision exists for the acquisition of speaking, listening, literacy and numeracy skills. The school is successful in meeting its aims to help each pupil develop as an individual within the community and to ensure that the experience of life in the school is a happy and positive one. The school motto, Non quis, sed quid, stressing the importance of what children make of their lives rather than who they are by birth, effectively underpins the school’s philosophy.
2.3 Pupils benefit from a wide variety of educational experiences that cater for their many needs. A strong tradition in the development of speech and drama enables pupils to express themselves with confidence and to speak effectively in public. Year 4 and 5 pupils demonstrated very good speaking skills, with appropriate use of pause and other performance techniques, when preparing for oral examinations. Creative writing is also a strength, with most pupils able to write with expression and accuracy for an extended length of time. In Year 4, for example, pupils produced pieces of correct and imaginative narrative writing following a study of The Flour Babies. Throughout the school, mental arithmetic skills are of a high standard and pupils express enjoyment for these lessons. Sporting provision on site is limited by the lack of playing fields, though good use is made of the facilities of a nearby school. The number of school teams does not satisfy the ambitions of all who wish to play in them.
2.4 A wide spectrum of extra-curricular activities offered at lunch-times and after school is available to all pupils in Years 1 to 6. Clubs are well attended and the school is busy at these times. The popularity and success of clubs for sports, music, and speech and drama mean that they take place on most days. Most pupils learn musical instruments and enjoy the range of musical opportunities available, such as participation in the orchestras, choirs, strings groups, brass ensemble and recorder groups. Out of school visits and links with community further enrich the curriculum: for example, the Year 5 residential trip to the Isle of Wight aids social education and extends opportunities to study geography and history, and the Year 1 visit to the Toy Museum in Stansted enhances creative and aesthetic aspects.
2.5 The organisation and application of the curriculum ensure that pupils are very well prepared for the next stage of their education. Small sets for pupils who need extra time and support for their learning and the effective use of teaching assistants ensure that less able pupils attain well. The special needs teacher provides individual education plans for pupils with learning needs to guide teachers in the preparation of their lessons. The school makes thorough provision for pupils to acquire the knowledge, understanding and skills needed for entry to local grammar schools and many gain places through the 11+ system. In interviews, Year 6 pupils felt that they were well prepared for senior schools and in the classroom they demonstrated, through very good presentational, organisational and self-evaluative skills, that they have the right attributes to be successful in the next stage of their education. All senior pupils are given opportunities to take on positions of responsibility in the school and they take these duties seriously.
2.6
The curriculum, based initially
on the Early Learning Goals and later on the National Curriculum, covers a wide
range of subjects. The balance of
subjects is appropriate for the age and abilities of the pupils. Curriculum planning is a strength of the
school with each subject producing a comprehensive development plan that is
regularly monitored and evaluated annually.
The breadth of the curriculum gives all pupils a wide range of different
experiences, though there are limited opportunities in some subjects for pupils
to learn through the use of information and communication technology
(ICT). The school is aware that this
recommendation from the previous inspection has not been fully
implemented. An examination of the
equality of provision across the subjects in the parallel classes in Years 1
and 2 revealed variations which lead to unevenness in the preparation for Year
3. Effective arrangements for the
teaching and learning of personal, social and health education (PSHE) and
design and technology (DT) are now firmly established within the school’s
curriculum, providing a satisfactory resolution to the recommendations
contained within the previous inspection report.
2.7
Meticulous
planning ensures that, in most subjects, provision for pupils of all abilities
and for those with special educational needs is very well catered for. For example, individualised programmes are
devised for those not sitting the 11+ examinations and who do not have verbal
reasoning lessons. In a few subjects,
provision is more variable with pupils of all abilities being expected to do
the same work, thus limiting the progress made by the most and least able.
2.8 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.9 The school realises its aim to give all pupils a good level of knowledge, skills, understanding and application. The high standards reported in the previous inspection are maintained.
2.10 Pupils are very well grounded in knowledge, skills and understanding in the subjects and activities provided. They are focused on their work, show enthusiasm for learning, and sustain concentration to make the most of the extensive opportunities. The school is successful in meeting its aim for pupils of all abilities to develop their full potential.
2.11 Pupils learn rapidly and achieve well in numeracy and literacy. They listen attentively, are articulate and fluent in language, accurate in applying number work, sharp in mental calculations and logical in problem-solving. Very high quality work was seen in many lessons, for example evaluative skills in science, whilst in music the learning and achievements were outstanding. Observations of lessons and activities provided little opportunity to confirm the school’s reputation in drama, but the allied skills assessed in speaking and listening were of a high order: pupils spoke clearly and with very good expression. Learning and achievement in other subject areas are rarely less than good.
2.12 Almost all pupils make rapid progress and no significant differences are evident across the Foundation Stages and through Years 1 to 6. The application to learning in the Nursery, for example, is whole-hearted. Boys and girls generally make equivalent progress, pupils from minority backgrounds match the progress of the majority, and in most cases pupils in parallel forms have equal opportunity to make good progress. Setting is by ability in Years 3 and 6 for English and mathematics. This benefits all pupils: for example, both groups in Year 6 showed a good knowledge of Macbeth.
2.13 Pupils achieve well at the Foundation Stage and all pupils are expected to attain the Early Learning Goals before the end of the Reception year. Pupils’ attainment in national tests at 7 and 11 is high. Results in national tests at age 7 and 11 over the last three years have been far above the national average for all maintained primary schools. The school has a successful record in 11+ entrance examinations to local grammar schools. Pupils in Years 3 to 5 take examinations in speaking set by a national board and almost all record merits or distinctions. Some pupils opt to take similar examinations in speech and drama, and nearly all achieve merit or better. Most pupils in Years 3 to 6 play at least one musical instruments and they achieve high standards in the examinations of the various boards.
2.14 The school is a strong community where individual and group achievements are encouraged and valued. Christian worship plays a part in the daily routine and celebrations are shared by pupils of all ages. Pupils in the Foundation Stage and in Years 1 and 2 enjoyed watching older pupils process to their Candlemas service. Pupils in Years 5 and 6 expressed in interviews their love for the religious life and its spiritual opportunities and of their feeling of belonging to a caring family. Music plays a significant role and is enjoyed by all pupils. The singing in chapel at the beginning of the day sets a calm and uplifting tone to the day’s learning.
2.15 Pupils are highly motivated to receive merit awards for attainment; other rewards go towards house points. Team spirit is strong. The four houses are eager to have their colour ribbon on the cup each week.
2.16 Pupils’ skills and attitudes for work and study are outstanding. Improvement since the last inspection sees the school’s aims realised. Happy pupils make the most of the opportunities the school provides and in time proceed with confidence to the next stage of their education.
2.17 Literacy skills are strong. Pupils are articulate, listen effectively, read fluently and write intelligently. High quality and extensive writing was seen throughout Years 3 to 6. Biographies from Year 6 pupils used a wide range of vocabulary within complex sentence structures. Pupils in Years 4 and 5 were very attentive to instructions in instrumental lessons and listened carefully to their own playing. Concentration skills are strong throughout the school.
2.18 Numeracy skills are very good in all years with pupils able to use mathematics accurately and apply its concepts effectively. Number processing is quick and sure at all ages and progress in work on shape and space is rapid. Reception pupils used some of the properties of two- and three-dimensional shapes to recognise objects in a cloth bag: two flat surfaces and one curved surface were identified as a cylinder. Year 6 pupils mentally calculated problems involving two or more stages very successfully.
2.19 Use of ICT and control technology within subject areas is uneven. Pupils are increasingly confident to employ computers for projects and research in English, geography and science. Holiday brochures produced by pupils in Year 5 utilised skills in word-processing, spreadsheets, art-work and desk-top publishing. Attractive displays in classrooms and around the school show further examples of their competence. Some subjects, however, have yet to explore the full potential of this valuable resource. The directing of a robot by a junior class used control technology to draw pupils’ initials. Images taken with a digital camera are incorporated into pupils’ work to enhance learning and inculcate pride in achievement.
2.20 During interviews about their work, pupils of all ages demonstrated the ability to think independently and to reason and argue cogently. Year 5 and 6 pupils coped well with tasks that extended their thinking beyond the work they had studied and they supported their judgements with effective reasoning. Pupils in Year 4 predicted the outcome of a science experiment after appropriate reasoning and then confirmed the outcome practically. Year 5 pupils evaluated their art work conscientiously as part of their self-evaluation. High quality DT projects throughout the school demonstrate good reasoning and refining skills.
2.21 Pupils independently organise their work well and with increasing confidence as they move from Year 1 to Year 6. The quality of hand-writing and other skills of presentation is very high. Nursery children remained focused on their tasks despite the potential distraction of other activities around them. Written work in all years and subjects is clearly set out; this greatly assists pupils to make logical progress, particularly in mathematics. Year 6 pupils made good use of bullet points in their own note-taking.
2.22 In all years, pupils study and work effectively both on their own and co-operatively with others. Nursery children shared a mouse, taking turns on the computer program and helping each other sensibly and happily. Pairs and groups co-operated well in lessons in music and PSHE, encouraging and learning from each other. Year 5 pupils showed perseverance and concentration as they stuck to their individual tasks during an ICT lesson.
2.23 Pupils arrive at lessons calmly but with an air of eager anticipation. Teachers ensure that they are properly organised for the start of each day and for each lesson. In class, pupils settle quickly, apply themselves to the business of the lesson and treat resources respectfully. Enjoyment is revealed in the pin-drop silence as they are engaged in written tasks and the happy buzz as they work practically with partners. Concentration levels seen match those normally associated with older pupils. Most pupils choose to take part in additional activities at lunch-time and after school.
Spiritual, Moral, Social and Cultural Development of Pupils
2.24 The strong ethos, which permeates all areas of school life, ensures that pupils’ spiritual, moral, social and cultural awareness is developed as fully as possible. The quality achieved is outstanding, wholly reflecting the school’s aims. The strength of the community and the commitment of all its participants are ever evident. Since the last inspection, the school has further developed its PSHE programme and lessons are now firmly embedded within the timetable. The policy and planning for pupils’ personal development are well-considered and comprehensive.
2.25 Pupils’ spiritual development is excellent and their religious life important to them. Year 2 pupils understand that assemblies usually contain a message within a story and older pupils reflect wisely on what they hear in them. The creative and aesthetic aspects of lessons in art and music touch the pupils’ emotions and are often uplifting. Relationships within the school between staff and pupils and amongst pupils are very supportive, caring and frequently involve fun and laughter. Pupils’ self-knowledge, self-esteem and self-confidence grow with constant nurture; this is evident in their thoughtful attitudes and mature behaviour.
2.26 In many interviews, pupils demonstrated their developing moral sense and understanding of right and wrong. The code of behaviour, though not in writing, is implicit in all school activities and is carried through by all members of the school community. Pupils respect and understand the need for rules: as a Year 2 pupil said, “They (rules) help you to be aware so that no-one gets hurt and school is nice”. Pupils also learn much from the good example of the teachers and non-teaching staff, who care about each other as well as for their pupils.
2.27 The pupils’ understanding that they contribute to the sense of community is an outstanding feature of the school and fully reflects its aims. Year 6 pupils hold posts of responsibility which they carry through with great pride. This was seen in the roles played by many pupils in the Candlemas service and is revealed in the poignant comments made by pupils on the display that explains their interpretation of why they have been chosen and how they can serve the school. Pupils demonstrate responsible behaviour in all areas of school life and older pupils set a very good example to younger ones. Residential visits to the Isle of Wight and France enrich the opportunities for developing lasting friendships and harmonious relationships, as do the many trips closer to home. Community links, including those with the police and road safety officers, promote knowledge of public institutions and services.
2.28 Through varied and frequent opportunities, pupils acquire an appreciation of their own and other cultures. The school promotes tolerance and harmony between different traditions. A Year 2 pupil, who was invited to a Year 1 religious education lesson, explained his sense of belonging to his faith to capture the interest of the listeners and bring to life the idea of belonging to different groups. In addition, the recent acquisition of artefacts has supported the teaching about other faiths. Alongside this, pupils develop within a strong Christian tradition that is maintained through services in chapel and the full involvement of the parish priest who also serves as chairman of governors. Pupils appreciate an early understanding of another culture through the introduction of French in the Nursery. A lively and multi-faceted art lesson in Reception showed the children learning about and celebrating the Chinese New Year through a variety of media.
2.29 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.30 Teaching has many very good features and is consistently of a high quality right across the school. Some instances of outstanding teaching were seen. These high standards maintain the quality identified when the school was last inspected and fully support the school’s aims.
2.31 The quality of teaching enables pupils of all abilities, including those with special educational needs and those for whom English is an additional language, to acquire new knowledge, make good progress according to their ability, to increase their understanding and to develop their skills. It fosters application of effort, promotes interest and encourages independent learning. Lessons are carefully planned with suitable and well-chosen activities. Plenty of opportunities are provided for pupils to develop intellectually and creatively. The latter was evident in a Year 3 music lesson when pupils worked in pairs to compose and perform complex rhythms with recorders and percussion instruments. Teaching encourages pupils to think and learn for themselves. For example, in an after-school science club, pupils learned through experimentation about the properties of dissolved custard powder when heated. High levels of concentration, the desire to persevere and an attentive manner are evident throughout the school.
2.32 Teachers employ effective methods and use lesson time efficiently. All subject areas have detailed and effective planning files containing short-, medium- and long-term plans. In the Foundation Stage, very good use of visual, auditory and tactile approaches to teaching enables pupils of different abilities and learning aptitudes to make very good progress. This was seen during a Nursery lesson on language and mathematics when pupils were encouraged to form letters and words using sand, glitter, mini-whiteboards and shaving foam. Well chosen topics in local history successfully engaged the interest of Year 4 pupils. Very good use of an inter-active whiteboard in a Year 5 ICT lesson and other carefully planned activities set up around the room enabled all pupils to deepen their understanding and develop their skills. Some teaching, however, uses worksheets more than school policy directs. The deployment of ‘reading mothers’ is very effective, though it occasionally interferes with the need for teachers to hear reading regularly.
2.33 Pupils are well managed in lessons and, where available, teachers generally make good use of classroom assistants to provide support for pupils’ learning. The allocation and deployment of teaching assistants do not, however, always make the most of their skills. Most teaching is adapted to the needs of all pupils, as in a Year 6 English lesson where different writing tasks on Macbeth were allocated according to pupils’ abilities, and in a Year 2 physical education (PE) lesson where the more able were encouraged to move from forward rolls to backward ones. Where teaching is outstanding, as in a Reception literacy lesson, the pace is rapid, tasks are very well matched to ability, and a wide range of appropriate resources is used. Occasionally, too little account is taken of less and more able pupils and sometimes the slow pace of a lesson means that pupils are not appropriately challenged.
2.34 Throughout the school, teachers’ understanding of subject matter is very secure. Examples of teachers demonstrating very good subject knowledge were seen in lessons for English, mathematics, science, music and speaking & listening. Most teachers mark work regularly and thoroughly, correcting errors and providing very good evaluative comments as well as giving pupils clear guidance for improvement. In best practice, such as in English for Years 3 to 6, very helpful comments are designed to challenge the most able and to encourage the less able in how they can continue to improve. In a few cases, however, marking is cursory and there are examples where the work is not marked at all. Misspelling by a few teachers in marking sets an unfortunate example.
2.35 Resources to support pupils’ learning are sufficient and of a good quality, and almost all teaching utilises them effectively. All subjects are well resourced, though the stools in the art room and the ICT room are uncomfortable for pupils working at the tables. The school has a well-stocked ICT suite and ample ICT equipment is available in most classrooms, including several inter-active whiteboards. ICT is used to support some teaching, such as in a Year 5 English lesson where a digital projector was used effectively to reveal answers to a cloze procedure. However, the use of ICT across the curriculum is variable and some subjects have not yet fully explored the full potential of the resources available. To this extent, the school is still in the process of addressing the recommendation contained within the last inspection report that ICT should play a more prominent role within individual subject areas. In history and religious education, artefacts are used very effectively to deepen pupils’ knowledge and understanding. For example, pupils in a Year 2 history lesson were able to examine various Victorian items which then stimulated their ideas for a writing task on social change during the period. Pupils enjoy timetabled lessons in the library, though it is not widely used for research, private study or independent learning. The accommodation, organisation and planning for DT has been properly and effectively addressed, dealing with the issue raised in the last inspection report.
2.36 The atmosphere in classrooms promoted by teachers is one of industry and calm. Levels of behaviour throughout the school are very good. Movement between lessons is quiet and orderly and pupils of all ages respect each other and their teachers.
2.37
Procedures
for recording assessment and for testing are very effective. This works particularly well in English,
mathematics, science and music where sophisticated systems analyse the wide
range of assessment information which subsequently guides planning and helps
teachers to set targets. Different
systems exist for other areas of the curriculum. The combined findings give teachers an
overview of the progress and achievement of individual pupils. Pupils’ attainments are assessed against
national criteria and senior managers make very good use of this information to
decide on priorities for future learning and to indicate any general issues
that need to be given further attention.
2.38 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 school provides outstanding care and welfare and the attention given to health and safety is exemplary. Standards have improved since the last inspection and now fully meet the school’s aims.
3.2 The quality of care shown to the pupils is a notable feature of the school. Teachers and non-teaching staff demonstrate a high quality of concern and interest in the well-being of all the pupils, often giving extra time and attention when needed. All adults present good role models for the pupils. Minuted weekly staff meetings ensure all colleagues are kept informed of pupil issues.
3.3 All teachers and non-teaching staff play an important part in the pastoral care of the pupils. Form teachers have a specific responsibility and they are strongly supported by the other members of staff. Effective procedures ensure that every child can turn to an adult and get help if needed.
3.4 The school can take pride in the quality of relationships between its staff and pupils. During a Year 1 interview, pupils listened attentively to each other and respected one another’s views. The school has no need for written rules for pupils know how to behave properly and they act considerately towards each other. Even the very youngest children respond in a kindly and thoughtful way towards each other and their teachers. A teacher’s successful demonstration of a technique to Year 1 pupils drew spontaneous applause from them.
3.5 Adults play a key role in encouraging positive behaviour and they are ably supported by pupils at the top of the school. Pupils, parents and staff are all aware of the school’s policy on harassment and bullying and they know what actions to take should the need arise. A system of checks is made after every accident or injury in case a pattern of events reveals deliberate harm initiated by another pupil. House points and merit awards reward good behaviour and work, and pupils compete keenly to win the house cup each week. An effective system of record-keeping monitors individual and group behaviour continuously and year on year.
3.6 Child protection measures are properly and successfully deployed. All teachers and non-teaching staff have been screened by background checks and have recently undertaken appropriate training. Pupils have easy and confidential access to a telephone linked to a child protection help-line. All necessary measures have been taken to minimise the risk of fire. Tests and practices are undertaken regularly and under varying emergency conditions. All procedures comply with regulatory requirements. Pupils’ safety is paramount both in school and when pupils are off site. Risk assessment procedures are comprehensive. For example, a member of staff qualified in first aid and equipped with a mobile phone is always in attendance when pupils travel to use another school’s sporting facilities. Many members of staff have first aid training and current qualifications. A full-time member of the non-teaching staff is responsible for all medical matters, including the use of a well-equipped medical room. The accident notification system and its record-keeping are excellent and comply with regulatory requirements. The bursar chairs the health and safety committee, meetings are held regularly, and the minutes are forwarded to the governors for inspection.
3.7 The school is very vigilant about site security. Rigorous reception and departure procedures and surveillance by closed circuit television ensure that the identity and whereabouts of everyone on site are known.
3.8 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
3.9 The school has forged an outstanding partnership with the parents and excellent links with both local and foreign communities. These fully match the school’s aims and show improvement since the last inspection.
3.10 Parents returned 187 questionnaires before the inspection. Almost all responses were positive, indicating a very high overall level of satisfaction. Most parents feel that the education and support for their children are very good. Points of concern were raised, such as the perception by a few parents of occasional poor behaviour and instances of ineffective teaching, but they are not endorsed by the inspectors.
3.11 Many activities provide parents with very good opportunities to be involved with the school and in the work and progress of their children. Examples include hearing pupils read, walking with groups of children to school, and helping with visits. Most are involved with the St Michael’s School Association which organises regular social and fund-raising events. Attendance is very popular at the separate assemblies each Friday for younger and older pupils, when classes lead the proceedings in turn and when the achievements of pupils are celebrated. A crèche allows parents with babies to attend, and up to 100 parents stay on for the coffee morning organised by the association’s committee. Parents greatly value being part of the well-established, vibrant and caring St Michael’s community.
3.12 Parents are provided with very helpful information about the school. The annually updated parents’ handbook is full of pertinent facts and advice: this is supplemented by separate publications for pairs of year groups and by the calendar and fortnightly newsletters. The school’s website and the termly magazine, Angel Voices, are further good examples of the way parents are kept abreast of all that is happening in the school.
3.13 All parents are kept regularly informed about their children’s progress through termly reports and regular meetings. Reports are clear, informative and detailed; the best include advice on how progress can be accelerated and targets for the subsequent term.
3.14 Parental concerns are dealt with promptly and with much care and consideration. The school’s complaints procedure meets regulatory requirements, is readily available for parents should they need it, and allows parents to ask in general about concerns that have been raised and their resolution. The head and senior managers are as far as possible ready to listen and act.
3.15 The school has established very strong links within the wider community. Visitors from the police and a road safety organisation work with the school to promote care issues. Money is raised through various initiatives for many charities, with the staff leading by example. Links with Pakistan are maintained through the support given to the education of a child there. The school’s immediate neighbours are invited to special services and visitors from the local homeless charity share the harvest festival. An excellent state/independent school partnership is developing through a shared art project and pupils in Years 2, 5 and 6 join children from other schools at county music festivals.
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 The school is well governed. Governors meet their declared aims and the quality of governance has been maintained since the last inspection.
4.2
The
management arrangements are well defined and support effective oversight of the
school. Governors represent a wide range
of professional skills except for a current and short-term lack of legal
experience. New governors receive
appropriate induction and all have access to training through the diocese.
4.3
Governors
are aware of their legal, financial and educational responsibilities. They work in harmony with the head and senior
managers to devise, implement and monitor overall strategies and detailed
development plans: they lead a planning culture. They share a business vision on the intended
way forward and the response to the perceived challenges. Close liaison supports sound and cautious
financial control. Governors are alert
to parental opinion and work with the head to respond to any concerns.
4.4 Systems to inform governors are used effectively. Communication with the head is regular and open. Appraisal of the head, occasionally involving outside expertise, is regular, thorough and constructive. Governors are often seen in school, show interest in educational initiatives, and share in the social life of the community. Teachers and non-teaching staff recognise the support they receive, enjoy the praise bestowed on them at appropriate moments, and appreciate the trust given to them to run the school without undue interference.
The Quality of Leadership and Management
4.5 Leadership and management are outstanding. Their quality meets the school’s aims and has improved since the last inspection.
4.6 Clear direction and control are provided by the head and senior managers. The head has a clear vision for the school’s purpose, is aware of the improvements that can be made, and gives a strong yet sensitive lead. Management is well-defined and responsibilities are accepted willingly; teaching work-loads, however, show little acknowledgement of other responsibilities. Inclusive consultation and effective target-setting reflect excellent practice. Decision-making is well-considered; communication is swift and informative.
4.7 Job descriptions make responsibilities clear and support for professional development is whole-hearted. Initiatives to train all teachers in the use of ICT are underway. Planning is thorough, assessment is rigorous, and self-evaluation is encouraged.
4.8 Managers successfully form, implement and review policy and practice. Teachers are aware of the areas that need improvement and are increasingly willing to accept and share new ideas. Evaluation of procedures and systems is regular and efficient. Thorough annual curriculum reports analyse performance and aid planning.
4.9 The high number and good quality of teachers have a direct bearing on the distinctive education provided. Appraisal involves senior managers: targets set are negotiable, relevant and reachable. Monitoring of teaching and learning is becoming increasingly effective in promoting high standards and good practice. Measures to attract, retain and reward good teachers exist. Part-time and visiting teachers feel valued.
4.10 Financial resources are well managed. Budgetary arrangements, based on historical data and bids by teachers, are secure. These generally meet teachers’ needs, if not always their aspirations. The overall provision of resources is generous.
4.11
Administration
is efficient. The front-of-house team is
welcoming and the quality of housekeeping, cleanliness, decoration and
maintenance is high. The support given
by teaching assistants, nursery nurses and other ancillary staff is effective
and valued. The premises support almost
all the school’s needs, though provision on site for PE is limited and the use
of sports facilities at another school is not ideal.
4.12 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.13 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 The school has many strengths and it successfully achieves its aims and objectives. It meets the pupils’ needs in fulfilling their academic potential, providing good teaching, inculcating valuable learning habits, and promoting all-round personal development. School leadership and management are excellent, teachers and non-teaching staff are committed to their responsibilities, provision of pastoral care is outstanding, and the partnership with parents is secure. As a result, pupils thrive in a calm and well-organised community where long-established traditions of Christian worship and family values nurture their emerging talents and developing personalities. They are enquiring and motivated, considerate and courteous, appreciative and enthusiastic. The teaching team is open to new ideas and supportive of one another; their non-teaching colleagues contribute to staff unity of purpose, promote friendliness in a homely environment, and add to the rich and inclusive curriculum. Weaknesses are few and minor: team sports provision is limited, not all teachers use ICT effectively, a few parallel classes receive unequal opportunities, and senior managers have heavy work-loads.
5.2 The school performed well at the last inspection, but improvements have been made since that time. The quality of pastoral care has been enhanced and links with parents and the community are stronger. The provision for DT and PSHE satisfies recommendations made, and the practice of incorporating ICT is well-established in some teaching and is set to expand to all subjects and age groups.
5.3 The school meets all the regulatory requirements.
5.4 The head and senior managers are aware of the improvements that could be made and know that they should consider the following points to raise the quality of education still further.
1. Strive to extend the sporting opportunities within the current arrangements, and also to extend the provision, to generate greater participation in school teams and to promote breadth, balance and excellence.
2. Continue to train teachers in the use of ICT in their teaching.
3. Review the provision in Years 1 and 2 to ensure equality of opportunity for all pupils and a smooth transition to Year 3.
4. Provide more time for senior managers to conduct their important responsibilities.
5.5 No action is required in respect of regulatory requirements.
6. summary of inspection evidence
6.1 The inspection was carried out from January 30th to February 2nd 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 and parents, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions, assemblies and a chapel service. 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.