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INSPECTION REPORT ON |
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St Pius X Preparatory School |
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Full Name of the School |
St Pius X Preparatory
School |
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DfES Number |
888/6004 |
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Registered Charity Number |
526609 |
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Address |
Oak
House, 200 Garstang Road, Fulwood, Preston, Lancashire, PR2 8RD |
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Telephone Number |
01772
719937 |
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Fax Number |
01772
787535 |
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Email Address |
st-pius-x@supanet.com |
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Headmistress |
Miss
Bridgeen Banks |
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Age Range |
2-11
years |
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Gender |
Mixed |
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Inspection Dates |
30th
January – 2nd February 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 The school was founded in 1955 by a group of Catholic Preston businessmen. It has since been placed in a non-profit making charitable trust administered by a board of governors. The headmistress is a member of the IAPS (Incorporated Association of Preparatory Schools) and the school is a member of the ISBA (Independent Schools Bursars’ Association).
1.2 The school seeks to treat its pupils as individuals, develop their talents through a broad range of curricular and extra-curricular activities in a happy and caring environment, and to prepare them thoroughly for their transition to senior schools at eleven.
1.3 The teaching accommodation is in three adjacent buildings, on the outskirts of Preston, ranging in age from Victorian to extensions built in 1992. The governors have plans to make significant improvements, and additions to the buildings and arrangement of the school, which will include the possibility of increasing the numbers in the nursery and reception and enhancing facilities for all ages.
1.4 At present the school has two classes in each year group except Year 4 which has only one class. There are 289 pupils on roll, 131 boys and 158 girls. Nearly one third of the school are in the nursery. In the Infant section of the school, each year consists of two mixed forms parallel in both terms of age and ability. From Year 3, there are two forms set by ability in both English and mathematics. (Year 4 is also set, but there is only one form at this age group).
1.5 The school draws pupils from an area of 25 miles radius around the school. The majority of parents work in business or the professions. Pupils gain entry at eleven to selective maintained and independent day and boarding schools in Lancashire and further afield. The great majority of pupils are Christian and Roman Catholic, and about 15% are from homes where English is not the first language.
1.6 Entry to the nursery is non-selective. Entry to the school at older ages is by increasingly more formal assessments that judge academic potential and social awareness. No pupils at present require help with English as an additional language but 27 pupils have been identified as having some form of learning difficulty and four pupils have a statement of special educational need whose support is funded through Lancashire Education Authority (LEA).
1.7 The school’s provision for religious education follows the syllabus laid down by the Roman Catholic Diocese of Lancaster, by whom it is separately inspected.
1.8 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1 St Pius X School provides an all-round education of high quality, fully consistent with its aims and philosophy. The school gives due emphasis to academic success and the acquisition of a wide range of knowledge and skills. Strong emphasis is placed on spiritual, moral, social and cultural values. The atmosphere and ethos of the school encourage all pupils to flourish. They are confident and enthusiastic. The older pupils enjoy extensive opportunities to take responsibility for others; for example all Year 6 pupils are monitors. They treat each other with mutual respect.
2.2 In the Foundation Stage appropriate emphasis is placed on helping young children achieve Early Learning Goals and progress beyond them. The school is very successful in planning its educational experience to foster all pupils’ personal development and enable them to communicate, to learn and to think creatively for example pupils in a year 4 lesson understood the key terms of force and friction, and they could all use the force meter correctly. Last year three boys represented the county at chess.
2.3 The curriculum for all pupils provides good opportunities to develop a range of linguistic, mathematical and scientific skills. Throughout the school, the development of good speaking and listening skills is strongly promoted. The daily worship engenders an atmosphere of calm and enables all pupils to understand the need for good relationships in all areas of life. The relationships within the classes are excellent and good leadership leads to good outcomes. Aesthetic and creative skills are strongly encouraged in good provision for art and music. Pupils clearly enjoyed, and were adept at composing their own atmospheric music, working in small groups. In a Year 6 lesson, pupils enjoyed using different musical patterns to create a fanfare on tuned percussion instruments.
2.4 The setting of pupils for English and mathematics from Year 3 contributes very effectively to pupils’ learning and achievement, and enables pupils to tackle challenges appropriate to their abilities with high levels of engagement, successfully improving their learning skills and self awareness.
2.5 Pupils’ experiences are significantly enriched through links with the community and a very good range of extra-curricular activities, which include chess, art, music, sport, dance and information and communications technology (ICT). These activities are very popular and pupils show commitment and express enjoyment in them. Visits out of school are numerous and are integral to many curricular areas: for example Manchester Science Museum, Wigan Pier and local senior school science and sports days.
2.6 The school prepares its pupils very well for the next stage in their education. The Year 6 pupils are very well prepared for entrance examinations to the school of their choice.
2.7 The curriculum is well planned and organised overall, although too little time is allocated to drama, games and PE, design technology (DT) and ICT. Lessons are very well planned with clear objectives, and specification of activities and resources. The role of the co-ordinators is well defined with regard to the planning and monitoring of the curriculum.
2.8 The provision for pupils with special educational needs (SEN) is very good. Once pupils have been identified and assessed, pupils receive either one-to-one support, small group support, or in-class support. Individual education plans (IEPs) are prepared by the qualified special educational needs co-ordinators who also liaise fully with class teachers. The system is thorough and fully supports the needs of the pupils. Parents are very happy with the support their children receive.
2.9 A policy has also been formulated for the support of gifted and talented children. Booster classes take place in English and mathematics from Year 2; however this policy is not yet being fully implemented for all ages and across the full curriculum age range.
2.10 The school meets the regulatory requirements for the curriculum [Standard 1]
Pupils’ Learning and Achievements
2.11 The school is fully successful in meeting its aims to develop the pupils’ academic potential, intellectual curiosity, knowledge and skills. Levels of attainment are at least good or above in relation to pupils’ ages and abilities. Teachers have high expectations of pupils and they respond accordingly. Pupils are well grounded in the knowledge, understanding and skills which they need. They are focused on their work, able to sustain concentration and enthusiastic in their learning. Above all they enjoy their work.
2.12 Literacy and numeracy standards are high throughout the age range and pupils apply their skills with competence and confidence. They are articulate, fluent and able to respond to demanding and open-ended questions, thereby extending their knowledge and understanding.
2.13 The high standard of teaching ensures there are no significant differences between the attainment in of parallel classes or between stages of education. No significant differences in the relative attainment of boys and girls were noted, or in different subjects. Pupils with special educational needs are given full access to the curriculum and make very good progress. The most able pupils are offered challenge.
2.14 Pupils from Year 3 onwards are regularly given standardised tests in reading, mathematics and in verbal and non-verbal reasoning. From nursery, some testing is used to check aspects of their progress. By the end of the Foundation Stage all children have achieved the Early Learning Goals. Pupils achieve well above national standards in English, mathematics and science at the end of both Key Stages of the National Curriculum. In senior school entrance examinations at 11+ all pupils are successful in obtaining places at the school of their choice.
2.15 Pupils listen very attentively, discuss thoughtfully and maturely at all ages, and write fluently. They are able to write at length for a very wide range of purposes and in a wide range of styles. They use language very sensitively and appropriately, and by Year 6, show a highly developed and mature feel for it in written work.
2.16 ICT is not yet used as well as it could be across the curriculum, although the Year 5 pupils have designed a general knowledge challenge with questions on history, sport, literature and films, for the pupils in Years 3 to 6 to enter. The project was teacher initiated, but the pupils have worked independently and individually on it.
2.17 Pupils develop good skills and attitudes for work and study. They are articulate, listen effectively, and read and write intelligently and fluently. Speaking and listening skills are very good from nursery upwards. Pupils listen carefully to each other’s comments. They articulate their ideas clearly and learn to discuss effectively. This is evident in the nursery where pupils are actively engaged in the ten areas of continuous learning and can explain why they have chosen an activity and what they want to do. In a Year 6 RE lesson skilful teacher/pupil questioning stimulated lively dialogue and one pupil clearly explained the parallel between Christian, Muslim and Jewish beliefs.
2.18 Much emphasis is placed from nursery onwards on encouraging confidence in the pupils, by the use of praise. This confidence is developed throughout the school, pupils respond readily to questions and are prepared to think and speak for themselves. Pupils work effectively individually, but also co-operate readily and sensibly when opportunities afford. Some very good co-operation was seen in the Year 1 classes in personal, social and health education (PSHE) and in gymnastics in a Year 6 class. Pupils settle quietly and quickly to a task in lessons, they persevere and concentrate. Their enjoyment is obvious.
Spiritual, Moral, Social and Cultural Development of Pupils
2.19 Throughout the school, the pupils demonstrate outstandingly well-developed spiritual, moral, social and cultural awareness. The ethos of the school, which permeates all that it does, together with the quality of relationships in its harmonious community, makes a significant contribution to pupils’ personal development. It is well supported by the Early Learning Goals for personal, social and emotional development in the Foundation Stage, and by the very good programme PSHE throughout the school.
2.20 Pupils develop strong spiritual awareness as a result of the daily worship and programme of RE and PSHE. Pupils show increasing self confidence and the teachers build on their self esteem and knowledge by valuing them as individuals and through the support they provide.
2.21 Pupils have a strong moral sense and distinguish clearly between right and wrong from an early age. They find the school rules appropriate and fair. They like the new ‘white slip’ system which they say ‘help you reflect on what you’ve done.’ They appreciate their roles in the new system, being responsible for their own actions, and feel their corporate ideas are proving very effective in practice. Pupils appreciate the need to respect laws and their behaviour is exemplary. They display a caring, kind and respectful attitude to one another and their teachers and show courtesy inside the classroom and out of it.
2.22 The pupils’ social development is very good. A broad range of opportunities actively encourages pupils to relate positively to one another. The school encourages pupils to be caring, responsible citizens, who consider the needs of others less fortunate than themselves. Pupils work together to support a variety of charities. In discussion with inspectors, older pupils recognised their responsibility to contribute to the school community by setting examples to younger ones. Monitors handle their responsibilities very well these include helping to look after the younger pupils at break times and assisting in the smooth running of classroom tidiness. A very good range of opportunities within many curriculum areas assists pupils to appreciate their own cultural traditions and the diversity of others. The acknowledgement of Christian festivals, together with Hanukah, Divali and Eid contributes effectively to pupils’ knowledge of celebration across cultures. Pupils are very aware of the need for tolerance, understanding and fairness. They respect their own and other cultures and beliefs. During the inspection the Foundation Stage children were celebrating the Chinese New Year, the younger children enjoyed a Chinese banquet, and all pupils loved the demonstration of a dragon dance with percussion musical accompaniment.
2.23 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.24 Pupils throughout the school are taught effectively and the quality of teaching is very good. As in the previous inspection a substantial amount of very good and some excellent teaching was observed. In no lessons was the teaching any less than satisfactory.
2.25 Teachers’ knowledge and understanding of their subjects is very good, pupils are well managed in lessons, and a strong emphasis is placed in all lessons in giving pupils confidence in their abilities and good skills in communication.
2.26 Almost all lessons are competently planned. The best plans cover the full range of content, skills and attitudes and give opportunities for individuals to think and solve problems. Examples of this were found in most areas of the curriculum. For example in a Year 6 set 1 maths lesson on mean, median and mode the pupils showed very good understanding of the concepts and skills and were able to apply them to data from Saturday’s football league table.
2.27 In most lessons a variety of teaching methods is used including discussion, exposition and practical or written activity. A good example was in an English lesson in Year 6 where the relative merits of homework were being discussed. The behaviour and cooperation of the pupils was very good, as was their verbal communication during group work organised by the teacher.
2.28 Most of the teaching motivated pupils to work hard and many pupils said they enjoyed much of what they did. Teaching enables all pupils to acquire new knowledge, develop their skills and to make good progress. Pupils with special educational needs are very well looked after, and in lessons teachers always take sufficient account of pupils’ different abilities. The most able pupils are often challenged through the provision of suitable extension tasks, although not all lessons provide such opportunities.
2.29 Teaching fosters the application of intellectual, physical and creative effort, both by the encouragement and inspiration of teachers. Lessons are well prepared, with a good choice of activities. Lesson plans are thorough, detailed and informed.
2.30 Resources to support pupils’ learning are sufficient and of a good quality, and are systematically organised and well used. ICT resources are being developed, for example interactive whiteboards, which are already very well used in Year 2.
2.31 Teaching includes the regular assessment of pupils’ learning. Thorough testing occurs through examinations, assessments and the use of standardised testing on an annual basis. Marking is regular and thorough, but methods vary too much from teacher to teacher. Assessment information is not used in planning future lessons and, although some staff set pupils individual targets, this practice is not systematic or part of school policy.
2.32 Pupils’ behaviour is exemplary in lessons. They listen carefully, share ideas with their peers and enjoy working in this conducive learning environment.
2.33 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 care that staff devote to the well-being of their pupils is a great strength of the school and fully meets the school’s aims. Staff know their pupils very well and relate very well to them. The very impressive pastoral care system produces open, honest, confident and articulate young people, who clearly love their school. In the pupils’ questionnaire and during the inspection, many pupils expressed their enjoyment of the school. One year 6 pupil said ‘ the teachers comfort you when you feel sad, give you a drink to calm you down, the school feels like a family’ Other comments include ‘ we feel very happy’ and ‘school rules are fair, they teach us to love one another’.
3.2 The natural and professional concern of staff is effectively underpinned by very good formal arrangements for the pastoral care, support and guidance of the pupils. From discussion with pupils of all ages it is clear that all feel well supported in and out of the classroom. Pupils show themselves familiar with school procedures and clear about what to do if they have any concerns.
3.3 Formal arrangements to support pastoral care include the ‘white slip’ system for misdemeanours and a reward system for individual achievement. Behaviour and anti-bullying policies are clearly understood, and work in PSHE also helps to encourage appropriate attitudes and behaviour.
3.4 Pupils respond very well to the school’s ethos of care for others and many examples of this were seen. At break and lunch times the use of playground ‘zones’ (games areas/quiet areas/places where children go when they need help) is very well operated by the monitors who carry out their duties carefully and diligently. They encourage good behaviour by example.
3.5 The high proportion of adults on the campus, whether teachers, assistants, office staff, canteen staff and lunchtime assistants or caretakers, and their positive relationships with the pupils play a very important role in the management of behaviour within the school. The pupils are never far from an adult at any time.
3.6 The provision for welfare, health and safety is excellent and complies with the regulatory requirements. Different governors are designated to oversee child protection and health and safety. The procedures for assuring child protection are fully in place. The governing body is aware of and complies with its responsibilities. The chid protection officer is in contact with local agencies. Clear policies are in place and known to staff, who have received relevant basic training Risk assessments for activities within and away from school are carried out and acted upon. Many of the staff are first aiders. All necessary measures have been taken to minimise the risk of fire. The staff are vigilant about the security of pupils.
3.7 The standard of food provided by the school is very good and very much appreciated by staff and pupils. Pupils who fall ill during the day or suffer injury are very well cared for by the school office staff until parents can be contacted. However, the school does not have a sick room or a suitable area for pupils to lie down if they are unwell. Appropriate accident and incident books are kept in the school office.
3.8 The school complies with the requirements for maintaining admissions and attendance registers.
3.9 The school meets all of 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 has a very effective partnership with parents and worthwhile links with the community.
3.11 The results of the parental questionnaire showed parents were very pleased with the academic provision and greatly appreciated the very high standards of behaviour and the promotion of worthwhile attitudes and values.
3.12 The school maintains very good links with its parents and keeps them well-informed through parent information booklets, regular newsletters, notice boards and evenings for curriculum information. Homework diaries both enable parents to know what work their children are doing and provide for easy contact with class teachers. The reading records provide helpful evidence of pupils’ progress. Parents are encouraged to come into school, staff are approachable and accessible, and are seen as such by parents.
3.13 The twice yearly reports provide parents with very good information about what their children have studied, how they are doing and how they might do better.
3.14 The parents’ society works closely with the school and supports it in many ways. It helps with fund raising and with sporting events, school outings and organising social events for children and adults. The chair of the society is invited to attend all governors meetings which establishes links between parents and governors, and helps parents to be more aware of the school’s aims and development.
3.15 The school’s policy for handling complaints from parents complies with requirements. Responses to the questionnaire showed that parents are pleased with the way their concerns are handled by the school.
3.16 The school has links with the local community mainly through music and sport. Pupils support homeless and those less fortunate than themselves. They support a wide range of national and international charities. Pupils regularly visit places of interest in Preston and beyond. These visits enrich the work done in the classroom and the quality of the pupils’ education. Excellent use is made of the local Early Years Partnership courses, meetings and support.
3.17 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 board of governors reflects the denominational character of the school and is responsible for overall policy and planning. It includes a wide range of professional experience and expertise. Parents of current and former pupils are well represented on the board. The chairperson of the Parents’ Society attends every meeting, as does the head. The governing body delegates to the head the responsibility for the implementation of policy decisions and for the day-to-day management of the school. The governors fulfil their responsibilities effectively and meet all statutory requirements.
4.2 The full governing body meets at least once each term but delegates more detailed planning and monitoring to three committees covering finance, staff liaison and development, and property, premises and grounds. The head and bursar attend each of the committees’ meetings that are themselves carefully co-ordinated with those of the full governing body. The system works very well and the governors are able to respond quickly to the school’s immediate needs, particularly with regard to the premises. Plans are well in hand for the proposed new building of the nursery.
4.3 Governors know the school very well and take a full part in the strategic planning and management of the school in a way that preserves the autonomy of, and provides critical support for, the head.
4.4 They are provided with very good management and educational information by the head and senior management of the school.
The Quality of Leadership and Management
4.5 The leadership of the school is excellent and the school is well managed. The headmistress provides clear and decisive direction to all aspects of the school’s work. The school has an effective management structure for its day-to-day operation. The head, the deputy head, nursery manager, head of the infant department, the academic and pastoral junior co-ordinators and the bursar form the senior management team, which meet regularly. The school’s aims and values are strongly reflected throughout its work. Weekly meetings are held of the nursery, infant and junior staff, and of the whole staff, chaired by a relevant member of the senior management team. The staff are thus kept informed of the work in hand and planned and have the opportunity to raise concerns and contribute to the development of policies and procedures. A strongly supportive Christian family ethos is set and maintained, a very good quality of education is provided and the care and welfare of the pupils is assured.
4.6 The teachers in the school are well qualified, experienced and effectively deployed. They work very hard and are strongly committed to the welfare and development of the pupils, for example in supervision of pupils at break and lunch times and the provision of a very good range of extra-curricular activities. Teachers are supported well by classroom assistants and the SEN department. Staff development is managed satisfactorily and the appraisal scheme is beginning to take effect. Staff training is encouraged, and is particularly well managed in the nursery. The school employs newly qualified teachers, participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
4.7 The school’s financial resources are well managed, by the bursar, to secure appropriate resources for pupils’ learning. The other non-teaching staff are sufficient in number and are also well deployed. They form a loyal and experienced team who do much to provide for the needs of both teachers and pupils, and to maintain the very good condition of the school buildings and facilities. All staff are checked through the Criminal Records Bureau, before appointment.
4.8 The premises and facilities are good. The very good sized, and very well equipped, hall is used for assembly, at lunch time, for PE and for a variety of activities. The outside play area is spacious and well designed. Classrooms are bright and airy with very good displays of work. Most rooms are a good size, but in a few they are too small for some of the classes, for example the ICT room. The library is a very attractive room, well stocked for most subjects and is well used. Although pupils who are ill are well cared for, the school lacks a suitable area where they can lie down.
4.9 The administration of the school is very efficient. In particular the school office staff give an excellent service to staff, pupils and parents. Admissions and the introduction of parents to the school are very well handled. Teachers receive a very great deal of support for their day-to-day work, and pupils who may be ill, injured or in any difficulty are looked after very well. However there needs to be an adequate space provided for pupils who, when they are ill, can lie down.
4.10 The school meets the regulatory requirements for the suitability of proprietors and staff [Standards 4]
4.11 The school meets almost all of the regulatory requirements for premises and accommodation [Standard 5]. In order to meet all the requirements, the school must:
(a) Provide suitable facilities in the school for pupils who may become ill or are injured during the day [Regulation 5. (1)]
5.1 The school is very successful in achieving its aims and aspirations. It meets the pupils’ needs in fulfilling their academic potential, developing their spiritual and moral and cultural awareness and promoting their enjoyment of learning. It is under excellent leadership, has very capable staff and provides pastoral care of outstanding quality. As a result, the pupils’ personal development is very well developed in their understanding and respect for others. Their skills for learning are very well developed and their achievements are high.
5.2 Since the last inspection, the quality of the curriculum has been improved by increasing the time allocation for teaching and learning so no subject is disadvantaged. The school has improved since the last inspection in 2000, and most of the significant recommendations have been met.
5.3 The school’s strengths greatly outweigh its weaknesses but the following areas are suggested for particular consideration in order for the school to improve still further.
1. Assessment should be used more systematically to support target setting with pupils and as an aid for future lesson and curriculum planning.
2. The use of ICT within the curriculum should be increased.
5.4 In order to meet all the regulatory requirements, the school must:
(1) Provide suitable facilities in the school for pupils who may become ill or are injured during the day [Regulation 5. (1)]
6. summary of inspection evidence
6.1 The inspection was carried out from 30th January to 2nd February 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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Mrs Karin J Kelly |
Reporting Inspector, Headmistress GSA Junior School |
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Mrs Sarah Eley |
Retired Headmistress IAPS school |
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Mrs Carole Roberts |
Retired Deputy Head IAPS school |
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Mr Trevor Mulryne |
Retired Headmaster IAPS school |
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Mr Chris Anderson |
Head of Department IAPS school |