INDEPENDENT SCHOOLS INSPECTORATE

INSPECTION REPORT ON

Taverham Hall School

 

Full Name of the School

Taverham Hall Educational Trust Limited

DfES Number

926/6008

Registered Charity Number

311272

Address

Taverham Hall School, Taverham, Norwich, NR8 6HU

Telephone Number

01603 868206

Fax Number

01603 861061

Email Address

enquire@taverhamhall.co.uk

Headmaster

Waine Lawton

Chair of Governors

Mrs Andra Papworth

Age Range

2-13

Gender

Co-educational

Inspection Dates

 9th-12th October, 2006

This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI).  The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership.  It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.

The inspection was not carried out in conjunction with the Commission for Social Care Inspection (CSCI) and the report does not contain specific judgements on the National Minimum Boarding Standards.  It comments on the progress made by the school in meeting the recommendations set out in the most recent statutory boarding inspection and evaluates the quality of the boarding experience and its contribution to pupils’ education and development in general.  The full CSCI report can be found at www.csci.org.uk.

The inspection does not examine the financial viability of the school or investigate its accounting procedures.  The inspectors check the school’s health and safety procedures and comment on any significant hazards they encounter: they do not carry out an exhaustive health and safety examination.  Their inspection of the premises is from an educational perspective and does not include in-depth examination of the structural condition of the school, its services or other physical features.

1.              INTRODUCTION

Characteristics of the School

1.1            Taverham Hall was built in about 1850, on the site of an earlier manor house.  After the 3000 acre estate was divided and sold in 1921 a boarding school for boys was established there, set in 100 acres of land.  A games field and golf course were laid out and a classroom block and hall built, but woodland to the north of the hall was preserved, to the delight of generations of pupils.

1.2            After a period of army use during the war, the school returned and has grown and changed with the years.  It is now a charitable trust administered by a board of governors and became co-educational in the 1980s.  The school aims to provide an excellent education founded upon Christian principles, which embraces academic, spiritual, physical, cultural and moral development.  A well-balanced, but informal discipline, based on mutual respect and consideration, is seen as fundamental, with the school seeking to instil in pupils willingness to learn and to give them the security to move on with confidence to their next schools.

1.3            Since the last inspection in 2000 the pupil roll has increased, Saturday school has been dropped and a number of new facilities have been added; these include a new sports hall, a new information and communications technology (ICT) suite and refurbishment of the prep school library.

1.4            The school is divided into three departments; these are the Nursery, Pre-prep and Prep.  At the time of the inspection 208 full-time pupils were on the school roll and a further thirty-one pupils attended the nursery part-time.  Sixty-two pupils were in the Pre-prep and 146 in the Prep.  Twenty-two pupils, of whom thirteen were boys, were boarders, and a number of other pupils used the boarding facilities on an occasional basis.  Although the number of boarders has reduced in recent years, a strong boarding ethos prevails, with provision for an extended day when a wide variety of hobbies and activities are offered.

1.5            The main entry to the school is into the toddlers group or Nursery classes at the age of two or three, but pupils enter at other ages according to the availability of places.  Most pupils live within twenty miles of the school.  A number of minority groups are represented.  The four pupils who speak English as their second language are all fluent.  Specialist teaching in some subjects occurs in the Foundation Stage and this is gradually increased up to Year 4.  From Year 5, all subjects are taught by specialists.  Classes from Year 2 are set or streamed for some lessons according to pupils’ ability.

1.6            The school is non-selective and the range of ability is broad, but standardised data indicate that pupils’ average ability is above that of the national average.  Therefore if pupils are performing in line with their ability their results will be above the average for all maintained primary schools.  The school identifies twelve pupils as having learning difficulties or disabilities and one pupil has a statement of special educational need.

1.7            Most of the pupils leave at the age of thirteen and move on to independent boarding schools, having made use of the flexible boarding arrangements whilst at Taverham Hall, although a few transfer before this age to independent day schools or to maintained day or boarding schools.

1.8            National Curriculum nomenclature is used throughout this report to refer to year groups in the school.

2.              THE QUALITY OF EDUCATION

The Educational Experience Provided

2.1            At each stage of their education, pupils’ educational experience at Taverham Hall successfully meets the aims and philosophy of the school, that they should be offered a wide variety of experiences, based upon Christian principles, and develop a strong measure of self-esteem.

2.2            The Pre-prep and Nursery lay as good a foundation as at the previous inspection.  The sessions for mothers and toddlers offer a good introduction to the school and the Nursery gives pupils, from the age of two, the opportunity to develop well in every respect.  The carefully planned programme of activities covers all the areas necessary for their development and the positive attitudes established there continue to be fostered as they move through the school.  In the Pre-prep pupils are given a good grounding in literacy and numeracy and, in addition to the usual subjects, French is included in the curriculum from Year 1.  This effective provision continues as pupils move on to the Prep School, where specialist teaching and a flexible system of setting and streaming pupils by ability make a further helpful contribution to their education.  Pupils’ experience has been enriched since the last inspection through the opportunities offered by the new sports hall, the refurbished library and the ICT suite.

2.3            Full boarding has been discontinued but weekly boarding is available and flexi-boarding is popular.  The retention of the long and busy day, designed to meet the needs of boarders, and a distinctive feature of the school, offers a broad and fulfilling experience, both to them and to day pupils.  All pupils enjoy the programme of well-organised extra-curricular activities and the freedom to play under supervision in the extensive grounds, their clothing well protected by boiler suits.  Popular hobbies include debating, drama, design technology, a variety of sports and a recently established history club.  Younger pupils benefit from the provision of tennis coaching, learn to play the recorder, dance or learn first aid during the After School Club.

2.4            Pupils’ experience is enhanced by involvement in music, both as individuals and in ensembles and the choir, and through visits to museums such as the National Gallery and the Sea Life Centre, and to the theatre.  A special day involving building blocks was organised to help develop thinking skills in the school and a day spent studying insects was a popular event in the Pre-prep.  A recent living history visit was remembered with excitement by Year 2 pupils, who were thrilled by stories of the plague and the Great Fire of London.  Other inter-active history visits have included Nelson Day and a recreation of medieval times.  Pupils in the Prep School have wide experience in sport, timetabled for three afternoons each week, and younger pupils have a good programme of physical education, including swimming lessons.  Almost all pupils in the Prep School are involved in the programme of sports matches against other schools.

2.5            Pupils are well prepared both academically and socially for the next stage of their education.  An induction day is arranged for those pupils new to the school and the Nursery prepares pupils for a seamless transfer into the Pre-prep.  Increased attention to links between Years 2 and 3 since the last inspection has smoothed the transfer of pupils into the Prep School.  Pupils leaving at both the end of Year 6 and Year 8 are suitably prepared for their next schools.  In recent years all pupils who remained until the age of thirteen have passed into the senior schools of their first choice.  The opportunity to board at Taverham Hall, which some pupils do for only one or two nights week, means that all those transferring to boarding schools have been able to participate in the boarding experience.

2.6            The curriculum is well balanced and offers equality of access and opportunity for all pupils.  Pupils experiencing difficulties in their learning receive very good support in class in the Foundation Stage and Pre-prep, and a mix of individual lessons, guidance to teachers from the special educational needs co-ordinator (SENCO) and liaison between staff, ensures that those in the Prep School are well supported.  Further opportunities for extra support are offered to pupils in Years 6, 7 and 8, in place of Latin lessons.  However, written procedures for recording this support are not sufficiently rigorous to enable clear tracking of the progress these pupils make.  Classes are small and this enables staff to attend to the needs of pupils of all abilities.

2.7            Gifted and talented pupils throughout the school are identified and the relevant policy gives guidance to the teachers on how to meet their needs.  The school has recognised that more should to be done to provide challenge for these pupils and to this end setting has been introduced and a training course organised for staff.

2.8            The school meets the regulatory requirements for the curriculum [Standard 1].

Pupils’ Learning and Achievements

2.9            Pupils benefit from the breadth of educational provision and the range of activities at Taverham Hall, enabling them to achieve a secure academic grounding and develop their strengths, especially in music and sport, in line with the school’s aims.  They acquire a good fund of knowledge, develop their skills well and show understanding of their work and activities.  They can apply their learning effectively and take pleasure in being able to demonstrate this.  However, the close direction given to pupils in lessons results in fewer opportunities for them to take responsibility for their own learning.  Outside their academic work they are thoughtful, flexible and innovative.  The extended day, which is a hallmark of the boarding ethos which permeates the school, enables them to pursue their interests in greater depth.  The small class sizes ensure that pupils receive a high degree of individual attention; this contributes greatly to their learning.

2.10         No significant differences in the relative attainment of boys and girls were noted.  Pupils, including those with learning difficulties, progress at an appropriate rate, both in lessons and over time.

2.11         By the end of the Foundation Stage most pupils have mastered the Early Learning Goals and their speaking and listening skills are particularly well developed.  Pupils’ attainment in national tests at the age of 7 is high in relation to their abilities since their results are far above the average for all maintained primary schools.  At the age of 11 their attainment in these tests is good in relation to their abilities since their results are well above the average for all maintained primary schools.  The school places less emphasis on the national curriculum tests at the age of 11, since the Common Entrance examination which pupils take in their final year, at the age of 13, is considered to be more important to both the pupils and their parents.  A number of pupils each year are awarded academic, music or general scholarships.

2.12         Pupils have achieved a great deal in a variety of areas.  The school choir has performed in Florence, Paris and Salzburg as well as in local churches.  Pupils from Taverham Hall have represented Norfolk in hockey, cricket and rugby and have won athletics medals at the National Preparatory Schools’ Tournament.  Skiing is strong, with groups travelling to various European ski resorts, a pupil gaining a place at the ski academy in Chamonix and the school competing in the English Schools’ Ski Competition.  Members of sports teams look forward with great enthusiasm to competitive fixtures against other schools.  During the inspection the school teams won all four of their hockey and rugby matches.  A highly successful production of West Side Story enabled the showcasing of dramatic and musical talent, and success in the Cranmer Awards (a competition in which candidates recite passages from the Book of Common Prayer) at both regional and national level, further demonstrates the breadth of achievement.  All these opportunities enable pupils to develop their self-esteem and confidence.

2.13         The children are keen and disciplined learners.  At the beginning of lessons they settle quickly and well, concentrate fully and show good organisational skills.  They take pride in the presentation of their work and their behaviour in class is very good, with politeness being the norm.  Greater emphasis has recently been placed on reading, with pupils’ reading being monitored by tutors, a system of rewards being introduced and authors and storytellers visiting the school.  This has had the effect of raising the profile of reading in the school and pupils are fluent readers.  They write well and are keen to perform in front of the class.  They are happy to be challenged and face such challenges with persistence.  They are articulate and respond well to being drawn out in question and answer sessions. Their listening skills, both with regard to their peers and to their teachers, are very good.

2.14         Pupils are able to use mathematical concepts effectively; this was evident in geography, where river flow was illustrated with the use of graphs.  A pupil in the Nursery enjoyed counting conkers, collected from the grounds, into a tube.  Pupils acquire a good level of mathematical skills, especially in algebra, although occasions to apply the skills learnt to solve problems, or to undertake investigative work, are restricted.

2.15         From the Nursery to the end of the Pre-prep good use is made of ICT, but its use has not been exploited fully with the older pupils, either in discrete lessons or across the curriculum.  However, pupils make sound use of their ICT skills and good examples were observed in history, where Year 3 pupils used ICT to design a Celtic hill fort, and in English, where it was used by Year 6 pupils to redraft work and produce their newspaper.

2.16         Pupils can reason effectively and argue well and they have good opportunities to practise these skills through debating, public speaking and sometimes in their lessons.  However, opportunities for thinking for themselves and taking responsibility for their learning in their academic lessons are limited.  Pupils take notes carefully and organise their work effectively under direction.

2.17         Citizenship is introduced satisfactorily through personal, social and health education (PSHE) and history lessons.  By Year 7 pupils have learnt about democracy and elections and they know how parliament works.  This is reinforced in Year 8 when pupils visit the Houses of Parliament as part of their programme after Common Entrance.

2.18         Pupils work enthusiastically and effectively together.  There are frequent opportunities for pupils to work in pairs and groups, especially in the Foundation Stage and Pre-prep and in subjects such as science, French, geography and games in the Prep School.  They co-operate instinctively and sensibly.

2.19         Across the whole school pupils are motivated, show excellent concentration and a high degree of perseverance.  When given the opportunity, they work well independently.  They enjoy their work and are enthusiastic about their activities, but modest in their demonstrations of this enjoyment.

Spiritual, Moral, Social and Cultural Development of Pupils

2.20         The school is as effective now as at the time of the last inspection in ensuring that pupils’ personal development is based on firm Christian principles, thus meeting its aim.  The atmosphere of positive encouragement in the school enables pupils to become confident, and for their self-esteem to flourish from an early age.

2.21         Pupils develop a spiritual sense and an appreciation of faith through assemblies, less formal class prayers and from their religious education lessons.  The chaplain has a strong influence on the spiritual life of the whole school, from guiding the programme of assemblies in the Pre-prep to the preparation of Year 7 candidates for confirmation.  In addition to reciting the Taverham School prayer in assembly, pupils are given quiet time for their own thoughts and reflective prayers.

2.22         A strong moral code underpins the life of the school and from an early age pupils know right from wrong.  Through circle time in Pre-prep, PSHE lessons, and tutorials in the Prep School, and through discussion of moral dilemmas in Year 7 and 8, a sense of morality and respect is nurtured and reinforced by all staff.  Year 8 pupils recognised that rich people found it harder to give up their former lifestyles to follow Jesus and were able to consider what impact such a move would have on their own lives.  The importance of good behaviour and kindness is supported by the system of red and black marks for conduct.  Those awarded ‘conduct reds’ are praised and the reason for the award is announced in assembly and posted on a notice board.

2.23         Pupils learn to respect their surroundings and the school’s code of conduct is well known and is supported - for example that it is wrong to dismantle the dens belonging to other groups or to pick wild flowers.  Year 8 prefects were shocked at the idea of spoiling the school environment by dropping litter.  Good manners are the norm; pupils shake hands with their teachers before they leave the school each day and high standards are maintained at mealtimes.  Parents responding to the questionnaire were unanimous in their recognition that the school achieves high standards of behaviour.

2.24         Pupils have opportunities from the Pre-prep to hold positions of responsibility, whether as lunch monitors or doing classroom jobs.  They appreciate that some privileges must be earned; for example the right to play in the woods in Year 4 must be earned by being trustworthy and sensible.  Prefects are appointed in Year 8, only once they have proved that they can act as leaders.  The pupils view the school as being a family and a strong commitment to their community permeates the school at all levels.

2.25         The curriculum offers pupils many good opportunities to develop culturally - to appreciate art and music, for example, through studying the works of famous artists, hearing the guitar ensemble play in the inner hall at lunchtime, through participation in plays and musicals or singing with the choir in local churches.  They are introduced to other cultures and faiths in lessons, assemblies and by visiting speakers; a headmaster from a school in India and the Bishop of Dar es Salaam have both visited the school.  Four pupils each year participate in a South African exchange.  Such links have helped to raise pupils’ awareness of different cultural traditions.  Evidence of this was clearly shown in a splendid display in the Nursery which compared harvests in Norfolk and in Africa.

2.26         Pupils learn about children less fortunate than themselves, and have linked this to charity events led by the matron, such as a frugal Bolivian lunch to support ‘Tearfund'.  Their awareness was extended by the Salvation Army, who discussed their role in providing food and shelter at the harvest service.  Recognition of environmental issues is fostered, with the need to recycle being linked to a charitable campaign to aid leprosy sufferers in Africa.

2.27         The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].

The Quality of Teaching (Including Assessment)

2.28         The high proportion of good teaching enables pupils of all abilities, including those with learning difficulties and disabilities, to achieve good standards and to develop thorough learning skills.  The quality of teaching is as high as at the time of the last inspection.  Teachers are hardworking and show commitment towards the pupils.  The school fulfils its aim of promoting each child’s willingness to learn.

2.29         Pupils of all ages are taught well, enabling them all to make good progress.  The teaching fosters an atmosphere in which pupils are well-motivated and work hard, not only in academic lessons, but in sports and extra-curricular activities.

2.30         Teachers make wise use of classroom time.  They plan a good range of activities and their questioning is constructive, so that pupils develop self-confidence.  In the most successful lessons pupils are challenged to experiment and to be adventurous, as in an English lesson on metaphors, where they were encouraged to find novel ways of describing the moon.  This approach brought forth from pupils suggestions as diverse as ‘the crescent moon is someone’s smile glowing’ and ‘the moon is an egg at the salad bar’.  However, although pupils are encouraged to choose, for example in Reception, where pupils selected materials for their art work, teachers’ planning does not include sufficient opportunities for pupils to take responsibility for their own learning.  Extension work planned for the most able is not always demanding and at times they repeat skills they have already mastered.  Teachers give good support and encouragement.  In the Foundation Stage and Pre-prep teachers plan effectively for the involvement of their assistants.  In these classes ICT is incorporated naturally into the planning, but in the Prep School the use of ICT is less well-developed in most subjects.  Work set for completion out of class is relevant and assists consolidation of learning, but affords few opportunities for individual research.  Parents responding to the questionnaire were confident that the teaching helped their children to make progress.

2.31         Teachers demonstrate good knowledge and understanding of their subjects.  They are supported in their work by a good quality, quantity and range of resources and make effective use of them.  The art room, corridors and libraries of both departments are well-displayed with a wide variety of pupils’ art and written work.  Although many classes have interesting displays, others, particularly some in the Prep School, are less attractively presented and this does not enhance pupils’ learning or celebrate successful work.  The extensive grounds are used in many subjects, including science, geography and games, and for after school activities.  They provide an exceptional resource for teachers, both for pupils’ learning and leisure.

2.32         Work is marked promptly and regularly, usually with positive comments.  In the best cases comments are constructive and targets are set to help pupils make progress.  In the Foundation Stage and Pre-prep, systems for the assessment of pupils’ work are comprehensive and pupil records are used to plan work.  The use of national tests at the ages of 7 and 11, as well as other objective measures of performance, results in the school holding a good range of assessment data, but it is not yet employed to best effect.  It is rarely used to produce different starting points for pupils of different abilities.

2.33         Subject policies give an overview of provision, but the planning in some of them, such as French, ICT and music, lacks the detail necessary to ensure continuity and recognition of previous learning and skills.  Insufficient information is given about provision for pupils with learning difficulties, or for those of high ability, nor do they include possibilities for independent learning or cross-curricular links.  Tutors, as well as the senior management team, benefit from the excellent system of regular overview of pupils’ work in exercise books.  The monitoring of teaching and learning by heads of department is very good in the Foundation Stage and Pre-prep, but patchy in the Prep, although it has improved since the last inspection.

2.34         Teaching is very effective, encouraging pupils to behave responsibly.  In science, pupils were reminded how to handle equipment safely and to work well with each other.  The high expectations which teachers have of their pupils’ behaviour are well met.

2.35         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 pastoral care of the pupils is an exceptionally strong feature of the school, as was recognised in the previous inspection report.  The staff know the pupils extremely well and work very effectively as a team to support and to guide them.  Pupils spoke highly of members of staff from all areas of school life, saying that there was always somebody to turn to and that the staff were always willing to help.  One pupil said, “This school has a life of its own.  It’s like one big family.”  The commitment of the staff, together with the sense of community, enable pupils to feel secure.  Pupils with learning difficulties or disabilities are very well supported.  The school ideal of well-balanced, but informal discipline, based on mutual respect and consideration for others, is achieved.

3.2            The pastoral arrangements are very effective.  In the Foundation Stage and Pre-prep, class teachers have prime responsibility for the pastoral care of their pupils.  They know them well and liaise closely with their parents.  Good use is made of PSHE lessons to allow the pupils to voice any concerns they may have.

3.3            In the Prep School the tutor group system ensures that the pupils’ wellbeing is thoroughly monitored.  Because of the importance of this relationship, a great deal of care is put into the allocation of the pupils to the tutors.  These tutors successfully monitor not only the pastoral needs of the pupils but also their academic development.  The time that they spend discussing reports with each of their tutees is very worthwhile.  Pupil information is disseminated effectively to tutors through the weekly staff meetings.

3.4            In the Prep School, the duty log is an efficient way of communicating pastoral issues to the whole staff; this is carefully monitored by members of the senior management team, who act promptly to deal with any problems.  The complaints book is a useful method of allowing the pupils to voice their concerns in an unthreatening way.

3.5            The quality of the relationships between staff and pupils is outstanding and pupils also take responsibility for caring for each other.  During break times and in free time, there are opportunities for the older pupils to mix with and take responsibility for the younger pupils.  This promotes excellent social behaviour.  The role played by the gap students in the life of the school is greatly valued and strengthens the pastoral provision.

3.6            The pupils are very well behaved and the positive approach to behaviour management is effective.  Pupils say that unacceptable behaviour is constructively and promptly dealt with and they consider that the reward and punishment system of red and black marks is fair.  The ethos of owning up works very well.  The policies relating to behaviour and bullying as well as the school’s own code of conduct work efficiently and are reviewed carefully on an annual basis.

3.7            Effective measures are taken for ensuring the welfare, health and safety of pupils and the school has due regard to all legal requirements and guidance.  Secure procedures for child protection are in place, all necessary CRB checks have been made, and staff have been suitably trained.  Support staff, as well as teachers, are fully aware of the school policy for child protection.  The health and safety committee, chaired by the headmaster, provides an efficient forum for consideration of all issues of health and safety and holds regular and well-minuted meetings.

3.8            The arrival and departure of pupils are efficiently arranged and the school has extremely well-organised facilities for an extended day, including the provision of breakfast.  Lunch is carefully supervised by teachers and support staff, who eat with the pupils.  The range of food has recently been extended, with greater focus on healthy eating, and menus are checked by a hospital dietician.  Fresh fruit is available at every meal.  A food forum, where pupils meet with those responsible for catering, has been established to allow pupils further input.  This is proving to be a successful venture.  The pupils have a varied and healthy diet.

3.9            Good safety measures are taken to minimise the risk from fire and other hazards.  The fire safety system is tested regularly and an appropriate number of practices take place each year.

3.10         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

3.11         The school has forged good links with parents, who are very satisfied with the education and support provided for their children.  The school seeks the involvement of parents in their children’s education, and recognises that its pupils should play their part in the wider community.  These aspirations are fulfilled.

3.12         Parents have regular opportunities to be involved in activities in the school.  The Friends of Taverham Hall organise many social events for parents and staff and raise funds for the school.  Parents of pupils in the Pre-prep welcome the social events that are held specifically for them, to ease the transition as their children move on to the Prep School.  The recent initiative of the Parents’ Forum, attended by three governors and the headmaster, is a useful vehicle for parents to raise issues for consideration and is warmly welcomed by them.  Communication between home and school is good.  Whiteboards in the car park and outside the Pre-prep give useful and up-to-date information about school and community events.  The development of the school web site since the last inspection has also improved the information available for parents.

3.13         Parents receive clear and useful reports about their child’s work and progress.  These are written each term for pupils in Year 8 and twice a year for other pupils, give detailed information, include marks for examinations and effort, and highlight areas for development.  Consultations between parents and teachers provide good opportunities to discuss pupils’ progress, although some parents felt that an appointment system would make them more efficient.  New pupils have the opportunity to attend an induction day, with the youngest joining a Teddy Bears’ Picnic before starting school, and pupils already at school have a special day when they experience life in the year above their current one.  This helps to ensure that the transition from year to year is made with confidence.

3.14         The termly Taverham Hall Chronicle provides a wealth of information on developments at the school, records special events such as outings and awards won by the pupils, and gives an update on the musical and sporting life of the school.  Separate reports on the Nursery, Pre-prep and Prep ensure that the Chronicle is relevant to all.

3.15         The majority of parents who returned the questionnaire felt that concerns were handled quickly and well.  In discussion they recognised that teachers respond promptly to any requests and are always ready to talk to them about their children.  Parents have easy access to staff, who sort out any minor problems as they arise.  The school’s complaints procedure clearly sets out steps to be followed for those wanting to register a complaint but no formal complaints have been received in the last two years.

3.16         The school promotes good links with the local and wider communities.  Outings are organised to places of interest in the vicinity, such as Norwich Castle, and also further afield, for example to the Globe Theatre in London.  Pupils raise funds for various charities, support the work of the local church and the choir performs there at Christmas.  The extensive school grounds are used for cross-country and woodlands days by neighbouring schools and facilities such as the sports hall and swimming pool are much used by the local community.  The school has built strong links with others in Australia and in South Africa, leading to pupil exchanges as well as a number of gap students from these schools spending time at Taverham.  This has a beneficial impact on pupils’ knowledge and understanding of the world and on their appreciation of other cultures.

3.17         Good liaison occurs between the Pre-prep and nursery schools from which pupils come and members of staff visit senior schools and keep in close touch with pupils once they leave Taverham.  A notice board keeps pupils and parents up to date with the achievements of past pupils and a letter from a pupil who had left the term before was read to all Prep pupils.  Prayers for the wellbeing of past pupils are included in assembly.

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].

The Quality of Boarding Education

3.19         In the boarding environment relationships at all levels are outstanding, being positive and extremely supportive.  The pupils enjoy their experience of boarding and believe that the relationships they have with each other, and with the staff responsible for them, are the most significant factors determining their happiness.  The desire of the school that the boarding ethos should benefit all pupils is fully realised.

3.20         Boys and girls are very well cared for, in pleasant surroundings, where organised activities and very good supervision contribute to a safe and stable environment, without being oppressive; this leaves the pupils room to grow and develop freely.  All staff involved with boarding demonstrate a strong ethos of care which makes a major contribution to its successful implementation.  The high quality of the boarding experience at Taverham Hall enhances the overall atmosphere of the school, to the benefit of day pupils as well as boarders.  It contributes strongly to the sense of the school being a family.

3.21         The school offers a very good programme of activities for boarders; in these activities the gap students play a central and highly valued role.  Extra sporting activities, board games and reading are so popular that pupils said they much preferred them to watching television.

3.22         The dormitories are spacious, clean and well-maintained and all aspects of boarding are very well resourced.

3.23         All recommendations in the most recent Commission for Social Care Inspection report have been effectively implemented.

4.              THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT

The Quality of Governance

4.1            The governing body is effectively structured, with governors bringing to their roles a wide range of skills.  They uphold the Christian principles and strong values which are enshrined in the aims of the school.  Appropriate committees oversee the financial affairs of the school and ensure that matters of health and safety are dealt with efficiently.  At each meeting of the finance committee one governor attends who is not a member of this committee; this enables all governors to have good understanding of this aspect of governance.  The newly created Parents’ Forum, chaired by a governor, offers a further good opportunity for governors to gain clear oversight of the school.  The development plan outlines future building projects but gives insufficient detail about other aspects of the educational provision.

4.2            Governors take their responsibilities very seriously and act in a most professional manner.  Their good financial planning has enabled the school to develop its facilities in recent years, with major projects being the new ICT suite and the sports hall, where the combination of high quality and sensitive design offers the school and the local community a superb facility.  They delegate the educational direction of the school to the headmaster.  Resources for all aspects of the educational provision are good.

4.3            The relationships between the staff and the governors are particularly strong.  Staff feel very well supported by the governing body and welcome the attendance of governors at school lunches as well as at special occasions such as plays, musical events and evensong.  These visits, together with reports from the senior management team, result in governors having very good insight into the working of the school.

The Quality of Leadership and Management

4.4            The school benefits from very good leadership and management; it fulfils its aims of giving pupils a secure academic grounding and enabling them to be happy to mix with others and to face the challenges ahead.  Clear educational direction and leadership are provided by those with management responsibilities.  The very good care of the pupils is a reflection of the value given by the leadership and management team to each pupil in the school.

4.5            The senior management team is effective in analysing the school’s needs and setting priorities.  It has identified the need to develop independent learning and some training for staff has taken place; consideration has also been given to the inclusion of further opportunities in lessons for pupils to research and investigate.

4.6            The school has moved slowly in the use of assessment data, since the previous report identified that it was not fully effective.  The school is aware of this and measures are being taken to centralise all information on the computer system so that it may be easily accessed and better used in departmental and individual lesson planning.

4.7            The strength of the leadership and management has resulted in the recruitment and retention of a high quality staff who are well-motivated.  Mutual support exists between management and staff at all levels, and all show pride in the school and affection for it.

4.8            Financial resources are well managed and the school is very well resourced.

4.9            All aspects of the administration of the school are efficient.  Communication with parents, pupils and staff is good and is complemented by the welcoming and helpful approach, which reflects that of the pupils.

4.10         The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].

4.11         The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.

5.              CONCLUSIONS AND NEXT STEPS

Overall Conclusions

5.1            The school meets its aim for children to spend the most important years of their education in a happy environment, rich with vitality and enthusiasm.  Considerable emphasis is placed on giving pupils a strong Christian foundation and in fostering and developing the strengths of each individual.  The exceptional quality of the boarding education has a profound effect on the educational experience of all the pupils, and is a major factor in their pastoral care and spiritual, moral, social and cultural development.  They are strongly motivated and attain well academically. The overall quality of teaching is good.  Teachers have comprehensive subject knowledge and develop harmonious relationships with their pupils.   However, planning in some subjects lacks sufficient detail to ensure continuity of provision and recognition of previous learning.  Too few opportunities for investigative work and independent learning are available to pupils in lessons, to match the sense of challenge and fulfilment which they already gain outside the classroom, in the spacious freedom of the school grounds.  The governing body is most effective, the school is strongly and wisely led by the senior management team, and both teaching and support staff work hard. They have correctly identified areas where the school needs to improve. All recognise the special strengths of the school and play their part in its success.

5.2            Since the last inspection there has been marked investment in ICT, but its use has not been developed to the full either in discrete lessons or as a tool in other subjects for the older pupils.  Assessment in the Foundation Stage and Pre-prep is comprehensive and the data is used well at both individual and group level.  However, in the Prep School this process is less well advanced.  The Prep School library has been transformed and now provides a good resource for the promotion of pupils’ reading and development of their research skills.  Senior managers have sufficient time for monitoring and better liaison has developed between departments, although it remains inconsistent.

5.3            The school meets all the regulatory requirements.

Next Steps

5.4            The school has already identified key areas in which it wishes to improve and the inspection team considered their analysis of priorities to be well-founded.  Particular emphasis should be given to the following points:

1.       assessment data should be more efficiently used by teachers so that pupils’ previous learning helps to guide the planning for their future progress: this planning should include all detail necessary to ensure that pupils’ needs are fully met;

2.       teachers should incorporate in their lessons more opportunities for pupils to be pro-active in their learning, with further focus on investigative work and research;

3.       the use of ICT across the curriculum should be encouraged, with expectations in discrete lessons raised so that pupils are provided with additional tools to support their learning in all subjects.

5.5            No action in respect of regulatory requirements is required.

6.              summary of inspection evidence

6.1            The inspection was carried out from 9th – 12th October, 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.  Inspectors visited boarding accommodation and the sick room.  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.

List of Inspectors

E Mimpriss

Reporting Inspector

J Crouch

Head, IAPS school

R Rainey

Former Head, IAPS school

D Stovell

Director of Studies, IAPS school

K Walker

Second Deputy, IAPS school