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INSPECTION REPORT ON |
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Whitehall School |
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Full Name of the School |
Whitehall School |
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DfES Number |
873/6015 |
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Registered Charity Number |
N/A |
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Address |
117
High Street, Somersham, Cambridgeshire, PE28 3EH |
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Telephone Number |
01487
840966 |
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Fax Number |
01487
840966 |
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Email Address |
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Headteacher |
Mr
Carl Hutson |
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Proprietors |
Mr
C.A. and Mrs D.M.D. Hutley |
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Age Range |
2+
– 11 |
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Gender |
Mixed |
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Inspection Dates |
6th
– 9th March, 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 Whitehall School, founded in 1983 by the present proprietors, is a non-selective independent day school for boys and girls aged two-and-a-half to eleven. It places a strong emphasis on pastoral care, the personal development of its pupils and on giving opportunities for all talents to be developed, by having small classes and through the range of activities beyond the classroom. The current headteacher had been in post for five terms at the time of the inspection.
1.2 The school is situated in the village of Somersham, within easy access of Cambridge and Huntingdon. The site consists of the main house, an eighteenth century coach house, a library, play areas, a games field and a covered swimming pool.
1.3 The size of the school is slightly smaller than at the time of the last inspection, because of the proprietors’ decision to reduce the number of very young children in the school in order to improve the accommodation for school-age pupils; this was in response to the last inspection report. It now has a total of 95 pupils, almost evenly balanced between boys and girls, which includes 22 pupils in the Foundation Stage, 26 pupils in Years 1 and 2, and 47 pupils in Years 3 to 6. The results of standardised tests across the school indicate that pupils as a whole are of above average ability, although the ability range is very wide, from a few who are well below average to those who are far above. If pupils perform according to their abilities, their results will be above those for all maintained primary schools.
1.4 Pupils come from a wide range of backgrounds, including professional, business and farming families. Approximately one-fifth of pupils come from ethnic minorities but no pupil comes from a family in which English is not the principal language. Twenty-two pupils are identified as needing learning support, with the most usual difficulties being speech and language development or dyslexia. No pupil has a statement of special educational need.
1.5 The majority of pupils stay on at Whitehall School until they are aged 11. Over recent years, almost all pupils have been successful in their entrance tests for the senior schools of their parents’ choice. Most continue their education in local independent schools, and a few move on to local maintained secondary schools.
1.6 The aims of the school, embedded in the maxim ‘The school with traditional values and a 21st century vision,’ are:
· to provide a secure yet challenging environment in which effective learning for all is promoted by aiming for excellence in all areas of the curriculum and celebrating success at every level;
· to create an inclusive culture which values the uniqueness and achievement of each pupil as they strive for continuous self-improvement and are motivated to become lifelong learners;
· to encourage all pupils to become confident and caring individuals, ready to make valuable contributions to the local and global communities of the 21st century;
· to help all pupils reach their full potential academically, personally and socially, by working in partnership with parents, the wider community and each other.
1.7 National Curriculum nomenclature is used throughout this report to refer to year groups in the school. The year group nomenclature used by the school and its National Curriculum (NC) equivalence are shown in the following table.
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School |
NC name |
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Foundation 1 |
Nursery |
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Foundation 2 |
Reception |
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Year 1 |
Year 1 |
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Year 2 |
Year 2 |
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Year 3 |
Year 3 |
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Year 4 |
Year 4 |
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Year 5 |
Year 5 |
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Year 6 |
Year 6 |
The Educational Experience Provided
2.1 The educational experience provided is of high quality. The school fulfils its aim of providing a secure yet challenging environment in which effective learning for all is promoted by aiming for excellence in all areas of the curriculum and celebrating success at every level. Improvement since the last inspection report has been good; imbalance in the timetable in Years 3 to 6 in music and physical education (PE) has been rectified and mathematics and English are now taught every day. More time is allocated to the teaching of French. Planning for both PE and religious education (RE) has been thoroughly reviewed and the content and methodologies are now clear and sufficiently detailed. Since the last Ofsted nursery report, the educational programme has been modified to allow children of five and under more opportunities for meaningful, practical activities and greater freedom of choice for independent learning.
2.2 The educational experiences contribute effectively to pupils’ progress in all areas of learning and pupils experience a broad range of subjects with due emphasis on each. The Foundation Stage curriculum is very well balanced and based on the nationally specified Early Learning Goals. The school’s curriculum encompasses, and extends beyond, the National Curriculum. All expected subjects are taught and French is introduced in Year 3. The personal, social and health education (PSHE) programme, including citizenship education, is good and complements the school’s aims well. Good provision is made for the acquisition of literacy and numeracy skills; as a result, pupils speak, listen, write, read and manipulate numbers with enjoyment and confidence. Pupils are taught mainly by their class teacher, but teachers with specific subject expertise and interest are deployed well across classes in the school, so as to allow some specialist teaching. However, the timetabling of mathematics and English lessons for some pupils, particularly in younger classes, means that lessons are very long for their age and ability.
2.3 The provision of extra-curricular activities from Year 1 is excellent, especially considering the size of the school and staff. The school offers an impressive range of clubs that are worthwhile and very well attended, ranging from science, art and parachute games to music and sporting activities. Pupils say they really enjoy the clubs they attend, because of the opportunities for developing their skills and for sharing friendships. In addition, a growing number of pupils have individual lessons on a variety of musical instruments. Various high quality opportunities for enrichment are given, particularly through residential and day trips, and by visitors who come into school to share their expertise. Older pupils practise their leadership skills during the residential activity week, whilst even the younger junior pupils develop their independence through camping out overnight.
2.4 The school prepares pupils extremely well for each stage of their education. Induction into the Foundation Stage is well thought out and very effective. All new pupils enjoy a day in school prior to their start date and benefit from a “buddy” to look after them throughout their visit. Staff know all pupils very well and liaise very effectively with each other as pupils move happily and comfortably through the school. When preparing for their children’s entry into senior schools, parents meet with the headteacher to discuss their child’s transition and they are fully supported during the selection and decision-making process. Pupils are fully prepared for any relevant entrance examinations, including receiving any necessary support. Across the school, pupils develop outstanding social skills, which enable them to settle easily into their senior schools, because of the very effective support of their teachers.
2.5 Curricular planning and policy documents have been fully reviewed and adapted recently and are now clear and detailed, giving very helpful information and guidance for each curriculum area. They provide continuity and progression in learning across the school. All pupils in the school have equal access to the curriculum and benefit from the extensive activities provided.
2.6 Provision for pupils with special educational needs is very well managed. Identification of the needs of these pupils is undertaken with care, and the school ensures that those who are withdrawn for very effective support do not lose access to the curriculum. Highly detailed individual education plans are drawn up by the form teacher together with the special educational needs co-ordinator or the learning support teacher, so all staff are aware of the content of these plans and make good use of them in lessons. Targets are set which are reviewed every term, ensuring that these pupils receive an education suited to their needs.
2.7 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.8 Pupils learn effectively and achieve well in relation to their ages and abilities. This is in line with the aims of the school of providing a secure yet challenging environment in which effective learning for all is promoted and in which all pupils are helped to reach their full potential academically. Standards of learning and achievement have improved since the last inspection.
2.9 Pupils make good gains in their knowledge, skills and understanding across all subjects and activities, through well-planned lessons and good quality teaching. Literacy skills are used very effectively and pupils speak, listen, write and read with confidence and enjoyment. Numeracy skills build upon firm foundations and pupils progress well. They apply this knowledge and understanding effectively in a variety of situations across the curriculum. Many opportunities in different subjects are given for developing creativity. The production of a radio play, with appropriate script and sound effects, based on Shakespeare’s Macbeth by pupils in Year 6 showed a great understanding of the play; in this, pupils worked very enthusiastically to produce their own very creditable version. Investigative work is undertaken successfully from Foundation Stage upwards; for example, Reception children were looking at the colour and texture of fruit, inside and out, using microscopes, and tasting the results!
2.10 No significant difference was seen in the relative attainment of pupils in different subjects or between pupils of differing abilities. All pupils were equally willing to tackle the tasks set and applied themselves with enthusiasm.
2.11 Results in national tests at age 7 over the three years up to 2004 in reading, writing and mathematics were good for pupils’ abilities; they were well above the national average for all maintained primary schools. However, in reading they were in line with the national average. The school put in place various strategies to raise achievement in reading, so that results in these tests in 2005 were much improved. Results in national tests at age 11 over the three years up to 2004 in English, mathematics and science were high for pupils’ abilities; they were far above the national average for all maintained primary schools in English, and well above the national average in mathematics and science. Results in 2005 were similar to those of 2004. These results are indicative of the quality of the education being offered. Pupils’ good standards of achievement were also reflected in lessons seen during the inspection.
2.12 The school has a growing list of individual and team achievements which are the result of the school’s encouragement and nurture of talent. Over the last three years, almost all pupils passed entrance examinations to the secondary schools of their parents’ choice and in 2005 one pupil gained two drama scholarships. In the same year, the school gained very good results in the Cambridge and Peterborough Festivals, with almost all pupils who entered coming either first, second or third in their chosen poetry or drama sections. In the week of the inspection, 35 out of 48 pupils were placed first, second or third in the 2006 Peterborough Festival, representing the school’s best results ever. In the last two years, eight pupils have entered and passed instrumental examinations of the Associated Board of the Royal Schools of Music, five with merit or distinction. In 2004, the school was awarded a distinction in the Peterborough Music Festival Junior Schools’ Choir competition. Also in 2004, the football team won the Independent Schools’ Association’s 5-a-side trophy for the eastern region, and went on to come sixth in the national finals. Two Year 6 pupils won a section of the Primary Mathematics Challenge in 2005. Last year, one pupil was a championship swimmer for the county, and another is currently an Under 12 county tennis player. Many pupils are successful in local sports competitions, including dancing and riding.
2.13 Pupils develop competent skills and very positive attitudes for work and study. Their literacy skills are well developed; they are very articulate, listen effectively, and both read and write intelligently and fluently. However, few examples of extended writing were seen in subjects other than English. Pupils are confident in expression and use subject-specific vocabulary well in lessons. They listen carefully to each other’s comments during frequent discussions.
2.14 Numeracy skills are well taught and pupils can apply mathematical concepts effectively. For example, tally charts were presented well in Year 3 geography notes. Pupils make good use of information and communication technology (ICT); for instance pupils in Year 2 had constructed bar charts in science on the computers.
2.15 Pupils reason and argue cogently and express themselves both confidently and succinctly. For example, good reasoning skills were evident in a Year 6 history lesson when pupils worked out for themselves why certain household articles could not have been invented during the Victorian era.
2.16 Pupils use their initiative, work independently and organise themselves very well; for instance, they make their own notes during research in subjects such as history and geography very capably. A variety of classroom activities fosters a good approach to paired and group work. Examples of pupils working co-operatively with others very successfully were seen in PE, when pupils in pairs were creating their own dance routines to Greek rhythms.
2.17 Pupils arrive promptly to lessons and generally settle quickly and quietly to their work. They concentrate very well and persevere in the tasks set, showing great enthusiasm. Pupils have very positive attitudes and are extremely well motivated; their behaviour is exemplary and they enjoy all the activities that are offered.
Spiritual, Moral, Social and Cultural Development of Pupils
2.18 Pupils demonstrate an outstandingly well-developed spiritual, moral, social and cultural awareness that is evident in all aspects of school life. Their personal development reflects the school’s aims of creating an inclusive culture which values the uniqueness of each pupil, and of encouraging them to become confident and caring individuals. The school provides a very caring, friendly and happy atmosphere with traditional values. Progress since the last inspection has been good; the number of assemblies held has increased, giving more opportunity for acts of corporate worship and for developing a whole-school ethos.
2.19 Spiritual development throughout the school is good. Pupils celebrate various faiths including Christianity, and participate in contemplation and reflection on many occasions in assembly; the local vicar visits school to take these regularly. Meaningful circle times are integral to Foundation Stage routines. Many subjects, including music, art and religious education, give good opportunities to develop a sense of awe and time for reflection. A comprehensive programme of PSHE encourages pupils to express thoughts and opinions, to develop an awareness of self and a growth of knowledge and insight into the values and beliefs of others, all of which they do very well indeed.
2.20 The moral dimension of pupils’ development is very strong. Many excellent role models exist, both from senior pupils and staff, providing moral support and friendship. Current affairs and issues are considered from a moral viewpoint, such as in a Year 2 PSHE lesson where pupils were discussing good and bad secrets. Very strong mutual respect is evident between staff and pupils. Pupils develop excellent attitudes and are able to distinguish right from wrong, showing respect for the law. Outstanding behaviour, and achievement by individuals and teams, is celebrated, instilling a sense of pride and satisfaction.
2.21 The development of pupils’ social awareness is excellent. Relationships are very strong between staff and pupils as well as between pupils themselves. From an early age, pupils are expected to develop self-discipline and to respect the needs of others. They accept responsibility for their own behaviour, and for their environment. A responsibility for the wider community is encouraged through many examples of charitable work. Pupils are prepared for responsibility by taking on roles such as librarian, class monitor, or head boy and head girl, thus helping the smooth running of the school. Many productions and functions involve pupils in acting as hosts and they demonstrate a tremendous pride in their school. Inter-school activities and competitions provide valuable opportunities for developing team spirit and loyalty, as well as for supporting each other in defeat. Many visits to theatres and other places of interest develop pupils’ awareness of the wider world.
2.22 The development of pupils’ cultural awareness is outstanding, through subjects such as art, music and literature. Pupils in Year 2 study the work of Monet and Matisse, whilst Year 5 have the opportunity to learn about African music. Various aspects of the curriculum lead to understanding, tolerance and harmony within cultural diversity. In religious education, major world faiths are studied and festivals are acknowledged. In a Year 1 lesson, pupils were studying the Holi festival and made good progress in developing their understanding of Hinduism. An interesting visit has been made to a Mosque by pupils in Year 6. Younger pupils have learned about American Independence Day and life in Jamaica. Meanwhile, Barnaby Bear continues his world-wide travels and sends post cards back for the children to enjoy!
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 Teaching is consistently of a good quality across the school. The aims of the school, to provide a secure yet challenging environment in which effective learning for all is promoted and to help all pupils reach their full potential academically, are generally fulfilled well. The quality of teaching has improved since the last inspection. In a substantial number of lessons observed, teaching was good or better, and several instances of outstanding teaching were seen.
2.25 In all subjects, lessons are effectively planned, with a variety of suitable and well-chosen activities. For example, pupils in a Year 6 French lesson began by consolidating previously learnt vocabulary in a question-and-answer session, they sang two French songs to aid memory of the vocabulary for the days of the week and parts of the body, learnt new vocabulary concerning clothing and finally played games to develop their French numeracy skills. As a result, all pupils were able to learn new skills and develop their knowledge and understanding further.
2.26 Teaching is generally adapted well to the needs of all pupils in the class, with different activities promoting good learning. Pupils with special educational needs receive good support from the class teacher, and some also receive very effective individual help from the learning support teacher. This targeted support ensures that they achieve as well as their peers, both in class and in withdrawal lessons. However, in a few classes, more able pupils are not challenged enough because the work set is not appropriate to their ability.
2.27 Teachers know their pupils well and have a good understanding of their abilities and previous achievements. Generally they give good opportunities for pupils to work and think for themselves. However, in a few lessons, opportunities for independent learning were missed because teaching was too prescriptive and pupils were over-directed in their work. Encouragement is often given for pupils to be creative and develop their understanding through investigative work in subjects like mathematics and science.
2.28 Teachers have a very secure knowledge of the subjects they teach and their enthusiasm can be seen in most lessons. They encourage pupils to apply previously acquired knowledge, for instance in a Year 1 English lesson, where pupils used their knowledge of the alphabet to reinforce and extend dictionary skills. Pupils are very well managed; teachers offer a high level of care and encourage pupils to behave responsibly. Relationships in lessons are outstanding. Generally, time is used very well with a brisk pace to many lessons, which keeps pupils focused. However, the lack of pace in a few lessons meant that pupils did not cover as much work as they could have done. Resources to support pupils’ learning are good in quality, quantity and range, and they are used well. A good programme of visits for all and residential trips for the older pupils contribute to the quality of teaching and the variety of educational experiences.
2.29 The assessment and recording of pupils’ progress is generally good. All staff keep records of pupils’ attainment in lessons and in their written work, but the amount of detail recorded is inconsistent. Weekly plans are evaluated in all subjects and these evaluations are used to adapt the curriculum to support pupils’ learning. Much of the marking is very constructive and gives pointers to the pupils on ways in which they could improve. Pupils say that they find most marking helpful and encouraging, although some marking is cursory with just a tick placed at the end of the work and with few comments designed to support pupils’ learning.
2.30 Teachers assess pupils’ progress regularly using a good variety of methods, including baseline assessments, and standardised reading and spelling tests. These are administered yearly in the juniors and twice-yearly in the infants. Regular standardised tests in English, mathematics, verbal and non-verbal reasoning ensure that junior pupils are assessed against national criteria, in addition to national tests at the end of Years 2 and 6. These results are analysed carefully by the school to check overall attainment, and this informs the headteacher of any general issues which need to be given attention and of any priorities for future learning. These analyses are then shared with both subject and class teachers. However, this assessment procedure is in its early days, and is not yet used as effectively as it should be to allow for individual pupils’ progress to be continually checked as they move through the school. Current targets for pupils in Reception and Years 1 and 2 are constructive and helpful, but those for pupils in Years 3 to 6 are not sufficiently focused to enable staff to be sure that pupils are achieving as well as they can.
2.31 The school meets the regulatory requirements for teaching [Standard 1].
3. THE QUALITY OF CARE AND RELATIONSHIPS
The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
3.1 The quality of pastoral care in the school is outstanding. The school meets its aims by providing a secure yet challenging environment, by creating an inclusive culture which values the uniqueness and achievement of each pupil, and by encouraging all pupils to become confident and caring individuals. The care, welfare, health and safety measures provided ensure that pupils are very effectively supported in all areas of school life and that their progress and development are very well promoted and safeguarded, and this is an improvement since the last inspection.
3.2 Pupils are prepared very well to move onto the next phase of their education, and equipped to face the challenges that they will meet. They have the security and confidence to enjoy their learning and progress very well, because of the excellent support and advice given in all areas of school life by very dedicated staff. Pupils appreciate the fact that staff are always available for them whenever they need extra help.
3.3 Very strong, caring relationships within the school community underpin all aspects of school life. All staff are excellent role models and know pupils very well. They are very approachable and friendly, and this creates an atmosphere of trust and respect. Everyone in the school community is equally valued within a very caring and purposeful environment.
3.4 Very effective pastoral arrangements are managed by the headteacher and infant co-ordinator, fully supported by all members of staff. Policies and procedures, although fairly new, are excellent working documents that are reviewed regularly. They are pertinent, accessible and realistic, providing very strong support and a framework within which the school maintains consistency and continuity. As a result pupils’ behaviour is excellent. Even though there is currently no school council, all pupils have a voice and they say that there is always an adult they can turn to if they have a problem or concern.
3.5 The PSHE programme makes a very positive contribution to pupils’ personal development, exploring relationships and current issues such as substance abuse, and thus promoting high standards and values. The procedures for promoting very effective discipline include rewards and sanctions which are easily understood, supportive and constructive. School rules are kept to a minimum and are considered by the pupils to be fair. Additionally some classes have developed their own charters. Any transgressions are dealt with extremely positively and quickly, involving parents when necessary. An anti-bullying policy is highly successful; pupils say incidents of this nature are extremely rare.
3.6 Very effective measures safeguard and promote the health and well-being of pupils, including child protection procedures. Members of staff have received training regarding issues and indicators in this area. This is reinforced and updated by the nominated child protection officer in school. Medical facilities are appropriate, several members of staff hold current first aid qualifications, and a comprehensive first aid policy has been written. Although meals are not provided due to constraints on accommodation, the school incorporates lessons and discussions about healthy eating in various subjects such as PE, science and PSHE. For example in Year 1 form time, a pupil, revealing his knowledge of food content, was heard to say ‘E-numbers make me go “doo-lally” and “hyper”!’
3.7 Fire prevention measures are in order and regular practices are recorded. Risk assessments are undertaken, including those appropriate to visits, playing fields and other areas. Health and safety records are accurately maintained. The school has an appropriate policy and plan for improving its accessibility for disabled pupils. Attendance and admission registers are correctly and accurately kept. All requirements are in place, ensuring that the school is providing an environment where pupils can feel valued and safe and really enjoy their learning.
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 Links with parents and the community are outstanding and have improved since the last inspection. They make a very effective contribution to the school’s aim to help all pupils reach their full potential academically, personally and socially, by working in partnership with parents, the wider community and each other. They also support the school extremely well in its aim to encourage pupils to become confident and caring individuals, ready to make valuable contributions to the local and global communities of the 21st century.
3.10 In the pre-inspection questionnaires, the parents’ responses were extremely positive about all aspects of the school’s provision. All parents who responded especially appreciate the help and guidance offered, the range of subjects in the curriculum, the high standards of behaviour, the school’s promotion of worthwhile attitudes and values, and the way in which the school handles concerns. Inspection findings agree with these views. A very small minority of parents raised concerns in two areas; they were not content with homework and they did not feel worthwhile help was given regarding pupils with special educational needs. However, inspection findings do not agree with these views. Homework has recently been reviewed and altered; the amount of homework set and the flexibility now given regarding its deadlines are appropriate. Provision for pupils with special educational needs is very well planned and implemented, ensuring that all pupils are fully supported and able to access the curriculum.
3.11 Parents are involved very well in supporting their children’s work in many ways, including signing homework diaries, accompanying educational visits, organising and running cycling proficiency courses, attending concerts and sports fixtures, and talking to prospective parents during open days. The Parent Teachers’ Association (PTA) is very involved in many aspects of school life; for example they arrange social and charitable events, which support the family ethos of the school.
3.12 Parents receive a very wide range of information and newsletters regularly, which outline special events, important dates and celebrate children’s work and successes. School reports detailing pupils’ work and progress are regular and informative. They are individually and thoughtfully written showing excellent knowledge of the pupils, and they offer some targets for the pupils to help them improve their work. Each half term, parents are given a very helpful curriculum document for their child’s class, which keeps them well informed about future areas of learning.
3.13 Any concerns raised by parents are always dealt with promptly, fairly, sensitively and thoroughly. The headteacher and staff are always readily available to discuss matters of concern. Parents say that they are always listened to very well by the headteacher and staff, and that the school provides a really warm, welcoming and friendly atmosphere. The reading and homework diaries are used very effectively on a daily basis as an excellent means of communication between home and school. For those pupils with special educational needs, communication between staff, parents and any outside agencies is very good. A detailed and helpful complaints procedure is in place.
3.14 The school works extremely hard to build very strong links with the local and wider community. Pupils are involved in a growing number of really worthwhile visits and events which occur on a regular basis, including working with the local library, visits to the church, liaison with members of the local parish, participation in local Festivals, and links with other neighbouring schools for events such as sports matches. Through activities arranged by the school and PTA, pupils have the opportunity to become involved in different charities through fund raising events; for example, a fashion show was held recently for Comic Relief. A very successful combined business and parent venture, the Young Enterprise day, is arranged annually for junior pupils to experience at first hand the world of business.
3.15 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 management arrangements for the school strongly support its development. The senior management team consists of the two proprietors, the company secretary and the headteacher. The proprietors fulfil their overall aim of promoting and facilitating effective learning and an inclusive culture where each pupil feels valued within a traditional family ethos.
4.2 Since the last inspection, the proprietors have handed over the day-to-day running of the school to the headteacher, yet have remained actively involved, both challenging and supporting all aspects of school life. They have made well-considered provision for utilising the school’s accommodation to best effect and they ensure that suitable resources are available to supply educational needs. They retain, along with the company secretary, good oversight of the finance and premises. Close contact is maintained between the proprietors and headteacher for the welfare and development of the school. The proprietors are very well informed by the headteacher at frequent meetings and they visit the school regularly. For example, they discuss issues of health and safety with support staff or contribute towards the monitoring of teaching and learning through lesson observation, and this is underpinned by the good working relationship between proprietors and staff. Their educational backgrounds give testimony to their expertise and experience in being able to support the school effectively and in their awareness of their legal responsibilities. They have a clear understanding of the current stage of the school’s development and its successes in academic standards and other activities.
The Quality of Leadership and Management
4.3 Leadership and management are successful and fully support the schools’ aims, particularly that of helping all pupils to reach their full potential academically, personally and socially, by working in partnership with parents, the wider community and each other. Many changes have taken place since the last inspection, most notably the appointment of a headteacher, the introduction of the roles of subject and infant co-ordinators, a complete and thorough review of the curriculum and a reduction of senior staff within the school. All of these changes, except the reduction in numbers of senior staff, have brought positive benefits to the school community.
4.4 The headteacher provides highly effective leadership, and this is reflected in the high quality of education and the excellent care of the pupils. Within school, no other teacher has senior management status and this means that the headteacher carries a great deal of responsibility which he is not currently able to share. For example, he co-ordinates mathematics and ICT, shares the co-ordination of English, is in charge of the curriculum, health and safety and provision for gifted and talented pupils, and shares responsibility for assessment and reporting. He is also the main teacher for the Year 6 class in addition to his leadership responsibilities as headteacher. Both he and the proprietors are aware that this situation is not ideal and needs to be resolved as soon as it is possible to do so. However, he is very well supported by the part-time infant co-ordinator and a strong staff team. Since his appointment five terms ago, several teachers have taken on responsibility for subjects. The role of subject co-ordinator is still evolving, and staff have worked hard to ensure that the curriculum review which the headteacher has set in motion has been undertaken rigorously and enthusiastically. All staff support in the outstanding pastoral care of pupils. Very clear educational direction is given by the headteacher and proprietors, and manifests itself in a highly informative and well-prioritised school development plan. The school is aware of the next steps which should be taken in order to develop the quality of education, which will enable the pupils to achieve even higher standards.
4.5 Impressive and realistic policies have been drawn up covering all aspects of school life and many of these are relatively new. However, the school is rigorous in checking and reviewing the effectiveness of its procedures. For example, registration procedures are continually monitored and those for pastoral care, special educational needs, and health and safety are continually under review; outcomes for pupils are checked weekly through discussions at staff meetings. Effective academic policies have been prepared by subject co-ordinators in all subjects and planning is of high quality. In particular, planning in RE and PE represents good progress since the last inspection. The checking of the quality of teaching and learning through lesson observation is undertaken by the proprietors, headteacher and infant co-ordinator. Pupils’ work is examined regularly, and any issues identified are checked for improvement over the following weeks. However, most subject co-ordinators are not yet involved in monitoring teaching and learning in their own subjects across the school, and so they do not have a complete overview of areas which need to be developed.
4.6 Resources for learning are good, effectively stored, easily accessible and well used, which is an improvement since the last inspection, as is the well-stocked library which is used by pupils and staff regularly and contributes effectively to pupils’ learning.
4.7 Teaching and Foundation Stage support staff are deployed effectively, and contribute significantly to pupils’ learning and welfare. Staffing levels are good and this enables strong support to be given to pupils, particularly those who have special educational needs. The recruitment of well-qualified staff is successfully managed, the required staffing checks are carried out and appropriate records are kept. Induction procedures for newly-qualified staff support them very effectively and follow national requirements. Although there is currently no budget for in-service training, many opportunities for professional development are available and a good appraisal system is linked to this. The administrative and other support staff provide high quality assistance, upon which the efficient running of the school depends. Communication within the school and communications with the parents and the community are very strong.
4.8 The school is a pleasant and welcoming place, and provides a very secure environment for the pupils. Since the last inspection, accommodation for the Nursery and Reception classes has greatly improved, and the resource storage room doubles up as a teaching room which is used effectively for those pupils who require individual learning support lessons. Classroom displays, although varying in quality, create an effective learning environment. Outdoor space is imaginatively utilised and provides well for educational and recreational play. The school accesses other good local resources weekly for some games lessons, for example a cross-country course, football pitches and netball courts. Pupils say they are very happy, and they are clearly proud of their school.
4.9 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.10 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 The school has many strong features and is outstanding in several important areas.
5.2 The school achieves its aims and meets the needs of its pupils effectively. A broad and wide-ranging curriculum is provided with opportunities for all pupils to learn and achieve well. Extra-curricular activities are notably extensive for a small school. Teaching is generally good and sometimes outstanding. Pupils are exceptionally well cared for and provision for their personal development is excellent. The headteacher leads a strong staff team very effectively. Both parents and pupils are very positive about the educational experiences provided, and relationships between all in the school community are very strong. However, the headteacher carries a very heavy workload, some English and mathematics lessons are too long for the age and abilities of the pupils and the new procedures for assessment do not yet allow for individual pupils’ progress to be checked sufficiently well.
5.3 The school has made good progress in all the areas identified for improvement at the time of the last ISI inspection: curriculum, accommodation, resources and assemblies. Good progress has also been made in the issues raised by the last Ofsted nursery inspection: enabling children to spend sustained periods at practical activities, to persevere, and to develop their chosen ideas; and ensuring that learning experiences are practical and meaningful.
5.4 The school meets all the regulatory requirements.
5.5 The school has no major weaknesses, but to improve the quality of its educational provision it should take the following action.
1. Review the workload of the headteacher and consider the need for a further appointment to the senior management team.
2. Review the timetable, so that the length of English and mathematics lessons is suitable for the ages and abilities of the pupils.
3. Develop the new system of assessment further so that the progress of each individual pupil can be checked more easily and focused individual learning targets can be set, enabling staff to ensure that all pupils are achieving as well as they should.
5.6 No action in respect of regulatory requirements is required.
6. summary of inspection evidence
6.1 The inspection was carried out from 6th to 9th March, 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 the proprietors, 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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Elizabeth Coley |
Reporting Inspector and Ofsted Inspector |