|
INSPECTION REPORT ON |
|
|
Witham Hall School Trust |
|
|
|
|
|
Full Name of the School |
Witham Hall School Trust |
|
DfES Number |
925 6015 |
|
Registered Charity Number |
507070 |
|
Address |
Witham-on-the-Hill, Bourne,
Lincolnshire PE10 0JJ. |
|
Telephone Number |
01778 590222 |
|
Fax Number |
01778 590606 |
|
Email Address |
|
|
Headteachers |
Mr. D. Telfer and Mrs S.
Telfer |
|
Chairman of Governors |
Mr. J. Coleclough |
|
Age Range |
3 – 13 |
|
Gender |
Co-educational |
|
Inspection Dates |
13th – 16th
November 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 carried out in conjunction with the Commission for Social Care Inspection (CSCI). The CSCI report is available separately (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.
1.1 The school was set up as a preparatory school in 1959 and aims to enable each child to achieve his or her own academic and physical potential by providing a curriculum that is broad, balanced and differentiated, and ensures continuity and progression of learning. It also aims to enable each child to attain a sense of achievement, by providing a wide spectrum of opportunities within music, drama, art, technology, physical education (PE) and games; to foster positive attitudes to learning and life; and to develop self-discipline which will allow him or her to move with confidence and be sensitive to others within a Christian environment.
1.2 To mark its Christian nature the school holds religious assemblies every day where hymns are sung and prayers said and the local Anglican parish priest conducts assemblies each Thursday.
1.3 The school is on the outskirts of the village of Witham-on-the-Hill, near Bourne, and is housed in a country manor house standing in its own landscaped grounds. The grounds and the hard surface areas provide playing space for pupils, as well as resources for games, sport and for extension work in a number of subject areas. Many new buildings have been added over the years and provide specialist teaching facilities. Since the last inspection the accommodation has changed substantially with the complete refurbishment of the Sports Hall, the building of a Year 3 teaching block and the opening of the new Stimson School Hall.
1.4 The school educates pupils between the ages of 3 to 13 and offers both day and boarding facilities. In total there are 232 pupils in the school, of whom 120 are boys and 112 girls. These include 16 children under the age of 5 attending full time and 5 part-time in the Foundation Stage. Years 1 to 6 comprise 153 pupils, with 78 boys and 75 girls aged 5 to 11, and 58 pupils, 32 boys and 26 girls, aged 11 to 13, are in Years 7 and 8. Of those who board on a weekly basis, there are 16 boys and 19 girls, with a further 47 boys and 43 girls availing themselves of flexi-boarding. Pupils are largely from families with farming or professional and business occupations. Eighteen pupils draw down funding from the Government-funded nursery scheme. Six pupils are supported by the Ministry of Defence or Foreign and Commonwealth Office boarding allowance. Pupil numbers have risen year on year.
1.5 The school does not select by ability. There are no joining requirements other than an assessment that the school has the facilities and the expertise to offer an education that meets the needs of the applicant and that the applicant is capable of following an academic course leading to Common Entrance examination. Standardised test results for year groups across the school indicate a wide range of ability between very able pupils and those with below average levels of ability but overall the average ability of the pupils is broadly in line with the national average. If pupils are performing in line with their abilities, their results will be broadly in line with the average for all maintained primary schools.
1.6 One pupil has a full statement of special educational need and is supported by local authority funding. Sixty-eight pupils identified by the school as having learning needs are supported on the school support programme. There are no pupils with English as a second language.
1.7 National Curriculum nomenclature is used throughout this report to refer to year groups in the school. Classes from nursery and reception to Year 3 are referred to as the pre-preparatory department, while the classes in Years 4 to 8 are known as the preparatory department.
The Educational Experience Provided
2.1 The school provides a very good range of educational opportunities suited to the interests, aptitudes and needs of each pupil. In so doing, the school successfully achieves one of its declared aims. In the last inspection the curriculum provided was judged to have a good range of subjects and activities where participation rates were high. Provision for pupils with learning difficulties was judged to be very good. The school continues to offer a good range of subjects with a very good range of extra-curricular activities and support for pupils with learning difficulties is excellent.
2.2 All pupils have access to a broad and balanced range of experiences which address all aspects of their education. The fundamental aspects of their education are very well supported through the teaching of the core subjects of English, mathematics and science with sufficient time given to the teaching of each throughout the school. Provision for sport and team games is now a significant feature of the school. Emphasis is placed on art, music and the development and application of skills in information and communication technology (ICT). Pupils are constantly encouraged to speak, to listen, to voice opinions and to welcome the opinions of others. Attending to and developing the aptitudes and interests of individual pupils across a wide range of activities is another of its aims that the school successfully achieves. The development of the whole person is at the heart of all that the school does.
2.3 A broad range of extra-curricular activities is well used by staff to enrich the development of pupils of all ages. After-school clubs, a variety of games, sports, educational visits both locally and abroad, music, singing and drama give opportunities for pupils to develop their aesthetic, physical and social skills and to grow in confidence and independence. The excellent boarding provision increases the range of opportunities for pupils’ education and development and makes a significant contribution to the success of the school.
2.4 The school prepares pupils very well for their next steps in education. Support and preparation for Common Entrance and for scholarship examinations are very well structured. Decisions about the most appropriate school to attend next are well supported by discussions between parents, pupils and key staff with the active involvement of the headteacher of the preparatory department. Pupils explained how, as they are preparing to leave the school, they are given advice on which schools would suit them best. The leavers’ programme is well structured including discussions in personal, social and health education (PSHE) about moving onto a new school and making new friends. Pupils are encouraged to maintain existing friendships, using the school email and the school post. The success of this preparation process is clear from the fact that all pupils gain a place at the senior school of their choice, with a very high percentage of pupils achieving scholarships across a wide range of subjects in senior schools.
2.5 Growth in maturity and preparation for adult life are inherent in all aspects of the work of the school. Pupils are constantly encouraged to develop self-confidence, to accept responsibility, to behave in a mature manner and to be at ease in the company of others. Citizenship lessons and the PSHE programme open pupils’ minds to the wider society in which they live. The success of the work in this area allows the school to achieve its aim of fostering positive attitudes to learning and life and enabling pupils to develop self-discipline which will allow them to move with confidence and to be sensitive to others within this Christian environment.
2.6 Curriculum planning effectively supports the school’s aim to enable each child to attain a sense of achievement. All pupils have access to a broad range of subjects in which they can achieve success. Pupils have a wide choice of activities in which they can do well, with every level of ability and interest being catered for appropriately. The chance to represent the school in team games is catered for through selection for teams that represent differing levels of ability with the chance to play in different teams on the basis of improved performance.
2.7 The school successfully meets the curricular requirements of pupils in need of special provision for their learning difficulties and offers appropriate levels of staff support. The special educational needs coordinator (SENCO) keeps classroom teachers fully informed of the needs of individual pupils and briefs staff on effective techniques to use with pupils in need of support. In science, individual education plans (IEPs) appear in each class monitoring book, so that a close watch is kept on both provision and performance. Equally effective is the level of cooperation between the preparatory mathematics department and the SENCO, whereby pupils withdrawn from mathematics lessons cover the topics of the lesson from which they have been withdrawn, so that support is related to mainstream lessons and pupils’ re-entry to the subject matter they missed is smooth and effective. Precise records of appropriate assessments are used to track the development of pupils. Review of performance and progress of pupils is a regular feature of the frequent staff meetings. Appropriate numbers of classroom assistants, effectively deployed, offer a high quality of support to teachers and pupils. Provision for pupils with statements of special educational need are very well served by the school.
2.8 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.9 Pupils of all ages, ability, need, gender, ethnic origin and circumstances are well educated. They achieve very good levels of knowledge, skills and critical and creative understanding in their subjects and activities and learn to apply them effectively. They develop the essential skills and attitudes for work and study. The school is successful in its aim of enabling pupils to foster positive attitudes to learning and life, and for each to achieve his or her academic and physical potential.
2.10 In the last inspection pupils were judged to have reached levels of attainment that were good for their ability. This situation has been improved upon since that time with a number of pupils reaching levels that are very good for their ability.
2.11 Across the school and across all subjects, pupils are well grounded in knowledge, skills and critical and creative thinking. In all subjects there is great emphasis on encouraging pupils to apply their knowledge and understanding and to use the skills they learn. Some very good examples of this were seen across most subjects in both sections of the school. In their conversations and interaction with teachers, pupils show a good ability to be critical in their thinking and to be creative in finding solutions to problems given in lessons. They are well able to argue, think for themselves and to reason out solutions. A Year 7 pupil, in a lesson on magnetic fields, was surprised when his experiment did not work out as he had anticipated. When questioned about his next step he said: “it didn’t do what I thought it was going to do, so now I am going to work out why; if I can’t work it out by myself, then I will ask the teacher.”
2.12 Pupils of all ages and ability, boys and girls, show very good levels of attainment and all make very good progress. Pupils with special learning needs make very good progress and reach standards that are very good for their abilities.
2.13 Pupils’ attainment in national tests is high in relation to their abilities at age 7 and good in relation to their abilities at age 11. Results in national tests over the last 3 years have been well above the national average for all maintained primary schools at age 7 and above that average at age 11. In Common Entrance examinations, over a 9-year period, all pupils have been successful in gaining places at schools of their choice. The number of pupils attaining scholarships to senior schools has increased significantly from the numbers recorded at the last inspection. In 2006, 29 pupils won 17 scholarships between them. Five pupils successfully applied for entry to schools at 11+, two with academic scholarships.
2.14 Individual pupils and teams achieve good levels in sports. The Under-11 and Under-13 teams have retained the county hockey championship. The netball teams regularly figure in the top three teams in regional events and have reached the Incorporated Association of Preparatory Schools netball finals three years running. The Colts cricket team has won the county championships and has reached regional finals and was fourth in the national hardball championship in 2005. Up to 90 per cent of entrants to the UK Mathematics Challenge received a certificate. In addition, there were silver and gold medal awards for pupils in Year 8, with the school being represented in the top 0.5 per cent of entrants which resulted in an invitation to take part in the mathematics Olympiad. Very good levels of success were achieved in the Associated Board music examinations in 2006 throughout the school.
2.15 Pupils develop as very articulate and effective communicators. They listen carefully to each other and write well for a variety of purposes. This skill is encouraged in all lessons and in all parts of the school. Acquiring subject specific language contributes to the progress of many pupils and it allows them to discuss correctly and accurately the problems and issues raised in lessons. In a Year 5 lesson on light and the reflective properties of materials, pupils learned the accurate use of words such as ‘diffuse’ and ‘focused’ and were able to discuss their findings and raise searching questions with their teacher that advanced their understanding. In many lessons, recall of information is used effectively, encouraging pupils to be articulate in expressing prior learning. For instance, in a music lesson with Year 6 on the use of a rest as a part of a beat, the momentum of the lesson was started by pupils recounting a story from the previous lesson.
2.16 Good use is made of pupils’ mathematical understanding to apply concepts and to use mathematics in a practical manner. They show a good ability to use their mathematical understanding across a range of subjects.
2.17 Pupils’ use of ICT is of a good standard. In a Year 2 lesson, for example, pupils role-played a scene from the Gospels with one pupil taking photographs of the players and in a Year 3 lesson, photographs downloaded from the British Museum website were used as a basis for a pupil discussion. A class of nursery and reception pupils used a computer to shape pictures and repeating patterns and Year 2 pupils used word processing to tell the story of Mrs Sprockett’s Strange Machine.
2.18 Pupils are good at organizing their work. They are taught the usefulness of good organization from an early age. Pupils’ written work is well presented with the content showing independence of thought. Note taking is not widely practised. The frequent use of worksheets for homework guides pupils quite closely as to how they should work, so restricting their freedom to work independently.
2.19 In lessons and activities across the whole school, pupils settle quickly to the work, persevere in the tasks, draw enjoyment from what they do and are able to work effectively in a variety of groupings or on their own. The level of enthusiasm and energy displayed in lessons reflects the great enjoyment pupils draw from their experiences throughout the rest of their time in the school.
Spiritual, Moral, Social and Cultural Development of Pupils
2.20 The pupils demonstrate a very good level of spiritual, moral, social and cultural awareness. The school meets effectively its aim of enabling pupils to develop self-discipline which will allow them to move with confidence and be sensitive to others within the Christian environment of the school. Achievement in this area of provision was judged as very good in the last inspection. The school has maintained that high standard.
2.21 Pupils’ spiritual development is very good. Their self-awareness, self-esteem and self-confidence grow quickly within an environment where emphasis is placed on valuing the uniqueness of each individual, in a context of respect, consideration and support for others. The nurturing of confidence and a sense of self-worth and the encouragement to support others brings about very good levels of personal development. Their understanding of how to relate to others is very good. In response to prompting to be mindful of others, they are generous in their attitudes and thoughtful in their behaviour. In lessons they behave with consideration and work cooperatively so that learning takes place. Pupils are confident with their peers and with the wide range of staff they meet each day. They are taught from an early age to be reflective, to ask questions and to explore the wider aspects of who they are in the world in which they live. In a Year 1 PSHE lesson, pupils explored feelings through talking about their own experiences of losing a favourite toy. The role play that followed the discussion reinforced the learning that had taken place. In an art lesson, Year 8 pupils prepared for their sculpting with a discussion of the meaning of the spirit of nature and explored the relationship between humans and their world.
2.22 The school does not directly foster faith or personal belief but does encourage pupils to consider a personal faith. Pupils enjoy meeting the vicar of the local Anglican Church on his regular visits to the school. They respond positively in assemblies that have a distinctly Christian dimension. They sing enthusiastically and pray respectfully and conduct themselves in a way that shows a high level of self-confidence. In the pre-preparatory department, pupils delight in taking part in their unique weekly “WOW” assembly where they recognise and celebrate the achievements of others. In religious education (RE) and in PSHE lessons pupils articulate their understanding of, and insights into, themselves and into the concepts and practices of religions in a way that is consistent with their ages.
2.23 Pupils’ moral development is very good. From an early age they respond well to the instructions of staff and learn to understand the reasons for behaving well. In the nursery they start their moral journey by learning to take turns, by being kind to others and by saying ‘thank you’ to those who help them. In a nursery/reception class music lesson, pupils could recognise the differences between the good and evil characters in the story of the three pigs. Good behaviour is explained and praised in assemblies and pupils learn to emulate the good behaviour of those older than themselves. Pupils’ performances in many assemblies show a keen awareness of moral and ethical issues. Throughout the school pupils are able to distinguish right from wrong. They know and understand the rules for behaviour which are displayed in classrooms. They respond positively to rewards and recognise that sanctions are sometimes a consequence of their lack of consideration for others.
2.24 Pupils’ very generous support for charities is developed as a responsibility within a Christian context and not just an expression of sympathy for others. The generosity of pupils in supporting others indicates the high level of personal generosity they have developed. Fund-raising activities are always supported by discussions about caring for others and the meaning of moral responsibility. The high level of consideration shown in the personal interactions between all members of the school but particularly between boarders and staff and between boarders themselves demonstrates the very good moral development of pupils.
2.25 Pupils’ social development is very good. At all ages, they respond very well to the many opportunities they have to undertake responsibilities. Years 2 and 3 pupils delight in being servers at lunchtime. Prefects exercise their roles with care and consideration. The school council effectively represents the views of the pupil population. The food consultative committee members meet with the chef to plan and evaluate all meals and they act as a good channel of communication between the pupils and the catering staff. The degree of seriousness with which the chef approaches these meetings contributes greatly to the confidence and sense of responsibility of the pupils involved. The Good Citizen Award in the pre-preparatory department motivates pupils to be keenly aware of their responsibility for others. In lessons, pupils support each other when there are problems to be sorted out or when a fellow pupil is struggling with some task.
2.26 Pupils acquire an active appreciation of their own culture and they develop a respect for that of others. Trips to the theatre, cultural events and the use of art, music, drama and history bring pupils to a very good awareness of their own culture. In some subjects pupils are helped to develop understanding and respect for other cultures as well as their own. Through history and RE lessons they become aware of the differences between peoples and their religious beliefs. In art, pupils show an appreciation of the differences in art from cultures around the world. In music, pupils learn Chinese songs, understand the differences in playing African drums and Year 5 pupils learn about Hindu music and how to sing a Muslim prayer. Year 2 pupils are introduced to Indian music. The teaching of French and Latin heighten awareness of the cultural differences that underpin the variations in language. Studies of ancient Greece emphasise the differences in cultures and the ways peoples live their lives. A Year 2 class saying ‘good morning’ to their teacher in Japanese were reminded of the variety of ways in which people behave.
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 quality of teaching is very good and on occasion
outstanding. A particular mark of the
teaching is its effectiveness in supporting the aims of the school to enable each child to foster positive
attitudes to learning and life, and this is greatly assisted by the wide range
of teaching styles used in the best lessons. In the
last inspection the quality of teaching was judged to be good or
excellent. The school has maintained
this very high standard of teaching.
2.29
Teaching enables pupils of all ages, including those
with special needs and learning difficulties, to increase their understanding,
develop skills, and make very good progress according to their ability. In a number of subjects, especially in
mathematics and science, pupils with learning difficulties often make progress beyond what might
be expected. In music, drama, PE and art
lessons particular care is given to matching pupils’ ability with the activity
being taught so that pupils of all abilities are given the opportunity to do
well and make progress. Across the
school, small class sizes and attention to the needs of the individual result
in clear development in understanding and skills. Where computers are used as an integral part of
lessons pupils have greater opportunities for development and progress. In some lessons, insufficient attention is
given to enriching the experience of the more able. This is an area of development the school is
now actively pursuing through the work of a member of the senior team.
Planning at subject level is thorough.
Attention is paid to all aspects of teaching and learning and
considerable emphasis is given to identifying and responding to the needs of
individual pupils.
2.30
Teaching
fosters in pupils the application of intellectual, physical or creative effort,
interest in their work and the ability to think and learn for themselves. In many lessons, pupils are challenged to apply prior
knowledge and understanding effectively.
In a Year 7
mathematics lesson pupils responded enthusiastically to the challenge to
disprove a theorem, proposed to them at the start of the lesson, and then went
on to improve on their own investigations and discussed the issue of bias in
changing their experiments. In a Year 5
English lesson pupils deepened their understanding of plot, character and
setting and then used their understanding in their evaluation of their new
reading books selected as part of the excellent accelerated reading programme.
2.31
Pupils respond positively to well-planned teaching
that uses a range of methods and appropriate activities. Teachers use their good understanding of
their subject to effectively match tasks and learning objectives to the
abilities of pupils. Across the school,
a lively and enthusiastic style of teaching always seeks to engage the
pupils. In the pre-preparatory
department a wide range of teaching styles and appropriate activities, such as
story telling, role-play, the use of ICT by pupils, group activities and
personal reflection, creates a learning environment that delights the pupils
and enables them to make very good progress.
In the preparatory department, presentations by the teachers are clear
and purposeful and set the pupils onto a path of individual or small group work. The recently-introduced interactive whiteboard in the
science laboratory was used effectively and, combined with well-structured
practical work and lively questioning, produced very good learning and enabled
pupils to make good progress. In a French lesson
with Year 7 pupils, the variety of activities and the pace of the lesson swept
the pupils along a path of enjoyment and learning that was excellent.
2.32
The range of resources is appropriate throughout the
school so that teachers are able to teach effectively. Books and equipment are generously supplied
and used well. The buildings and
classrooms are well appointed and teachers make good use of the facilities
given to them. The computer room and the
resources room provide satisfactory numbers of computers. The science laboratory in the preparatory
department is the last classroom in the school still awaiting refurbishment
with the consequence that teaching takes place where space is limited and
storage facilities are inadequate. In
the absence of a science technician, a further burden is imposed when the
teacher’s time has, sometimes, to be used inappropriately.
2.33
Evaluation of pupils’ performance is carried out on a
regular basis at staff meetings and there is a constant comparison of pupil
progress in relation to their abilities and in a general way in relation to the
aims of the school. Pupils’ performance
is evaluated through national tests and through the many subject specific
examinations in music and drama as well as through public performances. The very high standard of art in the school
is publicly evaluated through the many art scholarships awarded to pupils
moving on to senior schools. Results
from public performances and from all tests are carefully evaluated and used to
improve the quality of education provided.
2.34
The quality of assessment across the school is
good. In lessons, pupils are given
immediate feedback on their activities so that they can make the adjustments
needed to make progress. In science in
the preparatory department, written targets are given in pupils’ books and recorded on very well
structured monitoring sheets. The assessment and record
keeping of the learning support unit is excellent, being thorough and
comprehensive in its scope. In a few
subject areas in Year 5, marking is at times perfunctory and lacks the helpful
comments found in the best examples of marking elsewhere. The information gathered as a result of
assessment is well used to improve the quality of teaching and learning and to
raise the standards achieved by pupils.
2.35
The orderly behaviour in lessons is a consequence of
the good teaching and of the excellent level of relationships between teachers
and pupils and between pupils themselves.
The quality of these relationships allow staff and pupils to be relaxed
with each other and give teachers the freedom to use a variety of working
styles in lessons. The good
relationships between pupils allow them to work cooperatively and they
generously support each other when needed.
2.36
The
school meets the regulatory requirements for teaching [Standard 1].
3.
THE QUALITY OF
The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
3.1 The level of care for pupils is very good and supports effectively the well-being and development of each pupil. Staff are supported in this work by a pastoral structure that is both simple and effective. The level of self-confidence, the sense of well-being among pupils of all ages and the caring atmosphere that is prevalent satisfy the aim of the school to enable each child to foster positive attitudes to learning and life and to enable pupils to develop self-discipline which will allow them to move with confidence and be sensitive to others within this Christian environment. The quality of pastoral care, and the welfare, health and safety of pupils was noted as very good in the last inspection. It continues to be a strength of the school.
3.2 Pastoral arrangements are effective. The effective management of the pastoral system by the head of boarding means there is a seamless provision for all pupils throughout their time in the school. Each pupil has ready access to a tutor. Boarders have frequent contact with boarding staff throughout the day. All staff are informed of the needs and the progress of individual pupils at regular staff meetings and respond appropriately to their needs.
3.3 The excellent relationships between staff and pupils and between pupils themselves are a key contributor to the orderly behaviour of pupils. The high quality of these relationships is a strength of the school and contributes greatly to pupils’ development and progress. The social interactions of staff and pupils augment the excellent relationships that are so valuable in lessons. The boarding staff help to create an atmosphere that promotes confidence and a sense of security among pupils. All staff encourage pupils to develop the self-discipline and consideration for others that are so characteristic of the school.
3.4 The quality of care throughout the school, together with the topics covered in PSHE, help to raise pupils’ awareness of procedures that inhibit bullying. In the event of bullying occurring, comprehensive and precise procedures are well documented in the staff handbook and staff are fully aware of these measures. Older pupils said bullying was very rare and younger pupils when asked about bullying said they were unaware of it happening.
3.5 Good discipline is a feature of the school at all times of day. Pupils are aware of the consequences of misbehaviour and are keen that they should not incur them and eager to gather rewards for good behaviour. Guidance to staff on how to deal with inappropriate behaviour is very positive with emphasis on pupils’ development rather than on punishment.
3.6 Procedures for ensuring pupils’ welfare, health and safety are secure and are properly observed by the school. Risk assessments for all activities are carried out according to requirements. Pupils taken ill are treated appropriately. All necessary measures have been taken to minimise the risk from fire and other hazards and full records of fire drills are kept in the school office. The quality of the food served at each of the meal times is very good and the catering staff supervise what pupils are eating to ensure that they have a balanced and nutritious diet.
3.7 Procedures for child protection are fully in place, well documented in the staff handbook and known by staff. The named person for child protection is a senior member of staff. The requirements for Criminal Records Bureau checks and for appointments are correctly observed.
3.8 The surface of the playground between the main building and the pre-preparatory department is potentially hazardous as it is broken and pitted in places.
3.9 The school meets the regulatory requirements for the welfare, health and safety of pupils [Standard 3].
The Quality of Links with Parents and the Community
3.10 The school has an effective partnership with parents and worthwhile links with the wider community. The range and quality of the links with parents and the community make a positive contribution to creating the breadth of experience the school aims to offer. Links with parents and the community were described as very good in the last inspection and have continued to be very good and help maintain the ethos of the school.
3.11 The parental questionnaire shows that all parents agree, and many strongly agree, that the education and support offered to their children help them make progress.
3.12 Parents in the pre-preparatory department are involved in activities in the school through their assistance with school trips and productions. In the preparatory department there continues to be some involvement with trips and parental help is encouraged for major drama and music productions. There are currently two parents assisting with games on a regular basis and parents serve on the Board of Governors. A key area of involvement for parents is with supporting matches both home and away and assisting with tours, such as the rugby and hockey tour to Ampleforth last year. Matches and match teas are seen as an important opportunity for parents to chat more informally with staff about their children’s progress.
3.13 The Friends of Witham play a key role in bringing parents together for social events. Staff actively support these events. The fireworks evening that is organised by the Friends brings together the local community, parents, pupils and staff. The chairperson noted the importance of staff attending these events as the pupils enjoy seeing and talking to their teachers in a social context. The Friends of Witham Hall committee is well supported by committee members and many parent helpers.
3.14 Parents are provided with satisfactory information about the school. The parental contract, agreed between parents and the school when their child starts at the school, gives parents clear information about procedures in the school. Boarding leaflets give in-depth information and well-considered advice on all aspects of boarding. Homework diaries go home at the end of each week to be signed by parents, thus maintaining the flow of information between school and home.
3.15 Clear and useful reports about their children’s work and progress give parents a good indication of achievement in subjects with some subject reports setting targets that will help progress. Parents’ evenings are managed well so that useful discussions take place about the content of reports and pupils’ attainment and progress.
3.16 The school handles the concerns of parents with due care and identified staff deal with personal, academic or pastoral matters sensitively and quickly. The headteachers are readily available when parents drop off pupils in the morning. The complaints procedure is published and available to all parents and reminders about the procedure are sent to parents at the beginning of each academic year. There were no complaints recorded in the last academic year.
3.17 The school promotes positive links with the wider community and is generous with its facilities. The local primary school uses the sports hall and can do so because the school provides teachers to work with the visitors and offers the transport to bring pupils to and from the school. The fireworks evening and other celebrations during the year are open to the local village community. The school has good links with the local Anglican vicar who regularly comes into school. The local cricket club uses the school facilities and their cricket coaches work with the pupils in return.
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 The excellent quality of the boarding experience supports pupils’ education and development. Boarding successfully supports the aims of the school by broadening the range of opportunities the school provides through which pupils can attain a sense of achievement and develop positive attitudes to learning and life. Demand for boarding places is high and is a reflection of the high regard in which pupils hold the boarding experience. Replies to the parental questionnaire confirm that parents share this view. The quality of boarding has improved since the last inspection when it was judged then to be very good.
3.20 Relationships between pupils and boarding staff are very good. The boarding staff are very good at maintaining a balance between well-judged discipline, effective supervision and a homely atmosphere. Pupils speak warmly about the care and support shown to them by the staff who look after them. The pupils referred to the matrons as being “just like our mums”.
3.21 Relationships amongst the boarders are very good. The different age and gender groups mix comfortably with each other. On the rare occasion when pupils have a problem they say they know to whom they should go for help. Younger boarders look up to the more senior pupils and appreciate the support given by their seniors. A junior boarder commented: “we get on well with our prefects; they look after us.”
3.22 The school offers a good range of after-school activities for boarders which, together with the boarding routines, compliment the quality of pastoral care very well indeed. The structured activities programme for boarders and day pupils allows pupils to be fully occupied after tea or to have a time for a period of quiet, in a variety of locations within the boarding house, after the hectic daytime schedule. After showers, boarders are able to play board games in their dormitories before a short quiet reading time before lights out. This gradual winding down is an important part of the routine for settling boarders for the evening.
3.23 The quality of accommodation and resources is good. Housed in the main school building, boarders have access to a range of facilities to support their work, their recreation and their eating and sleeping requirements. Resident matrons are easy to contact and the House Parents' flat is readily accessible to pupils. The close proximity of the boarding staff contributes to the success of the boarding experience. Pupils enjoy the companionship of their fellow boarders with between six and ten pupils sharing a dormitory. Furnishings are adequate and pupils are encouraged to personalise their own space in the dormitories.
4.
THE EFFECTIVENESS OF GOVERNANCE
4.1 The governance of the school has established appropriate aims and values and has created an ethos that supports the very good quality of education that achieves those aims. This level of success was also identified in the last inspection.
4.2 Governors are fully aware of their responsibilities. The structure and management arrangements for governance are clearly defined and support effectively the oversight of the school that governors are required to exercise. Governors are suitably informed about the working and the successes of the school through a variety of suitable methods, including the regular attendance of the chair of governors at senior staff meetings. Clear procedures for whole-school monitoring, and for evaluating activities against the aims of the school, give governors the information they need to exercise their responsibilities. The governors meet their legal obligations.
4.3 Educational development is established as the main criteria for governors’ decisions relating to school development and improvement. Financial planning is well-focused and supports the strategic development of education. Prudent management of finances has resulted in the school being very well resourced with many new buildings and refurbishments over the years. The quality of the physical environment enjoyed by the pupils is a positive element in the educational experience of the pupils.
4.4 The governors have a good relationship with staff and working closely with the senior leadership, provide staff with the guidance, support and advice they need to be successful.
The Quality of Leadership and Management
4.5 Throughout the school, the quality of leadership and management by senior managers and post holders with management responsibilities is very good and has established clear educational direction which is reflected in the quality of education and in the very good level of pupil care. Leadership and management of the school are effective in making the school’s aims a reality. In the last inspection governance and management were judged to be very good and this continues to be the case.
4.6 The senior leadership team has responsibility for the whole school and is effective in providing clear educational direction, planning, analysing needs and putting decisions into practice. Procedures are in place for gathering information and data on all aspects of the education given and on the impact it has on pupils’ development. Regular staff meetings at which issues can be raised by staff, in addition to the set agendas, give many opportunities for clarifying issues, consulting staff and establishing procedures for further improvement.
4.7 The headteacher of the pre-preparatory department is effective in leading the subject coordinators in creating a positive and wide curriculum for all pupils. In the preparatory department the headteacher and the deputy headteachers work closely with the subject leaders in structuring a worthwhile educational experience and prepare pupils very well for the next stage of their education. Boarding is most ably led and managed by enthusiastic and dedicated House Parents.
4.8 Monitoring of teaching and learning is conducted effectively by the headteacher in the pre-preparatory department. In the preparatory department an ever-broadening range of effective techniques to monitor teaching and learning is used by the deputy headteacher responsible for academic affairs. The SENCO contributes to this valuable work through her involvement in lesson observation and in tracking pupil progress. Subject leaders effectively monitor planning and pupil performance but are not involved in lesson observations. At senior management level, links between the two sections of the school are appropriately maintained through the regular meetings of the senior management group but there are too few links at the level of subject leaders and teachers. This does not impair the continuity of education, nor does it detract from the attention given to pupils, but does deprive teachers of the opportunities to share excellent practices that occur in both sections of the school.
4.9 Suitably qualified and experienced staff are recruited and supported. There is an appropriate programme for the induction of newly qualified teachers. Appraisal in the pre-preparatory department is carried out well and according to the appropriate school documentation. Appraisal in the preparatory department lacks rigour. The documentation lacks information about time scales, identified frequency and there are no named individuals with training who will carry out the appraisal other than the headteacher. Staff are appraised in their first year on joining the school but not after that.
4.10 Financial resources are well managed and appropriate resources are in place to support the educational aims of the school.
4.11 The administration of the school is highly effective. The administrative staff contribute to the achievement of the aims of the school by the range of the support offered, and by the positive relationships they have with staff, pupils and parents.
4.12 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.13 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.
CONCLUSIONS