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INSPECTION REPORT ON |
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Fairfield School |
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Full Name of the School |
Fairfield School |
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DfES Number |
802/6003 |
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Registered Charity Number |
310215 |
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Address |
Fairfield
Way, Backwell, Bristol BS48 3PD |
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Telephone Number |
01275
462743 |
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Fax Number |
01275
464347 |
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Email Address |
secretary@fairfieldschool.org.uk |
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Headteacher |
Mrs
Lesley Barton |
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Chair of Governors |
Mr
R D Corke |
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Age Range |
3
- 11 |
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Gender |
Mixed |
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Inspection Dates |
25th
– 28th September 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 Fairfield School is a preparatory school for 146 pupils, 67 boys and 79 girls, from 3 to 11 years of age. It is situated in Backwell, on the outskirts of Bristol. The school was founded in 1935 under the auspices of the Parents’ National Education Union whose motto – ‘I am, I can, I ought, I will’ – encapsulates the school’s ethos. The aims of the school are to enable every child to have the opportunity to reach his or her full potential intellectually, socially and physically and to achieve competency in all areas of learning through the main aspects of the National Curriculum.
1.2 Entry into the Nursery is non-selective but pupils joining later are tested and interviewed. The average ability of pupils on entry is broadly in line with the national average in most years. No pupils have statements of special educational needs, but thirteen pupils are on ‘school action’ or ‘school action plus’. Of the seven on ‘school action plus’, five are being helped with dyslexia and associated difficulties, one with language skills and one is in the process of assessment. There are no pupils at present for whom English is an additional language, but there are from time to time.
1.3 Since the last inspection in October, 2000 the school has made significant improvements to its buildings. A new block for the Foundation Stage was completed in 2002 and a new Key Stage 2 building was completed just before this inspection. The school has registered its day care provision and extended its accommodation for day care as well as the provision for science, French, Spanish, Latin and sports. The provision for special educational needs has also been reorganised. A new headteacher took up her post in 2003 and a new bursar in 2004.
1.4 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1 Pupils enjoy an effective curriculum, with a broad range of varied and interesting activities. The curriculum caters for their intellectual, personal, physical and aesthetic development and includes mathematical, scientific, technological, human and social, and creative learning. It is particularly effective in meeting the school aim of helping all children to achieve their full potential in all areas of learning. Class teachers, who teach all subjects, except music and sports that are taught by specialists, maintain a good balance of activities across the curriculum. Speaking, listening, literacy and numeracy are well represented.
2.2 The strength in the curriculum reported at the last inspection has been maintained. Since that time the school has made considerable improvement in science and for pupils with special educational needs. Improvements in the provision for information and communication technology (ICT) have taken longer, but with the very recent establishment of a full computer suite, provision in this area is considerably improved.
2.3 The school takes great care in the preparation of pupils for the next stage of education. All children are interviewed and given informed advice on the selection of the most appropriate senior school. Pupils are prepared carefully for any tests that they may need to sit for entry to their next school. The school's ethos and relationships in lessons and around the school play a significant part in helping pupils to become mature and confident individuals, so that they move on to their next school with well-developed social skills.
2.4 The planning of the curriculum is meticulous. Documentation is thorough and implementation of policies is carefully monitored. Long-term planning is equally thorough for all levels of ability, including the most and least able. Indeed, the provision for pupils with special educational needs is exemplary, both through support in class and through dedicated lessons for pupils extracted from lessons. Gifted and talented children are identified early and appropriate provision made to challenge and extend them, by providing extension work in school or through the use of external resources. Although at present there are no pupils for whom English is an additional language, provision is well established with teachers trained for the purpose, to help such pupils when the need arises.
2.5 Lesson planning is also thorough and teachers are careful to plan the content, the methods to be used and the provision for different groups in the class. Each lesson begins with a statement of the learning objectives for the pupils to understand the purpose of the lesson. In almost all subjects, planning ensures continuity of the curriculum from year to year. In art, however, the high quality of provision is less consistent.
2.6 The school provides a wide range of extra-curricular activities that are very well supported by pupils. For example, these include sports, aesthetic activities, a chess club, and booster classes for mathematics. Some activities are so popular that they are oversubscribed and pupils have to take part on a rota system. Pupils’ experiences are further enriched when the activities are taken into the wider community, particularly in sports and in music. For example, to play matches against other schools or to sing in church or at concerts.
2.7 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.8 Pupils achieve well in the broad range of subjects which they study and the school is meeting its aims successfully. The strengths in literacy and numeracy noted at the last inspection have been maintained, and standards in science have improved. Overall results in national tests of English and mathematics at the ages of seven and eleven over the last three years have been far above the national average for all maintained primary schools. In science, the overall result has been well above. These results are high in relation to what might be expected for the range of ability in the school.
2.9 By the end of the Foundation Stage pupils have attained the nationally recommended curriculum levels for children of that age. They make good progress during Years 1 and 2, particularly in reading. By the time they leave for their senior schools, pupils show themselves to have been well-educated intellectually, aesthetically and physically, so that they are well prepared for the next stage of education. In most lessons pupils gain important knowledge about the subjects and activities in which they are engaged and teachers also ensure that they are well grounded in the skills and understanding of the subject.
2.10 Throughout the school pupils have good talking and listening skills and this, combined with high levels of writing from an early age, supports their learning and helps them to think and act critically and creatively. When given the opportunity pupils write with imagination and use language effectively, often displaying a sense of drama in their writing.
2.11 Skills in ICT are not, however, so well developed as other subjects. Until recently pupils have had to share computers when developing their skills in this area and the amount of work is less than would often be the case. Even so, pupils’ achievements have been in line with what could be expected for their abilities. The school has now established a new computer suite with ample access to computers for pupils. At the same time teachers are focusing on honing their own computer skills.
2.12 At the last inspection, it was reported that support for pupils with special educational needs needed strengthening. This has been achieved with considerable success and pupils of all abilities make good progress. Pupils with special educational needs make good progress in lessons because they are well supported by specialist staff. All teachers plan carefully to meet the particular needs of pupils and to provide well-judged targets for them. When appropriate, pupils are extracted from lessons for group or individual work and they also make good progress in these sessions. Higher attainers and gifted and talented pupils do well as they move through the school, because expectations for them are high in all lessons and they are challenged rigorously. When appropriate they receive additional help from external resources, such as specific subject expertise or short courses.
2.13 Pupils are highly motivated to work and they achieve good study skills. They are conscientious learners; they complete homework and all written work carefully and with good attention to presentation as well as content. Pupils say that they enjoy learning and that they look forward to coming to school because it is interesting. This is reflected in many lessons when they join in discussions enthusiastically, listen carefully and write fluently. In discussions they reason and argue cogently and show independence of thinking. In mathematics lessons pupils apply mathematical concepts to solve problems, but the school is aware of the need, and has already taken steps, to increase and extend this work. In games and in music particularly, they demonstrate a mature approach that enables them to co-operate effectively when they work in pairs, groups or teams.
2.14 Overall, pupils make good progress and achieve high standards for their age and ability and in comparison with national averages.
Spiritual, Moral, Social and Cultural Development of Pupils
2.15 At all ages, pupils develop outstanding spiritual, moral and social awareness and they demonstrate good awareness of their own and other cultures. Pupils’ behaviour, confidence, self-discipline and maturity are strong features of the school. They behave with kindness and consideration for each other in lessons and around the school. The ethos of the school is one of quiet gentleness, where pupils come to work and play with a happy confidence. Year 6 pupils, for example, are very mature and well-balanced young people, but they are sufficiently relaxed to be able to enjoy childlike hymns and songs, which involve games and actions. The school is fulfilling its aims in this area and has maintained and improved on the high standards reported at the last inspection.
2.16 Pupils develop their spiritual awareness across the curriculum as well as in the personal, social and health education (PSHE) programme and in assemblies. In PSHE lessons and in the assemblies pupils reflect and consider truths and ultimate values. In English older pupils look for deeper meanings in writing. Spiritual awareness is also apparent in lessons in religious education and music. In religious education, pupils learn about world religions and cultures. A local clergyman visits frequently to discuss spiritual matters. In music, they are aware of music that goes beyond words and the tangible.
2.17 Moral development is integral to the life of the school. Pupils learn, from an early age, the difference between right and wrong, but the teaching goes much further and instils values of kindness, consideration for others, responsibility for others and self-confidence, so that the school functions as a calm and tolerant society. Each class discusses and compiles its own rules, which are displayed in the classroom. Pupils keep to the rules because they feel that they are fair and they are responsible for them.
2.18 The social development of pupils is also a strong feature of the school. Relationships throughout the school are warm and caring between pupils, and between pupils and adults. In lessons, there is clear and strong support for the most and least able by their peers. Pupils are ready and able to take responsibility for themselves and each other. At lunchtime pupils sit at family tables, so that the oldest look after the youngest. Pupils also take responsibility for each other in ‘buddy’ systems, where older pupils look after younger children, and in the house system where older pupils lead by example. Pupils also take responsibility as class monitors. In addition, Year 6 pupils take responsibility in a wide range of roles, from house captains to class monitors.
2.19 Pupils are knowledgeable about other cultures, traditions and beliefs in many subjects across the curriculum. In religious education they study world faiths and begin to understand the beliefs of different peoples across the world. In history, they study the cultures of earlier times and compare them with their own. Last year, for example, Year 4 pupils studied India and fair trade issues. In addition, the whole school studied Australia, including the indigenous culture. Previously the whole school had taken Africa as a topic for study. Also last year the school had held a ‘Brunel Celebration’, when pupils focused on the life and times of Brunel. Parents and a local theatre group were involved in this project. Through these and other topics in different subjects pupils become aware of the different cultures that make up our society. First-hand experience of other cultures is, however, limited by the place and nature of the society in which the school exists.
2.20 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.21 Teaching has many good features and is of high quality in almost all lessons across the school, including the Foundation Stage. Two instances of outstanding teaching were seen. Since the last report there has been marked improvement in the teaching of science and for pupils with special educational needs.
2.22 The school is effective in meeting its aims and in developing the application of intellectual, physical and creative effort, so that pupils can think and learn for themselves. Teachers take great care to foster the enthusiasm and eagerness of their pupils, who are very well motivated to work; homework is completed with care for both the content and the presentation. In class, teachers engage their pupils’ concentration with interesting and imaginative content that keeps them focused and challenged throughout the lesson. In one of the outstanding lessons, pupils were exploring the structure of the bones in the human body. The subject matter was presented so successfully that the pupils became fascinated and learning was very focused. Rigorous questioning quickened the pace of learning. Relationships between teachers and pupils throughout the school are very good, so that behaviour is of a high standard, while being relaxed and friendly. This begins in the Foundation Stage, where teachers are very successful in developing pupils’ confidence, self-esteem and independence. Pupils continue to mature as they move through the school, encouraged and fostered by their teachers in all lessons.
2.23 Teachers have good understanding of the subject matter they are teaching. They also understand the skills development in each subject, so that pupils are engaged in meaningful activities that focus their learning effectively. The learning objectives are written on the board at the beginning of each lesson so that pupils understand them clearly. Consequently learning is efficient and pupils progress well. Teachers use time well and lessons move at a brisk pace. When appropriate, a skilled special needs teacher gives effective support in lessons for pupils with special educational needs. At other times, the same pupils are extracted to be taught individually or in small groups. Higher attaining pupils, or gifted and talented pupils, are challenged by extension tasks and access to external expertise. Resources within the school are plentiful and well organised; teachers use these resources to good effect in their lessons.
2.24 In the recent past, all teachers have worked hard together to improve the quality of assessment. Consequently assessment is of a high quality: it is thorough, comprehensive and frequent. Pupils are tested more formally at the ends of periods of work as well as in ongoing assessment from lesson to lesson. Pupils’ work is evaluated against the aims set by the teacher or, when appropriate, against national norms. Marking is of a high quality; it is thorough and positive, with clear written indications for improvement. Teachers use the information from assessment to plan their lessons carefully. Provision is made for all levels of ability in the class, including the most and least able. Expectations are high so that all pupils progress well.
2.25 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 A hallmark of the ethos of the school is the care and concern to be seen between pupils and between teachers and pupils. The very high standards reported at the last inspection have been well maintained. Pupils are responsive, happy and polite. They are helpful to each other and not afraid to ask for help if needed. Staff lead by example: a quiet, orderly atmosphere exists throughout the school both in class and when the children are moving around the school. Lunchtime, for example, is a peaceful, civilised affair with no raised voices. At playtime pupils relax and let off steam in good-natured play. Adults in the school are aware of pupils’ needs and supply support to those who particularly require help.
3.2 The form teacher is the main pastoral agent. Teachers know their pupils well and form close working relationships based on mutual respect. The ‘reading buddy’ system encourages a mentoring arrangement between younger and older pupils, which is appreciated by both. The responsibility of older for younger pupils is extended further at lunchtimes, when people sit in family groups, and in the house system, when older pupils take leadership roles and responsibility for those younger than themselves.
3.3 A good range of policies underpins good behaviour and discourages harassment and bullying, which pupils claim does not exist. No significant incidents of bullying have been recorded or dealt with, except for the occasional playground disagreement relating to play, space and accidental contact. Each class constructs its own list of rules, which are displayed in the room. Pupils are happy to abide by these rules, because they consider that they own them and they are fair.
3.4 Child protection measures are in place and all staff have been trained. The school also fulfils its duties under the Special Educational Needs and Disability Act. Risk assessments for all areas of activity are regularly undertaken for activities inside, outside and off the school premises. Fire practices take place regularly. Plans are well advanced to provide a rest room for pupils who are ill, but, until these plans are implemented, the provision for premises and accommodation is inadequate.
3.5 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
3.6 In response to the pre-inspection questionnaire the overwhelming majority of parents were generally pleased with the school. A small number expressed concern about homework, some parents claimed that the school had not been effective in identifying pupils with special educational needs and some complained that the school does not respond well to concerns and complaints.
3.7 After careful scrutiny, the inspection team is unable to agree with these concerns. The scrutiny of pupils’ work shows that the amount and quality of homework are well judged. It is worth noting that the marking of homework is regular and conscientious. Teachers write comments in the homework books that are both encouraging and give good pointers for improvement. Pupils told inspectors that they are happy with the amount of homework and generally find it interesting. It is completed with care and diligence. Since concerns were raised in the previous inspection report, the school has worked hard to improve the provision for pupils with special educational needs and it is now of exceptional quality.
3.8 Parents have many opportunities to be involved in the school and in the education of their children. There is an active Parents’ Association and parents are involved in school outings, they run a uniform shop and they come into school each week to the Friday family assemblies. Parents also receive regular invitations to school functions, such as plays and concerts. In last year’s ‘Brunel Day’, when the whole school dressed in Victorian costume, parents were also involved.
3.9 Parents are provided with high-quality information about the school and the activities that their children are involved in. The school provides an informative Parents’ Handbook or, if appropriate, the Nursery Parents’ Handbook. The three information boards around the school for parents are kept carefully up-to-date. Curriculum information evenings are held each year and topic letters are sent home at the beginning of every term, to tell parents about the curriculum and the activities coming during the term. A reception for new parents is held in the summer term, and parents’ evenings are held at the end of every term. The homework diary is used well as a dialogue between the class teacher and parents. The annual magazine includes reports from each class teacher as well as work by the children. Reports are of good quality: they are comprehensive and positive.
3.10 The school has thorough policies to deal with complaints and concerns and there is every indication that these are implemented conscientiously. The school's detailed records show appropriate response to parents’ concerns. The formal complaints procedure is comprehensive, but it has not been needed to be used. The first line of contact for parents who have concerns is through the class teacher. The school operates an ‘open door’ policy at the beginning and end of the day and, so far, this has been sufficient to deal with parents’ concerns.
3.11 The school promotes positive and effective links with the wider community. The curriculum is extended by regular visits by all classes to places of interest in the local area. The school makes good use of the local swimming pool each week and links with the local church are strong. For example, the school holds its annual Christmas concert in the church and the vicar visits the school regularly. The school also supports local charities. In return, groups from the locality make use of the school buildings and grounds after school and at weekends.
3.12 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 In the past few years, the governing body has been very effective in managing the finances of the school. Some of the governors are chartered accountants and they have used their professional expertise to ensure the financial health of the school. Their most notable achievements have been the building of the Foundation Stage accommodation and the recent Key Stage 2 block, which includes an expansive ICT suite.
4.2 The whole governing body meets at least once a term, but with the recent building programme it has been meeting more frequently. There are two subcommittees, one for finance and one for education, who meet as appropriate and in preparation for the meetings of the full governing body. The minutes of the meetings demonstrate effective oversight of the school.
4.3 In addition to the financial expertise on the governing body, there are a number of governors with a background in education, including a head teacher of a senior school associated with the school and a headteacher of another preparatory school. These arrangements provide good professional support for the headteacher. The chair of governors is a regular visitor to the school and other governors visit frequently. They have good contact with parents and staff and know the workings of the school well. Consequently the governors are fully involved in strategies to ensure effective education promotion and careful investment in resources. They are also well able to give advice and to set an appropriate level of challenge for the school. The high standards of governance reported at the last inspection have been well maintained.
The Quality of Leadership and Management
4.4 The headteacher has maintained the high standards of leadership reported at the last inspection. She provides strong and effective leadership and management, which gives a clear educational direction and reflects the achievement of the school’s aims. She works tirelessly and conscientiously to improve and sustain the quality of teaching in the school. Teachers work to a set of policies that form a firm structure for the running of the school, for subject matter and for the methods that they use to ensure pupils’ learning. The policies also promote the high quality of care and relationships between all in the school, which underpin the ethos of the school and the high quality of behaviour. The headteacher has been largely responsible for the rewriting of these policies since her arrival three years ago.
4.5 In this small school the headteacher is the only manager. All other teachers are on equal footing. The headteacher monitors all other teachers, but subject co-ordinators have little opportunity to visit other classrooms so that they have limited first-hand knowledge of the quality of teaching in their subjects. They do, however, monitor the progress that pupils are making by scrutinising their work. To develop the management structure of the school, the governors plan to appoint a deputy headteacher, or Key Stage coordinators, in the future.
4.6 The school development plan is in two parts. One part is a strategic overview that sets out the school’s aims and directions in general terms. The second part focuses on the curriculum and the needs for professional development. Taken together plans are effective in analysing the school’s needs, setting priorities and planning to meet those priorities. That so much of the school’s work is of high quality is a testament to the effectiveness of the plans and in the rigorous checking and reviewing of their effectiveness.
4.7 The school is led with full consultation of the staff. Because the number of teachers is small, it is possible to hold meaningful meetings with all staff to discuss priorities and strategies for moving forward. In this way the teachers feel that they have a stake in the future of the school and their motivation is high; a high proportion of the staff have worked at the school for many years. They demonstrate a high level of commitment to the school and to their pupils. Particular care is taken in the induction of staff new to the school, to help them settle quickly and to become familiar with the ethos and styles of working in the school and it is at this stage the high level of motivation is established. The school has arrangements to support newly qualified teachers, and these meet national requirements. At the moment, however, there are no such teachers. All adults working in the school are subject to checks by the Criminal Records Bureau.
4.8 At present, most of the needs for professional development are met on an individual basis. Recently, however, the school has started to develop a whole-school approach to in-service training. For example, there has been very effective training on assessment for learning. Also, shortly after the inspection teachers will be involved in training for ICT and art. The whole-staff training on assessment has been extremely successful in raising the quality of teaching across the school, because effective assessment has helped teachers to plan their lessons with detailed information about the learning needs of each pupil. Such a focus, by all staff, has proved to be most valuable.
4.9 Financial matters are very well managed. The governors look after the long-term financial management very effectively. Day-to-day financial management is in the hands of the bursar who is effective in managing the day-to-day financial resources of the school. The school was visited by a bursar from another independent school who found the financial management of the school to be in good order. Overall the school is well resourced for learning and the resources are well organised. The administration of the school runs smoothly and effectively, and communications between the different sections of the school are good.
4.10 The school meets the regulatory requirements for the suitability of proprietors and staff [Standard 4].
4.11 The school meets almost all of the regulatory requirements for premises and accommodation [Standard 5]. In order to meet all the requirements, the school must:
(a) implement arrangements to provide an appropriate space for sick pupils [Regulation 5.(l)].
5.1 The school meets its aims and aspirations well. Standards are high and pupils achieve well in most areas of the curriculum. Pupils’ behaviour is exemplary and their attitudes to school and to learning are very positive. Relationships in the school are very good, both between adults and pupils and between pupils, who treat each other with kindness and thoughtfulness. The leadership of the headteacher is very good and with the new buildings the school is very well accommodated and resourced.
5.2 The school has maintained the strengths noted at the last inspection. Good improvement has been made in the provision for pupils with special educational needs and in science. Considerable improvement has been made in the upgrading of the school’s accommodation with the Foundation Stage provision and the new Key Stage 2 extension. Facilities for ICT have now improved significantly with the provision of the new ICT suite, but standards still have to improve before the subject can be regarded as a strength.
5.3 The school complies with almost all of the regulatory requirements, but does not at present meet Standard 5 (premises and accommodation).
5.4 In order to improve further on the good provision already established, the school should take the following action.
1. Increase opportunities along the lines of the coming training for ICT, for all teachers to work together to develop their expertise over an extended period.
2. Implement plans to improve standards in ICT and so to make full use of the new facilities now established.
3. Refine management structure by:
· implementing plans to appoint a deputy headteacher/ senior teachers when finances permit;
· expanding the role of subject co-ordinators so that they have better contact with classroom practice in their subjects.
5.5 In order to meet all the regulatory requirements, the school must:
(1) implement arrangements to provide an appropriate space for sick pupils [Regulation 5.(l)].
6. summary of inspection evidence
6.1 The inspection was carried out from 25th to 28th September 2006. The inspectors examined samples of pupils’ work, observed lessons and conducted formal interviews with pupils. They held discussions with teaching and non-teaching staff and with governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined a range of documentation made available by the school.
6.2 A bursar from another school joined the reporting inspector on the preliminary visit as part of the Independent Schools’ Bursars Association (ISBA) scheme, spending the day with the bursar’s department. The principal findings have been included in the relevant sections of this report.
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John Ayerst |
Reporting inspector |
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Joanna Gay |
Deputy headteacher of an ISA school |
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Brian Wigglesworth |
Retired headteacher of an ISA school |