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INSPECTION REPORT ON |
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Oaklands School |
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Full Name of the School |
Oaklands School |
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DfES Number |
881/6025 |
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Address |
8
Albion Hill, Loughton, Essex, IG10 4RA |
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Telephone Number |
020
8508 3517 |
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Fax Number |
020
8508 4454 |
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Email Address |
info@oaklandsschool.co.uk |
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Headmistress |
Mrs
P Simmonds |
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Proprietors |
Mr
M Hagger; Mr & Mrs N Hagger |
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Age Range |
2˝
- 11 years |
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Gender |
Co-educational |
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Inspection Dates |
2nd
– 5th October, 2006 |
This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.
The inspection 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 Oaklands School is a co-educational school, which was established in 1937 and moved to its present site in 1944. It was bought by the present proprietors in 1982. The main school occupies a large early Victorian house set in some 10 acres of grounds on the edge of Epping Forest. The rooms for the Nursery and for science, design and technology (DT), art and music are in single-storey structures close to the house. In addition to a games court with an all-weather surface that serves as a playground, the school grounds contain two large fields used for recreation and study.
1.2 At the time of the inspection there were 247 pupils on the roll aged between two-and-a half and 11 years (55 boys and 192 girls). Of these 94 are in the Foundation Stage (18 boys full-time and 38 girls full-time, and 9 boys and 29 girls part-time). In addition 86 pupils are in Years 1 and 2 (28 boys and 58 girls) and 67 girls in Years 3 to 6. The school prepares boys and girls for competitive entry to day and boarding preparatory schools at 7+, and girls at 11+ for entry into senior independent schools, both boarding and day, and to selective and non-selective local maintained schools. The school has built up strong relationships with senior schools, effectively supporting pupils in gaining places at their first choice of schools.
1.3 The overall ability of pupils is above average throughout the school, and in Years 1 and 2 it is well above average. However, throughout the school the ability range is wide, a number of pupils being far above average ability, and a few below average ability. If the pupils were to perform in line with their ability their results in national testing would be above those achieved in all maintained schools.
1.4 Fourteen pupils have English as an additional language (EAL), but all are fluent in English and none receives support. Of the 33 pupils who have been identified as needing learning support, four have individual education plans (IEPs). Fifteen pupils are on the school’s gifted and talented register; five receive additional lessons in creative writing and six have additional lessons in mathematics.
1.5 The school was awarded Investors in People in 2005.
1.6 Entry into the Foundation Stage is not selective. Entry from Year 1 onwards is subject to informal testing.
1.7 The school aims to enable pupils to become confident and to fulfil their potential by working together for the benefit of others and sets out to:
· help pupils develop lively and enquiring minds;
· foster pupils’ personal and spiritual development;
· provide opportunities for pupils to develop their imagination, creativity and physical ability;
· cultivate self-discipline, self esteem, responsibility and tolerance;
· create a learning environment with a wide variety of activities for the pupils to develop their individual talents.
1.8 Oaklands is one of a group of three schools known as the Oak Tree Schools. The group is owned by proprietors, one of whom was previously head of this school.
1.9 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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Lower Kindergarten and Garden Room |
Foundation Stage (Nursery) |
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Transition |
Foundation Stage (Reception) |
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Form I |
Year 1 |
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Lower II |
Year 2 |
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Upper II |
Year 3 |
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Lower III |
Year 4 |
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Upper III |
Year 5 |
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IVth Form |
Year 6 |
The Educational Experience Provided
2.1 Oaklands School provides a rich educational experience that supports very effectively the school’s aims of enabling pupils to develop their individual talents and of fostering personal and spiritual development. The varied opportunities provided enable pupils to achieve the intellectual, physical and creative standards required for them to progress successfully to the next stage of their education. A good balance is struck between the provision of a firm foundation in English, mathematics and science and a wide range of skills and interests.
2.2 The curriculum has improved considerably since the last inspection held in 2000 and is now broad and balanced. The teaching of science and DT is now well developed, and information and communication technology (ICT) plays a greater part in the teaching of other subjects. All subjects of the National Curriculum are taught and pupils are introduced to history and geography largely through cross-curricular topic work. The Foundation Stage curriculum remains good and is very effectively based on the national Early Learning Goals. Pupils learn French from Reception onwards.
2.3 Throughout the school, pupils have many opportunities to develop their skills in speaking, listening, literacy and numeracy. Their experiences are further enriched through an extensive programme of activities outside the classroom, including team and individual sports, choir, French club, art club, dance, yoga and speech and drama. Pupils talked enthusiastically about the extra-curricular activities, in which participation rates are high. The school has recognised that the programme is stronger in sports and expressive arts and is taking steps to introduce more clubs of a scientific and intellectual nature later in the year. The extensive grounds provide pupils with very valuable opportunities to discover the natural world around them, in which they are greatly helped by the enthusiasm and expertise of visitors from the Epping Forest Centenary Trust. Year 1 pupils were absorbed and fascinated during a tour of the grounds in which the impact of the changing seasons was explained.
2.4 The allocation of time to developing literacy and numeracy is generous, and this leads to good standards in these skills across the school.
2.5 Pupils are very carefully prepared academically and socially for entry into their next schools. In Year 6, specific preparation is given to preparing for examinations and in developing skills for secondary education. The personal, health and social education (PHSE) programme is comprehensive. The development of pupils’ maturity and sense of responsibility is very effectively promoted by the positions of responsibility given to all Year 6 pupils.
2.6 A very good number of educational trips, to which the parents’ association lends much support, greatly enriches the curriculum. The physical education curriculum includes two residential outward-bound visits that encourage pupils to take on new challenges and to grow in confidence.
2.7 Curriculum planning across the whole school is detailed and thorough. All departments have carefully thought out written policy and planning documents. Subject coordinators have a very clear view of what is taught to all age groups. Through established monitoring procedures they ensure and improve the quality of teaching and the coverage of the curriculum. Teachers track pupils’ skills and knowledge very efficiently.
2.8 The school provides very well for creative activities. Pupils have opportunities to undertake experiments and evaluate results, especially in science. However, the school has correctly identified that it does not always provide sufficient opportunity for independent learning, and has as one of its main focuses for the year the development of opportunities for independent learning and investigative activities in mathematics.
2.9 Induction arrangements for pupils entering at all stages of the school work well. Procedures are well established to ensure a smooth transition between different sections of the school, so that pupils continue to learn and progress well.
2.10 The needs of those who require additional support in the classroom are well met. The school has efficient procedures using standardised tests to identify pupils who need additional help. Learning support assistants are often very effective in meeting the needs of individuals and groups under the close direction of teachers. The school is developing a strategy for gifted and talented pupils and has begun to provide additional challenge from a specialist in creative writing. In a Year 4 lesson this was used to very good effect in a pupil’s writing of a humorous version of a well-known fairy tale. In many lessons the less able were well supported and the more able appropriately challenged. However, this was not consistent in all lessons particularly where planning for different abilities was less thorough.
2.11 The school meets the curricular requirements of all those pupils requiring special provision. Although no pupil currently has a statement of special educational need, the school has procedures for identifying pupils needing support. Where necessary, pupils have IEPs to which teachers pay due attention when planning lessons. The school has limited provision for withdrawal of pupils for specific needs such as dyslexia, but enables support through its contacts with local providers.
2.12 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.13 Pupils’ learning is very effective and enables them to achieve well in line with the aims of the school. It results in good achievement in their academic, creative and physical education as well as in their personal development. Pupils are well grounded in their knowledge, skill and understanding in the subjects taught and the activities provided by the school and they learn to apply these well and make good progress. The results of national testing at ages 7+ and 11+ show that pupils attain well in relation to their abilities.
2.14 In the Foundation Stage, children quickly develop good literacy and numeracy skills, so that by the end of the Foundation Stage they have attained the nationally recommended levels for children of that age. Many have made significant progress and have successfully begun work on the National Curriculum programme of study for Year 1.
2.15 The safe, well organised Foundation Stage environment, supported by nurturing staff, encourages the children to happily move from one activity to another and between the rooms. This allows the children to grow in confidence and independence as learners.
2.16 At all levels in the school, pupils have many opportunities to be creative. This is apparent in the creative artwork seen throughout the school. Displays of the art club’s work are of a good standard and include closely observed drawings of shells as well as stylish paintings influenced by the work of Pablo Picasso. Good creative writing was seen in the scrutiny of pupils’ work. Annual dramatic productions of high quality provide additional opportunities for self-expression.
2.17 No significant difference is apparent in the relative attainment of pupils in different classes, subjects, or between boys and girls. Although some pupils experience more difficulty than others in some areas, appropriate support is given and they all make good progress in relation to their ability.
2.18 The school has a good record of individual and team achievements. Very many pupils have achieved impressive results in speech and drama examinations, almost all being awarded merit or distinction grades. Pupils have also been successful in beginners’ Associated Board music examinations. Poems written by pupils were selected from many tens of thousands of entries for publication in a book of young people’s writing. In a recent local dance festival, one of the school’s teams was placed first in its section and the other second. Despite the small number of girls from which to select teams in Years 3 to 6, the school has been placed highly in local inter-schools cross-country, netball and swimming competitions. The school promotes individual and team performance through the house system, points being awarded for work and behaviour.
2.19 Pupils’ attitudes to work contribute extremely well to the good standards they achieve. They aspire successfully to meet the high standards expected by their teachers. Pupils’ behaviour is exemplary.
2.20 Throughout the school pupils are articulate, read intelligently and write fluently at a level that is good for their age. Throughout the school pupils can apply mathematics and mathematical concepts effectively. Nursery children made sensible choices of containers for pouring activities. In a Year 3 lesson, pupils sat in wrapt attention while members of the class described the relationship between two numbers. In ICT lessons pupils applied their skills to other areas of the curriculum in writing fantasy stories and preparing booklets about various countries. However, the limited capacity of the older computers in the classrooms results in pupils making relatively little use of these skills outside specialist ICT lessons.
2.21 Pupils are confident learners. In a setting of mutual respect, they listen very attentively to the ideas of others as well as to their teachers. They can take notes, study and organise their work independently. In a Year 5 lesson, pupils took notes from a video recording and worked independently creating mind-maps about life in Victorian times. They study and work very effectively, both on their own and co-operatively with others. In a Year 2 gymnastics lesson, pupils working in pairs communicated very well with each other to develop sequences of movements. The standard of group discussion is often imaginative and constructive as when a group of Year 6 pupils brainstormed ideas about how to make their next piece of work even better.
2.22 Pupils settle down sensibly and quietly at the start of lessons and quickly apply themselves to whatever task is in hand. They willingly persevere and try hard. Throughout the school, pupils concentrate well and show great enthusiasm for their work and activities. Pupils enjoy learning and, as a result, they make good progress and attain good standards.
Spiritual, Moral, Social and Cultural Development of Pupils
2.23 The personal development of pupils continues to be an especially strong feature of the school’s work. This supports extremely effectively the school’s aims to develop the qualities of self-discipline, self-esteem, responsibility and tolerance. Pupils exhibit a high degree of spiritual, moral, social and cultural awareness.
2.24 Pupils’ spiritual development is effectively fostered through thoughtful assemblies and a well-planned curriculum in religious education (RE). The school has a Christian basis, but pupils learn about world faiths and about their importance to believers. In a Year 4 RE lesson a pupil brought in items important in her own faith to show pupils and talked about her faith, creating a great level of interest. Later in the term the class will visit a Hindu temple. Representatives from local faith communities visit the school periodically and lead assemblies. Class and school assemblies are used effectively to highlight aspects of the school’s ethos exemplified by the words to describe personal qualities and skills chosen by pupils each week and pinned up on the school’s Ethos Tree display.
2.25 Pupils show a well-developed sense of right and wrong, not just in following rules, but also in thoughtfully applying principles of moral behaviour toward one another. Many opportunities are provided for moral development. For example, in a Year 6 PHSE lesson, pupils were challenged to imagine themselves on a newly discovered planet and to devise rules they would need to promote a successful community. This gave rise to lively and constructive debate.
2.26 Pupils’ social development is very good and reflects the school’s aims to encourage all-round development. Responsibilities are eagerly accepted by pupils from Years 5 and 6, who carry these out very effectively, as when Year 6 act as class prefects for the other year groups and supervise the withdrawal and return of library books. The Buddy system provides a most valuable opportunity for Year 5 pupils to take real responsibility for the well-being of others, particularly those younger and more vulnerable. In addition pupils have responsibilities as games captains and in running the house system. Pupils are encouraged to be aware of the needs of others in the wider community. They are actively engaged in raising funds for a school for under-privileged children in Sri Lanka and they make regular contributions to other charitable causes including a riding school for the disabled.
2.27 From Nursery onwards, the PHSE curriculum and the use of circle time help to foster understanding and tolerance throughout the school. This, together with many other activities, contributes in large measure to the school’s ethos and its commitment to the wider community in raising pupils’ awareness of the needs of others and in equipping pupils extremely well for their role as future citizens. Representatives from Years 1 to 6 take part in the school council, bringing subjects for discussion from their classes for consideration by the council. Recommendations and requests are then passed to the headmistress for further consideration and possible implementation. Similarly, representatives from Years 2 to 6 take part in a council to discuss school food, giving pupils a further voice in the running of the school.
2.28 Pupils in Years 4, 5 and 6 have the opportunity to take part in residential visits that add considerably to their personal and social development.
2.29 Pupils have many opportunities to learn about and appreciate cultural traditions from their own and others’ backgrounds, so that they become culturally aware. Festivals of world religions are discussed and celebrated. Music from other cultures is introduced, together with knowledge of instruments used. For example, during a school assembly in which all Year 6 took part, a brief account was given of the life of Martin Luther King and this was accompanied by hymns and music of African origin. Art lessons provide many opportunities for examining the art of other cultures and pupils are encouraged to experiment in similar styles. In connection with the celebration of Chinese New Year, Reception pupils took part in the creation of colourful dragons and art club created lively paintings after the style of Pablo Picasso. Pre-Columbian Mexican culture was explored in the creation of Aztec masks.
2.30 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.31 The quality of teaching throughout the school is good and a significant proportion of outstanding teaching was seen. The good quality of the teaching is central to the pupils’ good standards of learning and achievement.
2.32 At the heart of the good teaching are the teachers’ enthusiasm and determination that their pupils will do as well as they can. The inspectors noted the buzz of excitement and delight in learning generated in lessons. Teachers’ relationships with their pupils and the atmosphere in classes are very good. Teachers are relaxed with their pupils but are still demanding of high standards of work and presentation. Most lessons are carefully planned and nearly always well matched to the needs of most pupils in line with the aims of the school. Teachers work together very well, as in a Nursery dance lesson where the dance movements were very sensitively supported by piano accompaniment by the music teacher.
2.33 The best lessons provide a high level of intellectual challenge to pupils, matching demands to ability very closely, offering a variety of well-structured experiences and progressing at a lively pace. In these lessons pupils are very fully involved in activity and debate so that they remain completely focused on what they are doing and achieve well. In a Year 1 lesson, pupils were totally involved in an ICT adventure programme that developed problem-solving and speaking skills. In a Year 6 science lesson on food chains, excellent debate followed from challenging independent enquiry and research. In the lessons judged only satisfactory, planning and its implementation took less account of individuals’ differing abilities and lessons lacked variety and pace. In some lessons the more able pupils were less well challenged.
2.34 Many opportunities are given for creative and imaginative work and good investigative activities were seen in several lessons. However, some teaching does not allow sufficient scope for independent learning and for personal research and investigation. The school has identified this and is taking significant steps to increase opportunities for these activities through its staff development programme.
2.35 Teachers’ knowledge of their subjects is secure. Where it is strong it enables lessons to move briefly aside from their planned course to allow elucidation of ideas often through appropriate and challenging questioning that encourages pupils to think for themselves. Pupils’ responses are treated with respect and praise and encouragement are readily given. Consequently, pupils are not afraid to ask questions or to share their thoughts, and learning is enhanced. In interviews, pupils said they were able to turn to their teachers for help with their work.
2.36 Resources are used well to support teaching and learning. Some teaching is helpfully carried out in specialist rooms for science, music, art, DT and ICT. The school’s delightful grounds are very effectively used for activities and recreation. The school also has use of the excellent facility of the local swimming pool. However, two classrooms are cramped and this limits the variety of teaching strategies that can be used. It is also difficult for teachers and learning support assistants to circulate to support individual pupils. The ICT room is well equipped, but limited ICT resources in the classrooms restrict the use of ICT outside specialist lessons.
2.37 Throughout the school, very thorough and helpful marking helps pupils make good progress and sets targets giving clear guidelines for future improvement. Target setting is now carried out by all teachers and has been usefully incorporated into annual reports in the core subjects of English, mathematics and science. In a Year 6 English lesson, very effective use was made of personal targets to develop each pupil’s story writing.
2.38 Assessment throughout the school is very strong and promotes effective and well-structured programmes of teaching. An excellent start has been made in the use of an effective assessment system that offers a graphic and easily accessible system to monitor pupils’ strengths, weaknesses and progress. Standardised tests have recently been introduced to help track the progress of individuals and of groups and to identify their needs.
2.39 Teachers identify pupils experiencing difficulties with learning, whose needs are then closely assessed by the school. Individual targets are set and, if considered necessary, IEPs are drawn up and, on occasions, referral is made to educational specialists. Parents are effectively involved in discussion about targets set for their children. Good support is given to pupils with specific learning needs, in particular through carefully directed use of learning support assistants. However, as the special educational needs coordinator has very limited time allocated to her responsibilities, few pupils can be given support within the school for specific needs such as dyslexia. The school has already recognised that it should extend its provision yet further and has embarked on measures to make more time available for specialist support for pupils in school.
2.40 A good start has been made in identifying pupils of high ability, with a view to providing additional learning experiences for them. A small number of pupils receive lessons that very effectively extend their creative writing and thinking and investigative skills in mathematics.
2.41 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 is outstanding and the whole school is successful in ensuring the welfare, health and safety of all its pupils. Staff know their pupils very well and provide good quality care for pupils of all ages. The school pays very close attention to measures to promote pupils’ welfare, health and safety.
3.2 Excellent pastoral arrangements fully support the aim of the school, to nurture the pupils’ development. Pupils who have problems are discussed in regular staff meetings and the thorough handover of pupils between sections and classes in the school ensures the staff know their pupils well. The family atmosphere of the school is carefully maintained through the good relationships between staff and pupils and between the pupils themselves. Pupils are supportive of each other, not least through the Buddy system, which exemplifies the school’s clear principles of caring for each other. Pupils feel secure in the school and state that they are happy to discuss with their teachers any personal matters causing them concern. Very constructive marking seen in a Year 5 mathematics book demonstrated a close rapport between teacher and pupils who were evidently working together to overcome a problem.
3.3 The school’s procedures for promoting good behaviour are clear, well understood and considered fair by the pupils. Comprehensive anti-bullying and discipline policies support the school’s caring ethos very well. The school uses its Ethos Tree most effectively to focus minds on valued personal qualities and behaviour. This allows different classes each week to choose significant words that are placed on the Ethos Tree display as a stimulus for thought and discussion in class assemblies and elsewhere. All pupils receive lessons in PHSE, which encourage them to think about and to understand how they relate to one another and to the world. Pupils are very well supervised around the school and its grounds. Pupils quoted the phrase, “Think before you act or speak”, as the best school rule.
3.4 Measures to safeguard and promote pupils’ health and well-being are firmly established and meticulously observed. Child protection measures are implemented fully and are very effective. These procedures are clear to all teaching staff and assistants, and all staff receive regular and appropriate training in how to manage child protection matters. Staff and any persons regularly helping in the school are checked with the Criminal Records Bureau before appointment and all other necessary checks are made.
3.5 All measures to reduce the risk from fire and other hazards are in place; fire practices are held regularly and recorded. Pupils have a good awareness of safety rules in the science room.
3.6 Health and safety policies and procedures are comprehensive. Regular risk assessments are undertaken for all areas of the school and appropriate measures taken to remedy any defects. The school has a large number of staff qualified in basic first aid and several have a qualification for first aid in the workplace. Risk assessments are undertaken thoroughly for all expeditions and visits. Meals are of a high standard and give pupils options for healthy eating, and all staff are aware of any special dietary requirements.
3.7 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
3.8 Since the last inspection the school has maintained its effective relationship with parents and worthwhile links with wider community. Over half the parents responded to the pre-inspection questionnaire and the views expressed indicated a high level of satisfaction with most aspects of their children’s education. In their responses, however, several parents indicated that they needed more help and advice from the school regarding their children’s specific learning needs. The school has special educational needs as one of its focuses for the year, and its plans include ensuring greater regular contact with parents about their children’s needs.
3.9 A few parents wish to receive more information and to have additional opportunities to discuss the work and progress of their children. However, in the view of the inspection team parents currently receive a considerable amount of information. Newsletters are sent out every three weeks and a substantial amount of information about the curriculum is available at regular parents’ meetings. Parents receive two written reports each year. These, together with the formal consultation meetings with staff, provide clear information about their children’s progress and needs. The homework diary was observed to be an effective daily means of exchange of information between staff and parents. The approachability and availability of staff mean that parents have good opportunities for informal discussion. During the inspection, parents were seen to be taking advantage of such opportunities.
3.10 The school handles the concerns of parents carefully, and most of these are dealt with face-to-face. Written responses to concerns are treated carefully and sensitively. The complaints policy is available to parents and conforms to current requirements. It has not yet been used.
3.11 The school successfully promotes links with the wider community. The school has very productive contacts with the Epping Forest Centenary Trust. It is twinned with and raises funds for a school in Sri Lanka, and regularly raises funds for other local and national charitable causes. Harvest gifts are passed to the elderly in a nearby home and to a local church for distribution to the homeless. The choir performs regularly for the local community. Regular visits to places in the wider community enrich the curriculum.
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 The school is run very effectively by the governing council, which comprises one of the principals, the headmistress and the school administrator. The governing council has very strong educational and financial expertise, which supports the headmistress and management structures of the school very well. The members of the governing council share a clear vision of the nature of the school and each member has well defined roles under the general direction of the principal. The principal consistently ensures that the school mainly fulfils its legal obligations in relation to recent legislation. Governance of the school contributes extremely effectively to the success of the school in meeting its aims.
4.2 The governing council manages the financial affairs of the school with care and keeps an active interest in identifying ways to improve the school’s facilities and educational provision
The Quality of Leadership and Management
4.3 Management has very many outstanding qualities. Since the last inspection the senior management team has been greatly strengthened. The senior management team has a wide range of expertise, is very committed to achieving the school’s aims and extends its influence very effectively to all level of management of the school. The role of curriculum coordinators is now clearly defined, and firmly established, as are other middle management roles.
4.4 Subject leadership works very well. The curriculum coordinator and subject coordinators work very closely together. Consistent monitoring of pupils’ work takes place throughout the school through regular scrutiny of books. Monitoring of teaching is carried out throughout the school through both informal visits and through formal observation under the schools’ effective performance management scheme. This scheme ensures the maintenance of high standards and identifies individuals’ requirements for professional development as well as requirements for training in the school as a whole.
4.5 All staff work hard and are very conscientious in fulfilling their responsibilities. They are committed to ensuring that pupils are well supported, successful and happy. The extremely effective and open leadership style of the headmistress sets a pattern for consultation with and involvement of staff, which permeates all levels of management. Systems for the induction of new staff are efficient.
4.6 The school development plan is a very useful tool, and wide in its scope.
4.7 The school is appropriately resourced, and these resources are well managed and used by all teachers. The specialist ICT room is well equipped but computers in classrooms are rather old. The school is aware of the need to update these to extend the use of ICT in the classroom. The well-maintained grounds provide pupils with many valuable educational and recreational opportunities and are used very effectively in teaching.
4.8 The school does not provide suitable facilities for sick children and an additional toilet is required in the Garden Room section of the Nursery.
4.9 Routine administration and maintenance are very efficient and are most welcoming and helpful.
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 regulatory requirements the school should:
(a) ensure that there are appropriate facilities for children who are ill in accordance with the Education (School Premises) Regulations 1999 [Regulation 5.(1)];
(b) ensure that in the Garden Room there are sufficient toilets for staff and pupils including pupils with special needs taking into account the Education (School Premises) Regulations 1999 [Regulation 5.(k)].
4.12 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 The school is highly successful in meeting almost all its aims. The school has recognised that it can extend its aim to develop lively and enquiring minds by ensuring that more teaching includes opportunities for independent study.
5.2 A good balance is preserved between preparation of pupils for competitive entry into their next school and encouraging them to enjoy their education with increasing confidence. That pupils achieve well is exemplified in their work and in the results of standardised and national testing carried out by the school. Pupils’ personal development is nurtured very effectively in a caring environment, so that pupils develop mutual respect, a clear understanding of how to behave and a sound personal discipline for study and activity. Efficient systems of assessment ensure that teaching is well matched to most pupils’ abilities, and those who need additional help are well supported in the classroom. However, provision for pupils needing additional help is not consistent in all classes. Occasionally the most able pupils are not sufficiently challenged in their lessons and the school has recognised this as an area for continued development. Senior management and all staff work hard for the benefit of the pupils.
5.3 The school has improved since the last inspection and all of the recommendations have been implemented. The role of subject coordinators has been effectively established; the imbalance in the curriculum has been corrected by much improved provision for science and DT; comprehensive and very helpful curriculum documents have been developed; pupils’ work is now marked very well throughout the school; the use of ICT has been extended. Since the last Ofsted inspection in 2004, the Foundation Stage continues to provide education of a high quality.
5.4 The school complies with almost all of the regulatory requirements, but does not at present meet Standard 5.
5.5 The school should:
1. consider the greater use of its larger indoor areas for class activities when space for these in the classroom is limited;
2. continue to consider ways to provide greater opportunities for independent learning.
5.6 In order to meet all the regulatory requirements, the school must:
(1) ensure that there are appropriate facilities for children who are ill in accordance with the Education (School Premises) Regulations 1999 [Regulation 5.(1)];
(2) ensure that in the Garden Room there are sufficient toilets for staff and pupils including pupils with special needs taking into account the Education (School Premises) Regulations 1999 [Regulation 5.(k)].
6. summary of inspection evidence
6.1 The inspection was carried out from 2nd to 5th October 2006. The inspectors examined samples of pupils’ work, observed lessons and conducted formal interviews with pupils. They held discussions with teaching and non-teaching staff and with the proprietor, 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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Mr Gordon Waite |
Reporting Inspector |
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Mr Martin Bates |
Head of Department ISA and IAPS school |
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Mrs Elaine Brook |
Head, GSA school |
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Mrs Chris Lewsey |
Deputy Head, IAPS school |
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Mrs Vivien Tabone |
Head, ISA school |