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INSPECTION REPORT ON |
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Dorchester Preparatory School |
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Full Name of the School |
Dorchester Preparatory
School |
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DfES Number |
835/6027 |
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Address |
25-26
Icen Way, Dorchester, Dorset DT1 1EP. |
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Telephone Number |
01305
264925 |
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Fax Number |
01305
269782 |
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Email Address |
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Headteacher |
Dr.
C. J. Rattew |
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Proprietors |
Dr.
and Mrs. C. J. Rattew |
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Age Range |
3
– 18 |
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Gender |
Coeducational |
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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 Dorchester Prep is privately owned as a company by White Swallow Education Limited. One proprietor is the headteacher and the other, his wife, is a teacher in the modern foreign languages department.
1.2 The aim of the school is to meet the individual needs of the pupil, whatever their age, aptitudes, abilities and interests. The school also aims to provide a holistic approach which fosters and develops a caring community where everyone feels respected and valued and pupils are happy, and, in addition, to adapt the curriculum to flexibly serve the needs of each pupil and to work for pupils to become independent and confident learners by an age and at a level appropriate to the individual.
1.3 The school is housed in what were originally two adjoining four-storey residences and has since been extended to the rear. The building is set behind its own front garden about 10 metres back from a busy road in a residential area close to Dorchester town centre. The extensive rear gardens of the original buildings provide a hard surface playground down the right-hand side, and down the left-hand side a garden that is being reconstructed by parents. This new area will provide a nature resource for teaching, a quiet area and a space for the use of play equipment by the younger pupils. Sports facilities are located elsewhere and hired by the school. Sports coaching and access to local clubs provide opportunities for the physical education of pupils.
1.4 The school was set up as a preparatory school in 1947 and is accredited by the Independent Schools Association (ISA) as a preparatory school teaching pupils to the age of 13. The Department for Education and Skills (DfES) in 2001 granted permission for the school to extend its provision to teach pupils up to the age of 16. In the summer of 2006 the DfES officially recognized the teaching of students up to A-level.
1.5 The school educates 52 pupils between the ages of 3 and 18. All three- and four-year olds are in receipt of nursery education grants. At the time of the inspection, eight full-time pupils were in the Foundation Stage. Another seven pupils attended part-time. Twenty-five pupils were in Years 1 – 6, 12 of whom were boys with 13 girls. Nineteen pupils were in Years 7 – 13, of whom 12 were boys with seven girls. There were four full-time pupils in the sixth form. Pupils are largely from families with professional and business backgrounds. The individual pupils in Years 10 – 12 are not gathered into discrete GSCE or A-level groups. Instead, pupils follow individual timetables which allow them a personalized programme of education.
1.6 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. Some senior pupils who enter the school late in their education bring specific problems associated with being bullied or with not receiving the support and guidance they needed to be successful in larger schools.
1.7 Standardised tests results for year groups across the preparatory school indicate a wide range of ability between very able pupils and those with well below average levels of ability. In general, the ability range of the pupils is in line with that of non-selective maintained schools. If pupils were to achieve in line with their ability they would obtain results that were in line with those of non-selective maintained schools. Any comparison with national averages, however, will need to be treated with caution because of the very small number of pupils at each age group in the school.
1.8 Two pupils receive special support because English is not their first language. One pupil has a statement from a Local Authority (LA) while another pupil had a statement that is privately funded. There are three pupils at School Action Plus status and a further five pupils receive extra support in response to their identified learning need. The learning needs of all pupils can be addressed by the teachers working with small class groups, and on occasions assisted by support from classroom assistants.
1.9 Since the last inspection in 2000 a number of significant changes have taken place. The extension of the school provision to educate pupils to the age of 18 broadened the educational experience the school offered. The proprietor took up the headship of the school in September 2005 and began building a senior management team.
1.10 National Curriculum nomenclature is used throughout this report to refer to year groups in the school. Classes from nursery and kindergarten to Year 8 are referred to as the preparatory school, while the classes in Years 9 to 13 are known as the senior school.
The Educational Experience Provided
2.1 The school provides a good range of educational opportunities suited to the interests, aptitudes and needs of all pupils. The education is consistent with the school’s declared aims and philosophy. In the last inspection the overall quality of education was judged to have many good features. This continues to be the case.
2.2 All pupils have access to a wide range of curriculum experiences which addresses all aspects of their education and gives them a positive educational experience. The fundamental aspects of education are 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. Technological skills are taught effectively with pupils making very good use of information and communication technology (ICT) in all aspects of their work. Pupils’ human and social, physical, aesthetic and creative progress is well supported through a curriculum which emphasises the development of the whole person. 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 is one of the key strengths of the school.
2.3 While the range of extra-curricular activities is limited in number, they are well used by staff to enrich the educational experience of pupils of all ages. After-school clubs are limited in range. Visits out of school to a variety of locations give opportunities for pupils to develop their aesthetic, physical and social skills and to grow in confidence and independence.
2.4 The school prepares pupils well for their next steps in education or employment. Support and guidance for individuals reflects the focus on a tailored approach to serving the needs of each pupil. Carefully selected work experience placements serve the needs of those leaving school to go into employment. Last year, senior pupils attended a careers convention and said they found it most helpful and looked forward to more in the future.
2.5 Preparation for adult life is inherent in many aspects of the work of the school. There is constant attention to developing self-confidence and the ability to be at ease in the company of others. Pupils are informed of the demands of adult life in citizenship lessons and through the personal, social and health education (PSHE) programme.
2.6 Educational planning is effective and is heavily influenced by the aims of the school to provide an education to meet the individual needs of the pupil, whatever the age, aptitudes, abilities and interests of the pupil and to adapt the curriculum to flexibly serve the needs of each pupil. The school is successful in meeting both of these aims. As a result, all pupils have equality of access and opportunity in a way that is well matched to their needs. A good example of equality of access is in the after-school language clubs that are open to participants of a wide range of ages and abilities. Another illustration of giving all pupils opportunities is the manner in which the school elects to enter pupils for examinations based on their need and ability and not on their age. The success in examinations of a number of pupils entered before their due date justifies this practice.
2.7 The school successfully meets the curricular requirements of pupils in need of special provision, including those for whom English is an additional language and those with a statement of special educational needs. The work of the special needs support staff is of a very high quality. Staff are fully informed of the needs of individual pupils and are briefed on effective techniques to use with pupils in need of support. 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. Classroom assistants provide a high quality of support and are well placed to pass on information about pupils’ performance to the different teachers with whom they work.
2.8 Two pupils requiring support because English is not their first language are well served by the school.
2.9 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.10 Pupils are well educated and achieve 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 achievement of pupils across all aspects of their education indicates the school is successfully meeting each of its aims. In the last inspection, pupils were judged to have reached levels of attainment commensurate with their age, ability and prior attainment. This situation has been improved upon with pupils now reaching levels that are good for their ability.
2.11 In many subjects, pupils demonstrate that they are well grounded in knowledge, skills and understanding and are adept at applying what they have learned and can respond critically and creatively. The understanding and positive thinking of Years 5 and 6 pupils in a geography lesson was very good. They identified the problems with the measurements they were to make with little prompting from the teacher. Discussion led them to conclude that there were two methods that would be most effective. They then organised themselves into two groups to test the methods and were most enthusiastic in carrying out the task. Adjustments to their procedures as they carried out the task were appropriate and showed a very good level of awareness of what they were doing. The same high levels of understanding and application of critical thinking were widespread.
2.12 In their conversations and interaction with teachers, both in lessons and in activities, pupils show a good ability to be critical in their thinking and to be creative in finding solutions to problems. For a number of pupils, just being in a school is a problem that causes them great anxiety. They have learned to solve this problem and its associated elements through the support of the staff and the encouragement and welcome of fellow pupils.
2.13 Pupils of all ages and ability, both boys and girls, show good levels of attainment and all make good progress. Pupils with special learning needs and those for whom English is a second language make good progress and reach standards that are good for their abilities.
2.14 The numbers of pupils entering public examinations are too low to make any comparison with national averages. In relation to their abilities, pupils reach good levels of attainment, many of them being successful at GCSE, and in national tests at the end of the key stages. In a number of cases, pupils have been entered for GCSE examinations earlier than is normal for their age and have achieved good grades. In one case, a pupil entering the school at the start of Year 10 sat his design and technology (DT) examination within nine months and gained an A-grade at GCSE.
2.15
Individual pupils achieve good
levels in sports and in public competitions.
Some pupils have performed at county and at national levels in
sport. One pupil reached the final of a world-wide poetry competition held in
2.16 Pupils develop as articulate and effective communicators. They listen carefully to each other and when given the chance are able to write well for a variety of purposes.
2.17 They make good use of their 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.
2.18 ICT is used to a very high standard and pupils make full use of their understanding and skills in a variety of subjects. The use of computers in art lessons was particularly strong with many imaginative tasks being carried out by pupils who showed a high level of creative thought. In an English lesson, pupils used their ICT skills effectively to play with words and then stored their results for future use.
2.19 Pupils are well able to argue, think for themselves and to reason out solutions. They do so always in a context of respect for the opinions of others. Their level of tolerance and acceptance of each other is very high. The very good quality of the relationships between pupils allows for a brisk exchange of opinions without offence being given or taken.
2.20 While generally they are good at taking notes and organizing their work, some pupils find great difficulty in doing so because lack of organization is one of the consequences of their learning difficulties.
2.21 In lessons and activities, pupils settle to their work, persevere in the task, draw enjoyment from what they do and are able to work effectively in a variety of groupings or on their own.
Spiritual, Moral, Social and Cultural Development of Pupils
2.22 Pupils display a very good level of spiritual, moral, social and cultural development. This aspect of the school was recorded as very good in the last inspection report and continues to be so. In bringing pupils to this very good level of development the school achieves one of its aims to provide a holistic approach which fosters and develops a caring community where everyone feels respected and valued and pupils are happy.
2.23 Pupils’ self-awareness, self-esteem and self-confidence grow quickly within an environment where emphasis is placed on the development of the whole person. The nurturing of confidence and a sense of self-worth and the encouragement to support others brings about impressive levels of personal development. This development is all the more noteworthy considering the negative experiences of education many of the older pupils had before moving to the school.
2.24 The school does not directly foster faith or personal belief but does encourage pupils to consider a personal faith. The regular contact with the Anglican Church and exploration of Christian beliefs in religious education (RE) are some of the ways this is done. The 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 and their willingness to share the produce from their harvest festivals and performances in a local residential home around Christmas indicate the high level of personal generosity they have developed. The whole school assembly each week allows for expression and development of personal belief by those pupils who are active Church members and allows other pupils the opportunity to reflect on life and on a religious interpretation of it.
2.25 The pursuit of moral development is a constant thread that runs through the activities of the school. As a result of the many activities that develop understanding of, and active responses to, personal accountability, pupils display a strong moral development. Older pupils are aware that they have a responsibility for the way their behaviour impacts on the positive atmosphere in the whole school. They respond keenly to this responsibility with positive cooperation and sensitive consideration for others. The system of rewards and sanctions is a practical instrument in fostering moral insight and development. Pupils understand the system and in conversations with them they say the system is fair and reasonable. Staff show sensitivity in applying the rewards and sanctions policy, especially in cases where behavioural development is hindered by the type of learning difficulties some pupils have. Older pupils respond well to encouragement and praise for good behaviour. At the other end of the age range, the nursery pupils’s behaviour is encouraged by much praise and a visual acknowledgement for an act of helpfulness such as the awarding of a petal in recognition of an act of helpfulness. The pupil can affix this award to their own sunflower drawing, which then acts as a record of their achievement.
2.26 Socially, pupils are aware of and care for each other. They notice when other pupils are upset or in some difficulty and will give the support needed. A number of pupils commented on their first experiences after joining the school where other pupils went out of their way to make the newcomers feel at home. As pupils grow older they are very conscious that they should contribute to the life of the school. They play no small part in creating a family atmosphere within the school.
2.27 Older pupils support younger pupils and are conscious of acting as role models for them. The older ones help staff by looking out for the younger ones when out of school for games and sports. The experiment with the prefect system and the school council last year left pupils disappointed when it was not pursued because they saw these as more formal opportunities to help shape the life of the school.
2.28 Pupils’ awareness and understanding of the wider society in which they live are good. The curriculum for citizenship and the occasions when the school takes pupils out of school gives them a broad general knowledge of public institutions and services.
2.29 Pupils acquire an active appreciation of their own culture and they develop a respect for that of others. While there are not many chances to be in direct contact with different cultures in school, pupils are aware of differences in life-styles and in customs around them. Pupils respond sensitively to the small number of pupils with cultural backgrounds different to their own. Through history and RE lessons they develop understanding of the differences between peoples. The recent harvest festival celebrations included an exploration of how the Jewish community celebrates harvest. Visits to the theatre and experiencing music from around the world make them aware of difference among peoples.
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 is good and staff teach their pupils effectively. A particular mark of the teaching is its effectiveness in meeting the needs of individual pupils. In this sense teaching helps to fulfil the aim of the school to meet the individual needs of the pupil, whatever the age, aptitudes, abilities and interests of the pupil. In the last inspection the quality of teaching was judged to be satisfactory or better. This time the quality of teaching has improved and is judged to be good.
2.32
Teaching
enables pupils of all ages, including those with special needs and those for
whom English is not their first language, to acquire new knowledge, to increase
their understanding and develop skills, and make progress according to their
ability. In a mathematics lesson in
Years 7 and 8, pupils working on
computers were able to show their reasoning skills as they used their prior
knowledge to change numbers in spreadsheets.
The use of computers is an integral part of many lessons.
2.33
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. In an English lesson with
Years 5 and 6, pupils were
brought to a realization of the impact of the opening sentence in a piece of
writing through the use of headline grabbing statements. They progressed quickly to use speech marks
to produce interesting openings.
2.34
All
teaching is planned and delivered in a manner that is responsive to the
identified needs of each individual.
Teachers use their understanding of their subject to match tasks and
learning objectives to the abilities of pupils.
Pupils respond to well-planned
teaching that uses a range of methods and appropriate activities. In Spanish and German lessons pupils were
enthusiastic in their use of the target languages. In a geography lesson good use was made of
the outside areas of the school as pupils carried out a practical task of
mapping the immediate area of the school.
2.35
The range
of resources is adequate throughout the school so that teachers are able to
teach effectively. The new computer
suite is a valuable addition to the range of resources. In a mathematics lesson with Years 3 and 4
very good use was made of the computers to build understanding and to allocate
different tasks according to the ability and the needs of each pupil. The installation of an interactive white
board in the library gives staff another potential asset for use in their
teaching activities.
2.36
Planning
at subject level is thorough. Formal
assessment is carried out on a regular basis.
Constant informal assessment of achievement, attitude and development is
at the heart of the teachers’ ability to refine their teaching to meet the
needs of pupils. The information
gathered is used effectively by teachers to improve their teaching and to raise
the standards achieved by boys and girls of all abilities. Assessment of pupils with learning needs is
very good, being thorough and comprehensive in its scope. The information gathered on pupils’
performance is shared at staff meetings.
2.37
The
orderly behaviour in lessons is a consequence of the good teaching and of the
excellent level of relationships between teacher 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. For instance, the use of one-to-one contact
between teacher and pupil in lessons was possible because other pupils were
working successfully alone, or in pairs or in small groups without the need for
constant supervision.
2.38
Evaluation
of pupils’ overall performance is carried out on a regular basis at staff
meetings and in day-to-day conversations among teachers and through the
interaction between teachers and the classroom assistants. The formal assessment and the informal
tracking of performance compare pupils’ progress to their abilities and to the targets set for
development and improvement, and in relation to the aims of the school. The monitoring and the collating of
information thus gathered have been very well managed by a member of senior
staff. While the overall supervision of
the process still resides at that senior level, the practical day-to-day
assessment process is now handed over to the new middle manager coordinators.
2.39 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 level of care for pupils is very high 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 caring atmosphere that is prevalent satisfies the aim of the school to meet the individual needs of the pupil, whatever the age, aptitudes, abilities and interests of the pupil. It is a strength of the school. The quality of pastoral care, and the welfare, health and safety of pupils was noted as a strong feature of the school in the last inspection and continues to be so.
3.2 Pastoral arrangements are effective. Each pupil has ready access to a tutor. All staff are informed of the needs and the progress of individual pupils at regular staff meetings.
3.3 The excellent relationships between staff and pupils and between pupils themselves are a key contributor to the orderly behaviour of pupils. The quality of these relationships is a strength of the school and contributes greatly to pupils’ development and progress.
3.4 The quality of care throughout the school, together with the topics covered in PSHE, help to reinforce procedures that are adopted to prevent bullying. In the event of bullying occurring, comprehensive and precise procedures, well-documented in the staff handbook, are activated. Staff are fully aware of these measures and are reminded of them regularly at staff meetings. Pupils are well aware of the procedures for preventing and for dealing with bullying. Older pupils said bullying was very rare and if they saw it starting they would “intervene to stop it and if that did not work we would go to staff and they would deal with it”.
3.5 Good discipline is a feature of the school and, on occasions when this falls below the expected level, there are clear guidelines as to how to deal with it constructively. Records are kept of any misbehaviour, with notes of how the situation was resolved. Very few incidents have had to be recorded
3.6 Procedures for ensuring pupils’ welfare, health and safety are secure. The school provides lunches that are cooked on the premises in hygienic conditions. Supervision of pupils at lunchtime and the provision of a served, fixed-menu lunch mean that pupils taking school meals are monitored in terms of healthy eating. The same level of supervision is not exercised over lunches brought by pupils from home.
3.7 Procedures for child protection are fully in place and are well documented in the staff handbook, and are known by staff. The named person for child protection is a senior member of staff with backup from another member of the senior team. The requirements for Criminal Records Bureau (CRB) checks and for appointments are correctly observed. Risk assessments for all activities are carried out according to requirements. Pupils taken ill are treated appropriately and there are suitable facilities at hand. 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.
3.8 Two health and safety issues raised with the school during the inspection were dealt with appropriately.
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 established an effective partnership with parents and some worthwhile links with the local community. The school has used the support of the parents and the community to help it successfully achieve its aims of meeting the individual needs of pupils and of working to promote pupils as independent and confident learners. The standard of the links with the parents and the community maintains the high quality found at the last inspection.
3.11 In the pre-inspection questionnaire parents were unanimous in expressing their satisfaction with the education and support provided for their children. In particular, they appreciated the range and the quality of information offered by the school. They acknowledged the many opportunities to discuss matters of concern and welcomed the way the school responded to them on issues they raised. Parents were generous in their praise for the promotion of high standards of behaviour and for the success of the school in developing worthwhile attitudes in pupils. They appreciated the flexibility of the school in meeting the individual’s needs, the choice and combinations of subjects, and entry to examinations based on the readiness of the pupils rather than on their age.
3.12 Parents respond well to the opportunities for involvement in activities in the school and in the work and progress of their children. Two key avenues for this support are the homework diary and the reading record book. Both are well used by parents as a way of keeping track of their child’s progress and as a way of communicating with the staff. Parents willingly help with sports activities and accompany pupils on trips to places such as the local swimming pool or to venues further afield. The Parents, Teachers Association (PTA) is active in fund raising and willingly helps the school in practical ways. For example, at the moment they are involved in a major restructuring of the school garden with the opening planned as part of the celebration of the school’s sixtieth anniversary.
3.13 Parents are provided with the required information about the school. Notice is regularly given of special events, important dates, and the details of the pupils’ work and successes. The termly newsletter, produced entirely by pupils, gives parents a pupils’ view of the school and at the same time illustrates the ability of the pupils to carry out a major project to a high standard. Prospective parents receive a wide range of information dealing with all aspects of their children’s entry into the school.
3.14 Detailed and informative reports are issued twice a year. The comments in most reports address the performance of each pupil in mastering the key skills, knowledge and understanding covered in the subject since the last report. The best reports, such as in science, add detailed targets to help pupils to make improvements. Parents are invited to comment on the reports. In addition they can raise issues arising from the reports at the two formal parents’ meetings held each year.
3.15 The school handles the concerns of parents with care. Parents commented on how easy it is to raise concerns and how responsive and supportive the school was in dealing with them. Several members of senior staff attend the front entrance of the school at the start of each day to welcome pupils and parents. This is a very good contact point for parents to share or to seek information or to make an appointment for a longer discussion.
3.16 Parents feel comfortable in passing on information about their children so that the school can respond appropriately to the needs of each pupil. Equally, the school is careful to give full information to parents about their children especially when they are in receipt of special support. When required, the school provides a very good liaison service between parents, the school and outside agencies.
3.17 A detailed and helpful complaints procedure is in place. New parents are informed of the procedure and parents of existing pupils are reminded of it annually. There were no formal complaints recorded in the past year.
3.18 The school promotes positive, but limited, links with the wider community. The vicar of the local Anglican Church visits the school, sometimes leads assemblies and makes his church hall available to the school for the whole school assembly on a Friday morning. Links have been established with a range of local interests through the school’s use of sports facilities in the area. The distribution of goods from the school’s harvest festival celebration and the singing of Christmas carols at a local residential home bring pupils in contact with members of the local community. Raising money for local, national and international charities lifts the horizons of pupils and broadens their appreciation of the wider world and brings home to them the level of need that exists in their own society as well as around the world.
3.19 The work experience programme for senior pupils is valuable and is tailored to the needs of individuals. Access to the local community is one of the ways the school uses to help pupils to become independent and confident, which is a key aim of the school.
3.20 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 governance of the school has established appropriate aims and values. Effective oversight and guidance are very well managed through the activities of the proprietor in his role as headteacher, and through the work of the senior team. The governance of the school has created an ethos that creates and delivers a good quality of education that achieves the aims of the school. This success was identified in the last inspection.
4.2 The structure and management arrangements for governance are closely tied to the exercise of the role of headteacher by the proprietor. Information is gathered and evaluated relating to all aspects of the life of the school and to the well-being and development of pupils. Clear procedures are in place for whole school monitoring and for evaluating all activities against the aims of the school.
4.3 Educational development is established as the main criteria for all decisions relating to school development and improvement. Financial planning is well focused and supports the strategies that are established to support effective education.
4.4 The headteacher is well placed to have a good insight into the working of the school and, working closely with his senior team, he is able to provide staff with support, advice and an appropriate level of challenge. A number of staff expressed their appreciation of how easy it was to consult with senior team members and to draw down support and advice when it was needed.
The Quality of Leadership and Management
4.5 The quality of leadership and management by senior managers 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. The quality of leadership and management by other post holders in the school is satisfactory. Leadership and management of the school are effective in making the school’s aims a reality. In the last inspection the management structure was not clearly defined. This has now been remedied. The relatively new senior team is operating effectively and providing very good leadership and management. Systems for planning, monitoring and evaluating by middle managers are undeveloped.
4.6 Clear educational direction is given by leaders and managers. Good networks of mutual support among senior staff and the readily available support for all staff has established an ethos of cooperative working that is very effective and accounts for many of the improvements in the school in the last twelve months.
4.7 The senior team is effective in 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. The daily informal contacts between staff are effectively used to share information. 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.
4.8 At the start of the current academic year, three middle managers took up post with the brief of exercising leadership and management of core subjects and activities across the school. The special educational needs coordinator exercises whole school responsibility and leads the development of literacy. The teacher in charge of numeracy and the teacher in charge of science now support and guide other staff. In each case, another teacher has been nominated to work alongside these key middle managers to assist them in their role and to take over should the need arise. Until now, monitoring the effectiveness of teaching and learning has been a direct responsibility of a member of the senior team. While retaining an overall supervisory and monitoring role, this activity is now in the hands of the new middle managers. An equally vital part of their new role is ensuring that the needs of individual pupils are addressed and that pupils make progress. Being so new to post, the middle managers involved show an awareness of what their role entails but do not yet have a good understanding of how to be most effective.
4.9 Staff morale is high. Suitably qualified and experienced staff are recruited and supported in delivering an education that is of great benefit to each pupil. Particular attention is paid to recruiting staff who will make an effective contribution to the unique ethos and activities of the school
4.10 Financial resources are well managed and appropriate resources are in place to support the educational aims of the school and to meet the needs of the pupils. Computers are installed in classrooms throughout the school and new computers have been installed in the recently refurbished computer suite. The use of computers by staff and pupils is monitored to assess their impact on teaching and learning. Adequate equipment, books and other resources are found in all areas of teaching. Staff requiring new resources bid for the funding and are required to show how teaching and learning will benefit if the resources are provided.
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 style and range of the support offered to 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.
5.1 The school is successful in achieving its aims of creating a sense of a community that supports and develops individuals and of meeting the individual needs of the pupil, whatever their age, aptitudes, abilities and interests.. It provides a good quality of education for all its pupils. The work of the SEN staff has been instrumental in giving a very high level of support to staff working with pupils with learning needs as well as working effectively with pupils. Pupils enjoy a caring and supportive atmosphere that brings them to a good level of self-confidence, self-awareness and self-esteem and which fosters a strong sense of community where each person feels respected and valued and where pupils are happy. The good quality of teaching successfully addresses the needs of individuals including those with learning difficulties. As a result, the pupils’ personal development is very good. Pupils make a significant contribution to the life of the school through their mutual respect and through the support and friendships they offer each other. Changes in senior leadership and management over the last twelve months have been beneficial in positively supporting the effectiveness of teachers. Through its own monitoring the school has identified the need to develop leadership and management more widely throughout the school as a way of improving further the quality of teaching and as a way of raising the standards achieved by pupils.
5.2 The school has responded successfully to all recommendations made in the last inspection. The provision for learning support has been strengthened and management structures have been clearly defined.
5.3 The school meets all the regulatory requirements.
5.4 The school has a number of issues to resolve and to improve its provision further, it should carry out the following development:
1. strengthen staffing provision by developing the leadership and management skills of subject coordinators.
5.5 No action in respect of regulatory requirements is required.
6. summary of inspection evidence
6.1 The inspection was carried out from the 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, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions. 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.
|
E. Dunphy |
Reporting inspector |
|
R. Balding |
Former IAPS head of science and technology |
|
T. Fawell |
Former ISA headteacher |
|
E. Harries |
Former ISA/GSA headteacher |