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INSPECTION REPORT ON |
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Highfields School |
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Full Name of the School |
Highfields School |
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DfES Number |
891/6000 |
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Registered Charity Number |
528261 |
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Address |
London
Road, Balderton, Newark-on-Trent, Nottinghamshire, NG24 3AL |
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Telephone Number |
01636
704103 |
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Fax Number |
01636
680919 |
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Email Address |
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Headmaster |
Mr.
D.R. Wood |
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Chairman of Governors |
Mr.
R.N. Loynes |
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Age Range |
3
– 11 |
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Gender |
Mixed |
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Inspection Dates |
12th
– 15th June, 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 Highfields School is a non-selective co-educational day school for boys and girls aged 3 to 11. The school was established 61 years ago by local people, and in the early days parents provided finance and worked to build up the school. It became, and remains, a school with a family atmosphere, placing a strong emphasis on pastoral care and the personal development of its pupils, as well as their academic progress. Parents are still involved in its governance, as several parents sit on the board of governors which administers the school. The headmaster was appointed in September 2004.
1.2 The school is situated in New Balderton on the outskirts of Newark, one-and-a-half miles from the town centre, and is set in fourteen acres of quiet parkland and sports fields. The original house still comprises some junior classrooms, library, information and technology (ICT) room and the administrative centre of the school. Over the last ten years, several buildings have been added to provide modern and up-to-date facilities, particularly for younger pupils who are housed in these newer areas. Some subjects have their own specialist teaching rooms, including music, art and design and technology (DT). The school also benefits from a dining room and sports hall, as well as outside playing areas.
1.3 The number of pupils on roll has increased since the last inspection. It now has a total of 195 pupils, of whom 71 are in the Foundation Stage, including 45 part-time pupils, 42 are in Years 1 and 2, and 82 are in Years 3 to 6. 94 boys and 101 girls attend the school. The results of the Foundation Stage Profiles and of standardised tests across the school indicate that pupils as a whole are of above average ability, although the results in different year groups vary quite considerably. If pupils perform according to their abilities, their results will be above the average for all maintained primary schools.
1.4 Most pupils come from professional or business families, living in Newark or the outlying villages. A few travel a considerable distance to attend the school. Approximately four per cent of pupils come from ethnic minorities, and one pupil, who is at an early stage of learning English, comes from a family where English is not the principal language. Twenty-two pupils are identified as needing learning support, with the most usual difficulties being medical, dyslexia, or the development of literacy or numeracy skills. No pupil has a statement of special educational need.
1.5 Having completed their primary education at Highfields, approximately two-thirds of pupils transfer to local maintained selective grammar schools at the end of Year 6. The remaining pupils gain entry to independent senior schools in the surrounding towns and cities; a very small number continue their education in independent boarding schools.
1.6 The main aim of the school is to provide a broad-based education appropriate to the needs of the pupils, and that, through this, the pupils will:
· acquire the knowledge and skills that enable them to tackle the next phase of their educational, physical, spiritual, social and emotional lives with confidence and success;
· feel valued and significant, whilst having an expectation that they should behave in a responsible manner, both to themselves and others;
· develop as individuals, whilst having an understanding that they have a responsibility of service to their community;
· learn how to live together in a community, showing consideration, courtesy and respect for other people and their property at all times;
· work to acquire the resourcefulness that will enable them to obtain the best from their environment;
· develop the foundations on which to build a happy and fulfilling life;
· find their time spent at Highfields enjoyable and stimulating.
1.7 National Curriculum nomenclature is used throughout this report to refer to year groups in the school. The year group nomenclature used by the school and its National Curriculum (NC) equivalence are shown in the following table.
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School |
NC name |
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Nursery |
Nursery |
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Reception |
Reception |
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Form 1 |
Year 1 |
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Form 2 |
Year 2 |
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Form 3 |
Year 3 |
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Form 4 |
Year 4 |
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Form 5 |
Year 5 |
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Form 6 |
Year 6 |
The Educational Experience Provided
2.1 The quality of the educational experience provided is good and is consistent with the school’s overall aim of providing a broad-based education appropriate to the needs of the pupils. Since the last inspection, the school has maintained the quality of its curriculum, but it has not addressed one of the main recommendations, which was to review the use of subject specialists to ensure their expertise is used in the most effective way.
2.2 The educational experiences provided contribute effectively to pupils’ progress in all areas of learning and a broad range of subjects is offered. At Foundation Stage, the curriculum is very good and based on the six areas of learning, working through the stepping stones towards the nationally specified Early Learning Goals. This programme is enriched by the introduction of French. Across the rest of the school, the curriculum incorporates all the National Curriculum subjects and French, religious education (RE) and personal, social and health education (PSHE), to give a broad and mainly balanced programme of activities and a range of opportunities for pupils’ personal development. Specialist teaching in French, swimming, physical education (PE) and music occurs from Reception to Year 2, with the addition of games, RE, art and DT from Years 3 to 6. No further specialist teaching has been introduced since the last inspection.
2.3 A minor imbalance occurs because creative subjects, for example art and DT, and history and geography only receive half the nationally recommended time. Drama is not formally timetabled. Across all subjects, many opportunities are given for speaking, listening, literacy and numeracy skills to be developed. The beautifully kept and extensive school grounds, with their trees, orchards and pond, offer additional educational opportunities in many areas of the curriculum.
2.4 The curriculum is enriched at all stages by an excellent variety of educational visits, including day trips - to theatres, art galleries, museums, places of historical interest and many others - and residential visits to Yorkshire for Year 5 pupils and France for Year 6 pupils, as well as an activity holiday. Pupils speak about these with great excitement and enjoyment. Visitors, some of whom are parents, come into school to share their interests and expertise. ‘Story Sacks’ in the infant department are further evidence of the provision for extending the school curriculum into the home, and parents and children report back with enthusiasm!
2.5 The school provides a good selection of extra-curricular clubs, including a wide range of sporting opportunities and various musical activities. Other subject areas are less well represented, narrowing the range of choices. Approximately half of the staff contribute their interests and expertise periodically. Pupil participation rates are good and the pupils really enjoy and appreciate this provision. Worthwhile links with the community have been forged, for example by the Christmas party hosted for senior citizens and the ‘adoption’ of a police horse!
2.6 The school prepares pupils well for each stage of their education. Induction into Nursery, and from one year group to the next throughout school, is good. The preparation for transition into senior school is outstanding. Senior staff assist parents with their choices; pupils are well prepared both academically and in their personal development, and contact with each leaving pupil is maintained.
2.7 Curriculum planning in Reception is thorough and very detailed but at Nursery it contains insufficient information about how the stepping-stones within the six areas of learning are going to be covered. Throughout the rest of the school, long- and medium-term planning is good and appropriate to the needs of pupils. Equality of access and opportunity for all pupils is generally provided by promoting a wide range of activities, except where access is curtailed for those pupils leaving lessons to participate in sporting fixtures. When this happens, these pupils lose access to the humanities and art and DT, where this may be their only opportunity in the week to study these subjects.
2.8 Curricular provision for pupils with learning difficulties or disabilities, and those for whom English is an additional language, is good. Effective support is provided in the classroom and, where necessary, pupils are withdrawn from lessons for additional individual or small group help with the special educational needs co-ordinator. Useful individual education plans with appropriate targets, of which all staff are aware, have been produced for these pupils. This ensures that they receive an education appropriate to their needs.
2.9 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.10 Pupils learn effectively and achieve well in relation to their abilities. This is in line with the aim of the school of encouraging pupils to acquire knowledge and skills that will enable them to tackle the next phase of their educational, physical, spiritual, social and emotional lives with confidence and success. The school also fulfils its aims of promoting the development of the foundations necessary for building a happy and fulfilling life and the acquisition of resourcefulness that will enable pupils to obtain the best from their environment. Standards of learning and achievement have been maintained since the last inspection.
2.11 Pupils make good gains in their knowledge, skills and understanding across all subjects and activities, through well-planned lessons and good quality teaching. Literacy skills are used effectively and pupils speak, listen, write and read with confidence and enjoyment. Numeracy skills build upon firm foundations and pupils progress well. They apply this knowledge and understanding effectively in a variety of situations in subjects such as science and geography. Many opportunities in different subjects are given for developing creativity. In art, Year 4 pupils were successfully creating their own landscapes based on Van Gogh’s The Wheatfield and Cypresses, and an example of creative movement to music was seen in a Year 1 PE lesson where pupils were performing the story of Jack and the Beanstalk in mime. Some investigative work is undertaken successfully from Foundation Stage onwards; for example, Reception children were investigating the various foods eaten by The Very Hungry Caterpillar and recording their likes and dislikes after tasting. However, in science and mathematics, opportunities for investigation are more limited.
2.12 No significant difference was seen in the relative attainment of pupils of different gender, in different subjects or between pupils of differing abilities. All pupils were equally willing to tackle the tasks set and applied themselves with enthusiasm. Those with learning difficulties or disabilities and those for whom English is an additional language achieved as well as their peers because of the helpful support they received from their teachers. However, the results of national tests at age 11 in 2005 revealed a marked difference in the attainment of boys and girls, with boys achieving much better standards than girls, particularly in mathematics and science. This was due in part to the ability profile of the cohort, and to the fact that many of the boys had attended Highfields for a much longer time than several of the girls.
2.13 Results in national tests at age 11 over the three years up to 2005 in English, mathematics and science were good for pupils’ abilities overall; they were well above the national average for all maintained primary schools in English, and above the national average in mathematics and science. These results are indicative of the quality of the education being offered. Pupils’ good standards of achievement were also reflected in lessons seen during the inspection.
2.14 The school has a growing list of individual and team achievements which are the result of the school’s encouragement and nurture of talent. Over the last three years, all pupils passed entrance examinations to the secondary schools of their parents’ choice, with six pupils winning academic scholarships and one winning a tennis scholarship to independent senior schools. In the London Academy of Music and Dramatic Art examinations, over the last three years all pupils have passed, with 24 being awarded honours, 136 gaining distinctions and 58 gaining merits. Similarly, over the last three years, all pupils have passed their examinations of the Associated Board of the Royal Schools of Music, with eight being awarded distinctions and 24 gaining merits. This year, two pupils were chosen to train with the Nottinghamshire Under 11 County Hockey Squad, and two pupils have represented Nottinghamshire as county swimmers. The school’s cricket team are the Under 11 champions for the Midlands region of the Independent Schools’ Association. The girls’ Under 11 mini-tennis team are the county champions, and, in the Nottinghamshire Independent Schools’ cross-country championship, pupils from Highfields won first place overall in the Under 10s section, winning individual first, second and third places.
2.15 Pupils develop competent skills and very positive attitudes for work and study. Their literacy skills are well developed; they are articulate, listen effectively, and both read and write intelligently and fluently. Pupils are confident in expression and use subject-specific language extremely well, particularly in science and mathematics. They listen carefully to each other’s comments during frequent discussions.
2.16 Numeracy skills are well taught and pupils can apply mathematical concepts effectively. For example, World War II data were presented well in a variety of graphs and charts in an ICT folder belonging to a Year 5 pupil. Pupils make good use of ICT skills in other curriculum areas such as art and English; for example, a display on collective nouns created with clip-art by pupils in Year 3 was seen.
2.17 Very little evidence was seen of pupils exercising and developing their reasoning skills and abilities. The potential for independent learning opportunities is restricted when teaching is over-directed. In addition, the examination of pupils’ work revealed that pupils had been given few opportunities to use their initiative and make their own notes. However, in the junior department several examples were seen of project work which had been successfully undertaken independently, particularly in history.
2.18 Pupils happily and effectively work on their own, and also say they enjoy the experience of paired and group work. An example of pupils working co-operatively with others very successfully was seen in a Year 2 ICT lesson, when groups of pupils were planning together the production of factual science books about animals.
2.19 Pupils arrive promptly to lessons and generally settle quickly and quietly to their work. They concentrate very well and persevere in the tasks set, showing enthusiasm. Pupils have very positive attitudes and are extremely well motivated; their behaviour is exemplary and they enjoy all the activities that are offered.
Spiritual, Moral, Social and Cultural Development of Pupils
2.20 As at the last inspection, the personal development of Highfields’ pupils is good and largely fulfils the school’s aims that they acquire the knowledge and skills that enable them to tackle the next phase of their educational, physical, spiritual, social and emotional lives with confidence and success. In addition, pupils feel valued and significant, behave in a responsible manner, and develop a responsibility of service to their community.
2.21 The spiritual awareness of pupils is good. They develop a strong set of values, principles and beliefs on which to base their lives, and often take time for reflection. These are the result of experiences within assemblies, RE, PSHE and other lessons. Pupils clearly demonstrate self-worth and self-confidence and those as young as Year 1 reveal an understanding of feelings and emotions. Pupils in Years 2 and 4 were seen to express wonder at the world in which we live and the creatures who share the school grounds. The school ethos promotes a climate in which children can flourish, respect others and be respected. Pupils share issues of concern well because circle time allows them to develop their empathy skills and understanding of others. They learn about Christianity, Judaism, Hinduism and Islam, the former being enhanced by visits to churches and from local clergy taking assemblies. Pupils do not currently have opportunities to experience other faiths first-hand, for example by visiting their places of worship.
2.22 Pupils’ moral development is outstanding. Their ability to distinguish right from wrong and to regulate their own behaviour is extremely well developed. The staff act as admirable role models in showing respect and courtesy for others, and the school behaviour policy rewards good behaviour, with reasonable sanctions in place for use when necessary. Pupils regard the anti-bullying policy as constructive and are confident that class teachers will deal fairly with any problems. The comprehensive programme for PSHE encourages issues to be considered from a moral viewpoint. Pupils understand that they must take care of property and the environment.
2.23 The social awareness of pupils is excellent. Relationships are very strong between staff and pupils as well as between pupils themselves. They behave very responsibly and contribute extremely well to the school community, displaying outstanding social skills. They have a very good understanding and knowledge of public institutions and services in England, and democratic processes are mirrored in the election of prefects and school council members, who make very effective contributions in the service of the school community. Inter-school activities and competitions provide valuable opportunities for developing team spirit and loyalty, as well as for supporting each other in defeat. Pupils develop very effective team and leadership skills because of the numerous trips out, and residential visits in particular, which create rich opportunities for social interaction. They are very aware of their responsibilities to the wider community. They and their families work hard to raise a substantial amount of money to support a wide variety of local, national and global charities. Pupils greatly enjoy and value their time at Highfields and are proud to belong to this happy community.
2.24 Pupils’ cultural awareness is sound. They acquire an appreciation of, and respect for, British culture in its many aspects – historical, religious, social, artistic, literary, theatrical and musical – but their exposure to other cultures is more limited. Christian festivals are celebrated together with those of Jewish, Muslim and Hindu faiths. The school has a helpful multi-cultural and anti-racist policy. ‘Africa’ week was clearly a great success and pupils gained a good understanding of a different cultural tradition. However, pupils are not fully equipped to live in tolerance and harmony within the diversity of cultural traditions in Britain today.
2.25 The school’s ‘Golden Rules’ promote pupils’ personal development very effectively. It was a pleasure to meet these pupils, who were extremely polite and helpful to the inspection team as visitors to their school.
2.26 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.27 The quality of teaching, including assessment, is good, as at the last inspection. The school’s aim of delivering a broad-based education appropriate to the needs of the pupils is met. Through this, they acquire knowledge, skills and resourcefulness, develop the foundations to build a happy life and find their time at the school enjoyable. During the inspection no unsatisfactory teaching was seen, and in a few lessons teaching was outstanding. All parents who responded to the pre-inspection questionnaire believe that teaching helps their child to make progress, and pupils who took part in the pupil survey were very positive about the fact that teachers help them to learn.
2.28 In all subjects, teaching generally enables pupils of all abilities to develop their knowledge, understanding and skills. In most lessons, teaching is adapted effectively to the needs of all pupils in the class, because teachers know them well and have a good understanding of what they have previously achieved. Pupils with learning difficulties or disabilities are given appropriate work which is very well matched to their needs and they receive high quality support in the classroom from teachers and classroom assistants. Some pupils receive helpful extra support by being withdrawn for additional lessons with the special educational needs co-ordinator. They achieve as well as their peers because of this targeted support. Those pupils for whom English is an additional language are also given individual support as necessary to acquire language skills. Gifted and talented pupils are often given appropriate extension activities, as was seen in a Reception class where challenging mathematical tasks were provided for these pupils.
2.29 Teaching encourages pupils to be creative across many subjects, and much evidence of this was seen in displays around the school. Opportunities for them to think critically and reason for themselves are more limited, because teaching sometimes over-directs pupils’ activities and independent learning is thus restricted. However, teaching generally encourages pupils to try hard, persevere and apply maximum effort to every task.
2.30 Lessons are well planned with a good variety of activities which promote good learning. For example, in a Year 6 history lesson, pupils were organised into groups to look at primary evidence photographs of life in the mid 1950s and asked to debate which decade they illustrated. Their discussion was well focused, they reasoned sensibly, and effective learning was the result of their decisions.
2.31 Most teachers have a secure knowledge of the subjects they teach. A few are very enthusiastic about their subject but some teaching lacks liveliness. Pupils are well managed, often with appropriate good humour. Teaching encourages extremely good behaviour, and relationships, both in the classroom and around the school, are excellent. The best lessons are well paced, thus keeping interest and learning flowing. However, a few lessons lacked this stimulus and pupils could be seen flagging in enthusiasm and concentration. The result of this was that they did not achieve as well as they could and were not sufficiently challenged.
2.32 Resources, including ICT, to support pupils’ learning are good both in quantity and quality in all subjects and are used effectively. The programme of visits is very wide ranging and contributes much to the quality of teaching and supports the work going on in the classroom.
2.33 All staff keep records of pupils’ attainment in lessons and in their written work. Some marking, for instance in English and mathematics, is very helpful and in line with the school’s marking policy. As well as giving encouragement, it gives pointers to the pupils on ways in which they could improve. Pupils say they find this extremely helpful. However marking is inconsistent across subjects and year groups.
2.34 Pupils’ attainment is formally assessed regularly, by using nationally standardised tests, including twice-yearly spelling and reading tests, and tests which are designed to indicate how much progress has been made. Informal tests are also regularly undertaken, for example at the end of a topic or unit of work, and this gives the staff the information they need to plan the next stage of learning. All results are carefully recorded and monitored. Under the senior leadership team’s guidance, a new assessment policy and procedure have recently been introduced in consultation with the staff. It is too early to assess the impact this is having on achievement.
2.35 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, welfare, health and safety is effective overall and achieves the aims of the school; staff provide a very high standard of care for all pupils, so that they learn to live together showing consideration, courtesy and respect to all in the school community. Provision for the welfare, health and safety of pupils is good. The quality of pastoral care, welfare, health and safety has been maintained since the last inspection.
3.2 Staff know their pupils extremely well and offer very strong support in a friendly and relaxed manner. The atmosphere is very caring and purposeful. Staff make themselves available at any time for the pupils and this is much appreciated by them. They feel secure and know they can rely upon teachers to help them overcome any problems which occur. This has created a very strong climate of trust and respect. In discussion with inspectors, pupils said that they have a number of staff they can turn to for advice. The school council gives a further channel for pupil concerns to be aired with staff. Very good support and guidance is offered to all pupils, both academically and in their personal development. Older pupils also offer support for younger ones, particularly with reading. Pupils are prepared very well to move on to the next phase of their education.
3.3 All staff are assisted by highly effective pastoral arrangements. Class teachers are responsible for pastoral care within their class, supported by senior managers. Formal procedures operate for pupils’ care and records are reviewed constantly. Each staff meeting begins with a review of pupil issues. Staff are clear about their responsibilities and carry them out very well. Pupils’ attendance is high – they like being at school and know that teachers care about them.
3.4 The quality of relationships between pupils, and between pupils and staff, is outstanding and is a strength of the school. Pupils mix exceptionally well with their peers; they are supportive and helpful to each other and spontaneously celebrate each other’s successes. They also respond very well to adults, showing kindness and courtesy.
3.5 A very effective discipline and good behaviour policy, including the code of good behaviour, focuses on positive issues. Even the youngest pupils understand the simple ‘Golden Rules’ and work and play within that framework. All pupils are aware of what constitutes acceptable behaviour and they know that the school will deal firmly and effectively with any bullying should it occur. Close supervision and early intervention mean that harassment of any type is resolved or prevented. Pupils say that unacceptable behaviour is very rare.
3.6 Measures to safeguard and promote pupils’ health and well-being are good. Child protection procedures are clear and comprehensive with a named child protection officer, staff have received relevant training in this area and one governor is designated to oversee any issues. Pupils are always very well supervised. All fire prevention measures are in order and fire practices are held regularly and recorded. The school has a large number of staff qualified in first aid and equipment is provided at strategic places. A first aid policy is in place, but records of accidents are not kept fully or accurately enough. Risk assessments are undertaken within each area of school and for all expeditions and visits. However, no evidence was seen that electrical appliances at the school are tested annually, and they are not labelled accordingly. Meals are of a very high standard and are freshly cooked on the premises. The pupils are given a choice of healthy menus, and caterers are aware of any special dietary requirements.
3.7 The school meets almost all of the regulatory requirements for the welfare, health and safety of pupils [Standard 3]. In order to meet all the requirements, the school must:
(a) keep an accurate and full record of all accidents in line with legal requirements, and ensure that all electrical appliances are tested annually and correctly labelled after testing [Regulation 3.(4)].
The Quality of Links with Parents and the Community
3.8 Links with parents and the community are outstanding; these are very firmly established and, as at the last inspection, the large majority of parents are again highly satisfied with the education and support for their children provided by the school. Strong parental support endorses the school’s aim that pupils will find their time spent at Highfields enjoyable and stimulating.
3.9 Over half the parents completed the pre-inspection questionnaire, of whom a large majority are highly satisfied with the school and their children’s achievement. Parents particularly appreciate the quality of teaching, the range of subjects offered, the promotion of worthwhile attitudes and values and the high standards of behaviour. A small minority had some concerns about homework and the way in which parental worries are dealt with. Concern was also expressed about the help given to those pupils with learning difficulties or disabilities. A few parents felt they lacked sufficient information about their children’s progress. The view of the inspectors is that the only concern justified is the last one. Appropriate amounts of homework are set, and good support is offered to all pupils within the classroom, particularly those who have learning difficulties or disabilities. A group of parents, in discussion with the inspectors, all agreed that their concerns are always dealt with promptly and are well handled by the headmaster and staff. A parental complaints procedure is in place of which all parents are made aware.
3.10 Parents are given very worthwhile opportunities to be involved in the work of the school through helping in the classroom with the younger children, going on school visits, transporting and supporting pupils on sporting occasions and sharing their interests and expertise with the pupils. Some parents and past parents undertake work experience in the school. The Parent Teacher Association is very active in fundraising and organising associated social events such as the Spring Fair and Summer Ball. They have recently raised £12,000 to fund the creation of an infant library where a parent has decorated the walls with a most colourful mural. Most members of the governing body are parents or past parents and this continues the original philosophy of the school.
3.11 Very helpful information is given to parents through an excellent and up-to-date website, which is currently serving as a ‘living prospectus’ whilst the present prospectus is being rewritten. Regular newsletters and weekly or half-termly reports on the work and activities of each class are made available and the various notice boards for parents around the school are kept up-to-date. Each parent receives the parents’ handbook and twice yearly parents’ evenings are arranged for each class. A communications book in the infant department, and a homework diary in the junior department, enable close contact to be maintained between home and school. Soon after his appointment, the headmaster issued a questionnaire to all parents and responded to issues raised, such as more extra-curricular activities and more information evenings. Annual school reports are very well written, giving information about what progress the pupils have made and setting targets for the next steps in learning, particularly in the core subjects of English, mathematics and science. They also provide the opportunity for a parental comment. A view was expressed to the inspectors by a group of parents that one written report a year in the Summer term is insufficient and a further one, half way through the year, would be beneficial. The inspectors agree with this.
3.12 The school has excellent links with the local community, especially in sport and music. The school organises annual football and netball tournaments with local primary schools. It also hosts the Newark Young Musician of the Year awards and the local ‘Children of Courage’ awards. Strong links have been made with two local churches and clergy come in to lead assemblies. Links have also been made with a state primary school in Northern France, which is visited by Year 6 pupils when on their annual French trip. Pupils are aware of their responsibilities to others less fortunate by supporting several charities throughout the year. Most recently these have included Barnardo’s, Save the Children, the NSPCC, a Newark Hospice and Sports Aid.
3.13 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 quality of governance is good. The governors take great care for the school and its development, and contribute very effectively to fulfilling the school’s aims. Since the last inspection, a new headmaster has been appointed, the structure of the senior leadership team has been formalised, and governors, headmaster and staff have been involved in writing a school development plan which prioritises future objectives for improvement. The latter two were in response to the last inspection report.
4.2 The governors, most of whom have been or are connected with the school as parents, have a very wide range of experience and expertise and are able to support the school in many ways. Their structure is very effective in keeping oversight of the school and they operate committees for finance, marketing, curriculum, strategic planning, and pupils and personnel. One governor oversees any issues concerned with child protection. The governors are aware of their responsibilities and meet most of their statutory obligations. However, they do not currently undertake training to ensure that they keep abreast of all regulatory requirements. They are kept well informed at their twice-termly meetings by the reports of the headmaster and the attendance of the deputy head as the staff representative. However, they do not just rely on these reports, but take a great deal of interest in the school community and know the staff well, meeting regularly for social occasions, when informal discussion can take place. They also attend school events as often as possible.
4.3 The governors are very diligent in making well-considered and effective financial provision for the school, and they ensure that resources are readily available to supply educational needs. They are currently devising a longer-term strategic plan for the school’s future development, to run alongside the school’s educational development plan. Governors’ contact with the school is thus strongly supportive but also challenging. Very close contact is maintained between the chairman and headmaster. As guardians of the effectiveness of the school, the governors understand very well the strengths and challenges facing the school, and its successes in academic standards and other activities.
The Quality of Leadership and Management
4.4 Leadership and management are successful and fully support the school’s overall aim of delivering a broad-based education appropriate to the needs of the pupils. In response to the last inspection, a staff appraisal scheme has been introduced, a more formal management structure is in operation, and a school development plan has been drawn up to focus on the immediate and future priorities for the school. Overall, good progress has been made.
4.5 The senior leadership team, consisting of the headmaster, deputy head, head of infants and head of nursery, provides strong leadership overall, and this is reflected in the good quality of education and outstanding care of the pupils. Together, they ensure the school’s aims are met. The leadership of the headmaster is effective, but on occasion issues exist in the quality and style of communication with the staff. Senior management is good, and, since the headmaster’s appointment two years ago, several procedures and policies have been put in place in response to the last inspection report which are driving the school forward. One of the most important achievements has been a vision for the greater involvement of the governors in the life of the school, which is paying dividends in their clearer understanding of the achievements and challenges which the school faces.
4.6 Further academic support is given by subject co-ordinators, and all staff are fully involved in the pastoral care of pupils. Clear educational direction is given by the senior team, and the deputy head in particular gives very strong support to the overall staff team, as her role covers many important areas of school life. However, the time allotted for carrying out these responsibilities is not adequate. The head of nursery and head of infants also do not have enough non-contact time to undertake managerial responsibilities diligently.
4.7 Development planning has greatly improved since the last inspection. The school’s own view of its current position provides a generally accurate picture of the next steps which are needed to develop the quality of education, and which will enable the pupils to achieve even higher standards. Some subject development plans dovetail well into the overall school development plan, such as mathematics and science, but many do not focus sufficiently within their subjects on the overall needs of the school.
4.8 Appropriate policies have been drawn up covering all aspects of school life, and the school regularly checks and reviews their effectiveness. For example, the record of disciplinary incidents and pupil issues are discussed in every staff meeting to identify any particular patterns in pupils’ behaviour or general problems. Effective academic policies have been prepared by subject co-ordinators, and the quality of their planning is good. Subject co-ordinators are not involved yet in monitoring teaching and learning through lesson observation in their own subjects across the school, because of pressure of time, and so do not have a secure overview of areas for development beyond improving resources. Some checking of the quality of teaching and learning is undertaken by senior members of staff and one of the governors, but this is not yet undertaken formally or rigorously enough for it to have a sufficient impact on pupils’ achievement.
4.9 Resources for learning, including provision for ICT, are good, competently managed and meet pupils’ needs. The school is aware that the well-stocked junior library is not used by pupils and staff frequently enough and that it does not contribute as effectively as it could to pupils’ learning; however, it was not possible for pupils and staff to use it during the inspection. The infant library, provided by the PTA since the last inspection, is used well and adequately stocked. Class libraries are also available for pupils to develop their love of reading. Procedures for budgeting for all school resources operate very efficiently.
4.10 Across the school, teaching and classroom support staff are deployed well and contribute significantly to pupils’ learning and welfare. Staffing levels are good and enable strong support to be given to pupils, particularly those who have learning difficulties or disabilities or those for whom English is an additional language. The recruitment of well-qualified staff is successfully managed; however, the required staffing checks are not carried out on staff before they join the school, and, whilst the school has applied for all staff and governors to be checked, some applications are still outstanding. Induction procedures for staff new to the school support them effectively. A good professional review system is in place, and is linked well to staff professional needs or curriculum development. Opportunities for professional development are good.
4.11 Arrangements for the day-to-day management of the school work well. The administrative and other support staff, including caretaker, catering manager and her team, provide good quality assistance, upon which the efficient running of the school depends. Communication within the school is generally effective, and communications with the parents and the community are very strong.
4.12 The school is a pleasant and welcoming place. The accommodation provides mostly spacious classrooms which are used well, including some specialist rooms, although one or two classes are rather cramped. In addition, classrooms on the first floor of the main building have inadequate ventilation. No room is set aside as a medical room with appropriate facilities for pupils who are ill. The sports hall, while in need of some refurbishment, is well used and contributes effectively to the wide-ranging sports programme. The school’s grounds are impressive and outdoor space provides very well for educational and recreational play. For example, since the last inspection, the tennis courts have doubled in size and been resurfaced, and an outdoor area has been created for Foundation Stage children to develop their physical skills. The high quality, bright displays create a very effective learning environment. Pupils say they are very happy, and they are clearly proud of their school.
4.13 The school meets almost all of the regulatory requirements for the suitability of proprietors and staff [Standard 4]. In order to meet all the requirements, the school must:
(a) ensure that all members of staff and governors are subject to a check with the Criminal Records Bureau which is carried out prior to the confirmation of their appointment [Regulation 4.(b)].
4.14 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) ensure that there are appropriate facilities for pupils who are ill [Regulation 5.(l);
(b) ensure that ventilation in classrooms on the first floor of the main building is satisfactory [Regulation 5.(p)].