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INSPECTION REPORT ON |
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Bricklehurst Manor School |
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Full Name of the School |
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DfES Number |
845/6034 |
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Registered Charity Number |
N/A |
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Address |
TN5 7EL. |
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Telephone Number |
01580
200448 |
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Fax Number |
01580
200998 |
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Email Address |
bricklehurst@btconnect.com |
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Head Teacher |
Mrs
Christine Flowers |
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Proprietors |
Mr
Stephen Flowers and Mrs Christine Flowers |
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3
to 11 years |
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Gender |
Girls
and boys |
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Inspection Dates |
21st
- 24th May 2007 |
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
1.2
The
school’s mission is to provide a safe environment in which children may grow
and thrive happily, whilst receiving an exemplary education from a dedicated
team of professionals. It aims to
provide a happy environment for all pupils that will help them grow into
confident, well-balanced, individuals who are aware of their responsibilities
within a community. In support of this,
the school sets out to develop pupils’ capacity for the intellectual, creative
and physical skills appropriate to their age, and to ensure that there is a
constant liaison and exchange of information between parents and the school.
1.3
Many
changes have been made since the last inspection in June 2001, including a
substantial amount of refurbishment and improvement of the premises and
accommodation. Provision for boys has
been extended from nine years of age and they are now catered for throughout
the full age range of the school. In
addition, the school caters for the needs of pupils with a much wider ability
range and offers more provision for those with learning difficulties or
disabilities (LDD).
1.4
Bricklehurst
Manor has three sections: the nursery for those aged 3 to 4, the pre-prep
department for reception to Year 2 pupils and the prep department for Year 3 to
Year 6 pupils. At the time of the
inspection, nursery had 19 children, 9 boys and 10 girls, all of whom were
part-time. Of the 111 full-time pupils
in the pre-prep and prep sections, there were 65 girls and 46 boys. Since the last inspection, the number of
pupils has been maintained at around 130 pupils.
1.5
Most
pupils live within a ten-mile radius of the school. They come from a variety of backgrounds and
from families that strongly support their children’s education. The school is non-selective and has no entry
test. Children entering the Foundation
Stage and Years 1 and 2 are assessed informally; they have a broad range of
ability. The
analysis of standardised test scores from Years 4, 5 and 6 shows that the range
of pupils’ abilities is well above the average for all maintained primary
schools. If pupils are performing in line with their
abilities, their results will be well above the average for maintained primary
schools. More than 20 pupils are
identified as needing learning support, mostly for mild dyslexia.
1.6
National
Curriculum nomenclature is used throughout this report to refer to year groups
in the school.
The Educational Experience Provided
2.1 The school provides an extremely effective broad and balanced educational experience that is in line with its aim to provide a safe environment in which pupils may grow and thrive happily, whilst receiving an exemplary education. Since the last ISI inspection the appointment of subject co-ordinators, including subject specialists for music, French and physical education (PE) has benefited the development of the curriculum. A special needs co-ordinator has joined the staff to ensure that pupils with LDD receive specialised support. Curriculum quality and provision for extra-curricular activities have improved.
2.2 In their early years, children experience a wide range of activities that are well suited to their ages and abilities and reflect the findings of the Ofsted nursery inspection in 2004. The high quality of educational provision in nursery and reception continues to be a major strength of the school. The nationally specified Early Learning Goals of the Foundation Stage are completed during the reception year and, when they are ready, children embark upon the programmes of study related to the National Curriculum.
2.3 In Years 1 to 6, the educational provision is broad and effectively promotes pupils’ development, through experience of a full range of academic, physical, creative and aesthetic activities. The curriculum follows the subjects of the National Curriculum and is enhanced by the addition of religious education (RE), drama and French. Each year group benefits from swimming in the summer term, although gymnastics is not included as part of PE in Years 3 to 6. Personal, social and health education (PSHE) with citizenship is taught through other subjects of the curriculum in Years 1 and 2 and more formal provision, through programmed lessons in Years 3 to 6, ensures that an appropriate range of topics is covered. After the 11+ examinations, Year 6 pupils are offered a range of additional enriching activities such as a drama production, English-speaking examinations and cycling proficiency tests.
2.4 Verbal and non-verbal skills are introduced in Years 4, 5 and 6 offering pupils useful experience for senior school entrance examinations. In addition, pupils in Years 3, 4 and 5 are set for mathematics. These groupings and arrangements for some physical education and games lessons result in smaller ‘groups’ or half-classes for some subjects, giving pupils greater opportunities to develop individual skills. The promotion of literacy and numeracy skills is particularly good in Years 1 and 2. Provision is equally good in the broader curriculum for all year groups, though not always highlighted in subject policies. Valuable cross-curricular links across many subjects enhance pupils’ experiences. Pupils are given regular opportunities for effective independent work. High quality topic work is produced by pupils who use the reference library, but regular library time is not timetabled and, therefore, not all pupils make use of this valuable facility.
2.5 A broad range of extra-curricular activities, centred on sports, music, craft and drama contributes significantly to the education of pupils. They are appreciated by parents who responded to the parental questionnaire, issued in advance of the inspection. However, boys have fewer match fixtures than girls, which limit opportunities for boys to extend and enrich their sporting skills.
2.6
Educational visits such as to
the Roman remains at Lullingstone by pupils from Year 3 are augmented by
visitors to school, for example, authors or dramatists such as the Young
Shakespeare Company. In addition,
fieldwork is often undertaken in the school grounds and beyond, linked with
aspects of the curriculum. Pupils in
Years 5 and 6 have the option to attend a residential centre in
2.7 Induction arrangements for children entering the Foundation Stage classes are very effective. Links between the sections of the school are strong, ensuring a smooth transition from one to the other. A well-organised programme for Year 6 pupils, including additional classes and invaluable guidance to them and their parents, ensures that pupils are well prepared for transfer to senior schools.
2.8 Detailed curriculum policy documents are almost all of high quality. The Foundation Stage policy effectively details the curriculum to be taught, and includes excellent plans for teaching. Appropriate long- and medium-term planning continues throughout Years 1 to 6. Short-term planning is less detailed and does not always ensure that an appropriate curriculum is taught each week, or provide a weekly focus for assessment, on which to base and inform future planning. Planning to meet the different needs of individual pupils is mostly well done and helps to ensure that pupils of all abilities benefit fully from their educational experiences.
2.9 Timetabling provides equal access to the curriculum for all pupils. The timetable is imaginatively planned in two-yearly cycles across Years 1 and 2, 3 and 4, and 5 and 6, so that ICT and design and technology (DT) are taught in the first year of each cycle and history and geography are covered in the second year. This arrangement results in longer lessons, helps sustain pupils’ interest and enables pupils to achieve more in a single lesson. Overall, however, too little time is given to ICT as a discrete subject or to its exploitation across other curriculum areas.
2.10 Pupils with LDD receive highly effective individual support both within and outside lessons. These pupils have helpful individual education plans, which are appropriate to their needs. The school has a clear policy and register for the gifted and talented. A programme for extension and enrichment is in the early stages of development.
2.11 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.12 Pupils’ learning is successful. It results in significant achievements both in their academic and broader education. It is consistent with the school’s aim to develop pupils’ capacity for the intellectual, creative and physical skills appropriate to their age and enables each pupil to achieve a sense of personal fulfilment, and feel successful. Pupils are very well grounded in knowledge, skills and understanding in the subjects taught and activities provided by the school, and they learn to apply these skills critically and creatively. The standards being achieved at the time of the previous inspection have been maintained at a very good level in Foundation Stage and improved in Years 1 to 6.
2.13 In the Foundation Stage, all early skills are well developed, and the finding of the Ofsted nursery inspection in 2004 that children make very good progress towards their Early Learning Goals, is maintained. In Years 1 and 2, pupils’ skills, especially those of literacy and numeracy, continue to develop very successfully and provide pupils with firm foundations that enable good progress in later years.
2.14 As they move up through the school, pupils’ knowledge, understanding and key skills are developed and applied effectively through appropriately planned lessons and first-rate teaching, leading to their success in gaining scholarships and entrance to schools of their choice. Boys and girls write fluently. They are confident in working through mathematics problems and have a very good grasp of scientific concepts that are advanced for their age. Their understanding and appreciation of the world in which they live is wide and varied. They perform music with sensitivity and accuracy and have good observational and creative skills in art, crafts and design. In physical education, they are agile. They speak French with a reasonable accent and their use of computers is confident and skilled.
2.15 No significant difference is apparent in the relative attainment of pupils in different classes or in most subjects. Girls and boys are equally involved in their work and perform equally well. Pupils working in lower sets for mathematics, for example, show themselves just as willing to engage intellectually as pupils that are more able.
2.16 Over the last three years, pupils’ results in national tests at age seven and at age eleven have been good in relation to their abilities and far above the national average for maintained primary schools.
2.17 The school has a fine list of individual and team achievements, the result of the encouragement and nurturing of pupils’ talents. More than forty children learn individual instruments. In the past three years, pupils have been highly successful in external specialist examinations in music, speech and drama. In school, many pupils do well in drama. All pupils perform in one of three drama productions each year. In this way, drama has become a strong area of interest and many children have found an area in which to excel. Although a relatively small school, girls do well in sport. Last year the netball team came 12th out of 50 in the Incorporated Association Preparatory Schools south-eastern region netball tournament. In football, a small number of boys have been selected for trials with a prominent junior team. The under-8 tag rugby team won the schools’ tag rugby tournament for the local area. By facilitating such successes, the school inspires and strengthens music, drama and sporting achievement.
2.18 Pupils’ attitudes to work and study are good across all age groups, as a result of teachers’ high expectations. Pupils settle down sensibly and quietly at the start of lessons and quickly apply themselves to whatever task is in hand. They respond positively and competently to the teaching they receive.
2.19 Pupils are confident learners and their excellent listening skills help to ensure that they can respond appropriately to the ideas of others, as well as to their teachers. Proficient reading underlies pupils’ work and they read fluently and expressively. They are self-assured and speak articulately. In both their speaking and some high quality writing, pupils’ use of vocabulary is confident and strong. The high quality of presentation of work was a characteristic of most books. Pupils clearly take a pride in their work.
2.20 Pupils make effective use of ICT, such as searching the internet for information, which was apparent, for example, in the excellent project work by Year 6 on smoking. Pupils in some year groups use computers to display graphs and write stories. However, ICT is not used consistently across year groups or across the curriculum.
2.21 Pupils’ excellent literacy and linguistic skills are very well developed in subjects such as history and religious education. Pupils’ effective application of mathematical concepts is apparent in a range of subjects such as geography and science, for example, the well-presented graphs to show the porosity of different materials, by those in Year 3. In most areas, pupils successfully apply skills they have learnt to other subjects.
2.22 Pupils study and work effectively both on their own and co-operatively with others, as in science and physical education. As early as the Foundation Stage, pupils begin to organise their work independently, when they are able to choose from a variety of activities. In most classes, pupils can choose their own activity, after completing their class work. Pupils in Year 6 intelligently took notes of relevant facts during a study of symbolism in art, as an aid to producing a detailed piece of written work.
2.23 Pupils display excellent thinking and reasoning skills and can reason and argue convincingly. In Year 4, pupils were able to answer questions and provide corroborating evidence in support of their views.
2.24 Pupils are friendly, helpful and show enthusiasm and interest in their work and activities. Their concentration is mostly exemplary and they show perseverance with very little need for prompting. Pupils enjoy the learning experiences offered and, as a result, they progress well and attain high standards.
Spiritual, Moral, Social and Cultural Development of Pupils
2.25 The personal development of the pupils is outstanding, an improvement on the findings of the previous inspection. It reflects the school’s aim to help children grow naturally and successfully into confident, well-balanced, self-disciplined and considerate individuals who are aware of their responsibilities within a community. Since the last inspection, the quality of the provision of PSHE has improved, and forms a strong basis for pupils’ development.
2.26 Pupils develop a strong sense of spiritual awareness through assemblies, circle time, services at the local church, lessons and visits. Pupils’ self-confidence and self-esteem are reinforced when good work and behaviour are celebrated during lessons and assemblies. Opportunities in lessons such as PSHE enable them to discover new experiences, develop their self-knowledge and consider their own feelings when reacting to situations in which they find themselves. Pupils in Year 4 enthusiastically discussed their own and others’ experiences of conflict, giving everyone opportunities to explore their emotions and responses. A Tudor Day for Year 5 pupils not only gave pupils an interesting insight into life in Tudor times, but an opportunity for self-knowledge, comparing and contrasting life then with their own lives now.
2.27 Pupils have an excellent moral sense and from the early years are able to distinguish between right and wrong. The importance of self-discipline and responsibility, mutual respect and honesty is promoted throughout the school. This is enhanced by classroom displays and posters around the school, including the school rules. In conversation, pupils of all ages clearly respected the rules and were able to explain the necessity for them to help make school a friendly welcoming place, “fair” for everyone. Boys practising tag rugby skills realised that the enjoyment and purpose of their practice was lost if teams did not obey the rules. Staff are strong role models, set high standards and pupils respond positively.
2.28 Pupils’ social awareness is high. They are polite, well behaved, and show respect and consideration to each other, their teachers and visitors. Pupils are well aware of the needs of others less fortunate than they are. They have considerable interest in fundraising for good causes, both local and global. For example, pupils give generous support for people in Kenya through the Haller Foundation, which runs development projects such as sourcing water. From the earliest age, pupils learn to exercise self-discipline, encouraged by opportunities to take on simple tasks of responsibility. Boys and girls in Year 6 are prefects and perform their leadership roles efficiently and with confidence, and contribute well to the smooth running of the school. A notable example was the excellent manner in which Year 6 pupils looked after, and responded to, the younger pupils during lunch and playtime. Pupils relate very well to others and work successfully as members of a team. In lessons pupils co-operated happily to fulfil a task. Year 4 pupils, for example, worked sensibly in pairs to create an action-rhythm sequence to accompany their singing. Pupils interact freely with each other and show respect, tolerance and consideration at playtime and when together at such events as drama productions, visits and residential courses.
2.29 In the pupils’ pre-inspection questionnaire, almost all pupils said that they could take on responsibility. However, a significant number reported that the school did not take their views into account. Following discussion with pre-prep and prep pupils and staff it is evident that pupils’ views are regularly considered. Pupils drop their suggestions and comments into class suggestion boxes, to propose new activities for playtime, for example. Form teachers discuss these with the head teacher and sometimes at staff meetings before replying to pupils. In addition, pupils have circle time and discussion groups. However, the school has no pupils’ school council, for example, in which pupils of different ages can discuss together and put forward their overall views for consideration.
2.30 Pupils develop a strong sense of their own and others’ cultures through a variety of enriching experiences. Through music, art and theatre pupils develop a good understanding and appreciation of their own culture. Pupils in Years 3 to 6 saw the visiting Young Shakespeare Company’s performance of The Tempest and some had benefited from visits to local theatres to see professional productions or to museums such as the British Museum. In lessons, teachers take opportunities to extend pupils’ awareness of other cultures. Pupils in the second year of the Foundation Stage learnt about Chinese New Year celebrations, dressed up in Chinese clothing and made their own Chinese lanterns. Year 6 pupils’ interesting research into the social and historical context of song included a piece about the English nursery rhyme, ‘Humpty Dumpty’ and another on the Maori ‘Haka’. Pupils become aware of religious and cultural difference through celebration of different religious festivals, including the Hindu festival of Diwali and the Christian Harvest Festival.
2.31 The school enables pupils to develop worthwhile attitudes and values and parents appreciate this. In the pre-inspection questionnaire, more than one parent commented on the success of the school in producing happy and confident children.
2.32 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.33 The quality of teaching is good and effective, with a significant amount that is outstanding and this has been maintained since the last inspection. The teaching promotes pupils’ capacity for the intellectual, creative and physical skills appropriate to their age, so that each pupil achieves a sense of personal fulfilment and feels both successful and appreciated, in accordance with the aims of the school. Almost all parents surveyed before the inspection agreed that the teaching helps their child to make progress.
2.34 Teaching enables pupils of all ages and abilities, including those needing learning support, to acquire new knowledge, make substantial progress, increase their understanding and develop effective skills. The balance between teaching by specialists and by form teachers is particularly effective. It makes the best use of specialist knowledge and teachers’ understanding of pupils’ particular needs at different stages in the school, and is an aspect that the school recognises and values. Teachers have expert knowledge, and this enables them to set challenging work and answer pupils’ questions with confidence. They have high expectations of pupils and encourage them to enjoy and take an interest in their work. In the pre-inspection questionnaire, a pupil commented: “The teachers encourage you in all you do”. Teaching frequently enables pupils to think and learn for themselves, and successful use is made of effective questioning. This was clearly illustrated in a Year 3 physical education lesson when carefully focussed questions encouraged pupils to consider the qualities of their long jump action in order to make their jump as long as possible.
2.35 Lessons are well planned with clearly stated learning objectives and information on work for pupils of different abilities. Time is used effectively and most lessons are conducted at a brisk pace. Much of the teaching involves a range of activities, including discussion, investigation, theoretical work, and use of their imagination, that inspire pupils’ intellectual, creative and physical efforts. In subjects such as science, geography, and physical education, pupils work very well in groups and pairs and this facilitates positive learning. The most successful lessons are characterised by the teachers’ enthusiasm, sense of purpose and pertinent use of resources and challenge.
2.36 Relationships between staff and pupils are strong and based on mutual respect, in accordance with the school’s aim to provide a happy environment for all pupils, in order to help them grow naturally and successfully. This allows pupils to feel confident in expressing their ideas and opinions, so that their response is positive and productive. Furthermore, it encourages them to behave in a responsible and appropriate manner. Occasionally poor behaviour was evident.
2.37 Staff know pupils well and provide sensitive help, particularly for those needing learning support; teachers are familiar with these pupils’ individual education plans and make beneficial use of them. In the pre-inspection questionnaire, almost all pupils responded that they were given help when they had a problem with their work. Following the last inspection, the school has formally listed the more able, gifted and talented pupils. Some teaching provides additional extension activities for the more able and gives pupils reasonable opportunities for independent learning but more is needed.
2.38 The school’s resources are reasonable overall. In many lessons, teachers make very effective use of resources, including interactive whiteboards, carefully selecting those they need to help pupils grasp a new concept. However, insufficient use is made of ICT to support pupils’ learning in some year groups. The school is aware that the provision of books for history and geography in Years 1, 2 and 3 is insufficient and has plans to provide more. Over-dependency by some teachers on photocopied sheets or texts, printed out from the computer and pasted into exercise books, sometimes limits pupils’ opportunities to organise their own work and to read and select appropriate information.
2.39 The system of assessment is satisfactory; it is particularly good in the Foundation Stage. Pupils’ attainment is assessed regularly, using examinations, a range of standardised tests, and assessments against national criteria at the end of Year 2 and Year 6. These records, together with teachers’ records of regular assessments of pupils’ work, provide useful information of pupils’ progress and help to inform future planning of teaching. However, not all teachers keep sufficiently regular records, and this limits the value of information in some areas. Records are monitored carefully by co-ordinators in order to identify any general issues that need to be given attention and priorities for future teaching and learning. Teachers also make good use of assessment information to plan the setting for pupils in mathematics in Years 3, 4 and 5 and to identify pupils who may require extra support, or those who may be gifted or talented.
2.40 Marking is carried out conscientiously by almost all teachers, though it is occasionally inconsistent. Teachers use a variety of systems that can confuse pupils. They mostly include comments to encourage pupils; however, some do not include constructive comments to help pupils know how to improve. Teachers are usefully working towards a clearer and uniform approach to written assessment including provision for monitoring each other’s marking.
2.41 The school meets the regulatory requirements for teaching [Standard 1].
3.
THE QUALITY OF
The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
3.1 The quality of the school’s pastoral care is excellent and has improved since the previous inspection. Satisfactory welfare, health and safety of pupils has been maintained since the inspection in 2001 and achieves the school’s aim to provide a happy environment. Pupils benefit greatly from the warm, caring ‘family’ environment and ethos of the school. They are happy and confident and as a result, they achieve well.
3.2 Staff offer high quality support and guidance for their pupils. The pastoral care is largely the responsibility of the form teacher but all staff, whatever their role, play a large part in the care and support of pupils. In addition, the house system encourages vertical grouping within the school so that older pupils can mix with, and take responsibility for, younger pupils. The system engenders a strong sense of belonging. Replies from pupils in the pre-inspection questionnaire were very positive and almost all responded that teachers cared if they were happy and that there was an adult to turn to if they had a personal problem.
3.3 Staff are guided by effective pastoral arrangements. All staff are quickly made aware through the efficient reporting system if a pupil has any particular difficulties. Briefings at weekly staff meetings alert all staff to any pupil with a problem. The school has a comprehensive behaviour policy, which includes the system for rewards and sanctions and anti-bullying policy.
3.4 Pupils benefit from being at a small school, where they are well known. The head teacher and other staff are readily available to parents to discuss any immediate concerns and they carefully nurture the children to ensure that there is a good balance between school and outside activities. All staff relate well to children and relationships among pupils themselves are excellent. Although some pupils can be challenging, little unacceptable behaviour was observed and in most cases, it was dealt with swiftly and efficiently. Pupils are usually well behaved, polite and considerate of others. Good manners and courtesy are encouraged through PSHE and circle time for which staff have received training since the last inspection. Pupils respect and understand the clear guidelines for behaviour and appreciate the reminders posted around the school.
3.5 The school has in place most of the measures to safeguard and promote pupils’ health and well-being in order to meet its aim to provide a safe environment for its pupils. Child protection arrangements are in place and staff have been correctly trained.
3.6 All measures to reduce the risk of fire have been taken including regular checks on the warning system, testing of fire fighting equipment and fire drills. The local fire service visited in January 2007 and was satisfied with the school’s arrangements. Appropriate risk assessments are undertaken for all departments and for school outings. Staff prudently remind pupils of the dangers to be aware of in any given situation.
3.7 Pupils are released individually to their parents at the end of the day in an attempt to counteract the potential difficulties of the car parking arrangements and exit from the school. Parents are regularly reminded that the safety of their children in the car park is their responsibility and they are asked to escort their children directly to their vehicles and to exit the car park with care. Most parents respond positively to the request.
3.8 Pupils are properly supervised at all times and play co-operatively during recreational time. Good quality lunches are cooked on the premises from fresh ingredients. Staff supervision and attentive help given by older for younger pupils ensure that all pupils eat well and lunch is a civilised and enjoyable social occasion.
3.9 The school has a comprehensive and helpful health and safety policy and all relevant matters are discussed by the health and safety committee. The school ensures that all staff know what to do in the case of an accident. All members of staff are trained first-aiders and can be called on to give aid. The school is aware of its responsibilities in relation to adults and pupils with disabilities. It has an appropriate accessibility plan but acknowledges the difficulties of the building premises and is doing all that it reasonably can. For example, disabled toilet facilities have recently been installed. Admission and attendance registers are completed accurately.
3.10 Since the last inspection, steps have been taken to ensure that there are sufficient adults in and around the swimming pool when it is in use and that all playground equipment conforms to safety requirements.
3.11 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
3.12 The school has an outstanding partnership with parents and strong links with the community. It is very successful in its aim to ensure that there is a constant liaison and exchange of information between parents and the school. This is equally as positive as found at the time of the last inspection.
3.13
Parents who responded to the pre-inspection questionnaire were
overwhelmingly positive and very happy with the work of the school. Parents’ comments
included “a very nurturing and supportive school” and “the small scale and
family atmosphere at the school are extremely special.” Parents particularly appreciate the quality of teaching, the range of
subjects offered and the help and guidance given to their children. In addition, all parents agreed that the
school achieves high standards of behaviour, promotes worthwhile attitudes and
values and handles parents’ concerns well.
3.14
Parents are made to feel part of the extended family environment of the
school. The strong rapport with parents
is clearly a strength of the school.
Parents are given many worthwhile opportunities to be involved in
activities in the school and in the work and progress of their children. All parents are welcome to attend meetings
and are eligible to join the committee of the parents’ association, ‘Friends of
Bricklehurst’, formed since the last inspection. A charity committed to raising money for the
school, it promotes a wide range of social events such as quiz nights, a barn
dance for families and discos for pupils.
The head teacher and staff greatly appreciate the opportunity to choose
extra resources for the school, for example the new adventure playground. Parents willingly provide transport for
matches and outings, hear pupils reading and make costumes for plays. Parents are warmly welcomed into school to
attend all events, such as Harvest Festival, concerts, plays, sports days and
prize giving.
3.15
Parents are provided with
plentiful information about the school and are invited to attend a variety of
formal meetings such as, ‘Meet the Teacher’ at the beginning of the school year
and to discuss senior schools. In
addition, the prospectus, website and parents’ handbooks are comprehensive,
practical and informative. Termly
magazines and regular newsletters keep parents up-to-date with events and
highlight pupils’ activities and successes.
3.16
Twice a year, reports are sent to parents, followed up by parents’
evenings when reports may be discussed.
Reports are encouraging and detailed but do not always indicate to
parents what steps their children need to take to improve the standard of their
work. At other
times, parents may make an appointment to see the head teacher or a member of
staff at a mutually convenient time. There is regular daily access
for parents with pupils in the Foundation Stage and Year 1 who come into
classrooms at the beginning and end of the day.
From Year 2 homework diaries provide a useful home/school link and
enable parents to keep informed of their child’s work and progress.
3.17
The school handles the concerns of parents with due care. Parents feel that they can always come in and
speak to the teachers or head teacher. A
parent commented: “the head teacher is readily available to pupils and parents
and is unfailingly supportive and positive.”
Most concerns are usually dealt with informally. A formal complaints procedure is in place and
is available for parents if required.
3.18
Links with the local community are strong and extensive. Visits include outings to pick strawberries,
to the local church and sporting events.
Local groups use school facilities.
Courses run during the summer are open to local children. In the autumn term each year, pupils visit an
elderly care home to take harvest gifts and perform a short concert. The whole village is invited to the summer
fair held in the school grounds each year.
Links with the wider and international community include support for the
‘shoebox’ appeal to meet the critical needs of victims
of war, poverty, famine and disease worldwide.
The school also has valuable links with the Haller Foundation that include
fund-raising to buy mosquito nets, seeds and water butts for Kenyan
communities. Some pupils have linked up
with pen friends in a Kenyan school.
3.19 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 Effective governance is provided by the proprietors, who are the head teacher and bursar. They are highly committed to the good of the pupils, the school and its continuing development. Their overall aim is to provide a safe environment in which pupils may grow and thrive happily, whilst receiving an exemplary education from a dedicated team of professionals. In this, they are most successful. The quality of governance has been resolutely built upon and improved since the previous inspection.
4.2 Governors have educational expertise and are directly involved with the day-to-day life of the school. They have positive relationships with staff that they usually see daily. Their knowledge of the school is comprehensive, up-to-date and supports excellent oversight of the school. They provide essential and purposeful stimulus and informed support to the staff and for the growth and improvement of the school.
4.3 Their roles of responsibility are well defined and focus discussion on their particular areas of expertise. The governors’ astute financial planning ensures that the school’s accommodation and human and material resources are usually of the highest quality to meet pupils’ needs. Governors usefully call upon other specialists with whom they discuss legal and educational matters, if required.
4.4 Governors take their responsibilities to sustain the ethos, quality and development of the school, most seriously. They are aware of some of the limitations of the accommodation and facilities, including those for aspects of physical education and games. Good plans have been drawn up to address some of these limitations when finances permit. Governors have played a key role in planning and implementing major changes to the school over the past five years.
The Quality of Leadership and Management
4.5 Leadership and management are good, supporting the aims of the school and giving it a clear educational direction. The head teacher offers sympathetic, effective leadership. She is well supported by a middle management team. The school’s strong sense of community and distinctive ethos, praised in the previous report, has been successfully maintained.
4.6 The middle management team of subject co-ordinators, effectively established since the last inspection, forms a coherent structure. The recently introduced system of evaluation of assessment is an example of the successful way in which co-ordinators are beginning to carry out their roles. This is having a positive influence in monitoring the assessment systems of individual subject departments and in monitoring the progress of pupils within subjects and across the curriculum. Proposals to develop a system, recently begun by the head teacher, to monitor all other aspects of the school’s work, including the quality of teaching and of pupils’ work, show good potential.
4.7 To complete the middle management team, the planned development of a co-ordinator role with responsibility for the nursery and pre-prep departments and to help maintain successful links between sections of the school, is valuable. In addition, the establishment of a director of studies is intended as an important senior management link.
4.8 Since the previous inspection, the school has worked out an effective development plan, with clear indications as to time scale, some financial implications and the criteria for success. The system of review of the school’s work, conducted on an annual basis, provides a useful overview of the current position of the school. It also offers an accurate picture of the next steps that are needed to develop the quality of education further, for example, to develop a variety of training opportunities for teaching staff. However, the simultaneous annual review of all key areas and subjects within the school is too extensive, limits the attention that can be given to each area by the management team and is not conducive to thorough oversight.
4.9 High quality academic policies have been prepared by subject co-ordinators and teachers of the Foundation Stage. Whole-school policies are appropriate and cover all aspects of school life. However, their continuing effectiveness is limited as there is no organised system for their regular review.
4.10 Financial resources are well managed. Resources for learning throughout the school adequately support pupils’ needs in almost all areas. Since the last inspection, resources in many areas have been greatly improved, including those for ICT, but textbooks for history and geography in Years 3, 4 and 5 are too few in number.
4.11 Teaching and classroom staff are deployed effectively and they contribute significantly to pupils’ learning and welfare. Staffing levels are sufficient to provide small classes and individual attention, particularly for those who need learning support. The recruitment of well-qualified staff is mostly effective. Checks for staff who are offered employment are not always completed satisfactorily. Induction procedures for staff new to the school and for newly qualified teachers are in place and in line with guidelines, and support them very well.
4.12 The school attaches importance to the professional development of staff but has no development and performance management policy in place. The head teacher has begun staff discussions however, associated with the monitoring of teaching. Most staff take advantage of a wide choice of in-service training opportunities available and an informal appraisal system is in place.
4.13 The administration of the school is mostly efficient. Adm