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INSPECTION REPORT ON |
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Bridgewater School |
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Full Name of the School |
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DfES Number |
355/6005 |
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Registered Charity Number |
1105547 |
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Address |
Drywood
Hall, Worsley Road, Worsley, Manchester, M28 2WQ. |
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Telephone Number |
0161
794 1463 |
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Fax Number |
0161
794 3519 |
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Email Address |
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Headmistress |
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Chair of Governors |
Tony
Miller |
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3
- 18 years |
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Gender |
Mixed |
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Inspection Dates |
8th
– 11th 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 aims of Bridgewater School include: helping pupils to develop self-confidence, personal integrity and a sense of responsibility for others; helping pupils to become well-rounded individuals, through encouraging them to achieve their full potential academically and in all other respects; developing resilient individuals, with initiative, ambition and the capacity for independence.
1.3 The school was founded by parents in 1950, with the intention of creating a family school that would put both academic and personal development at the heart of its education. As the school grew, it moved to its current site of Drywood Hall, which is a country house of seventeenth century origins standing in about four acres of pleasant grounds.
1.4 Major building programmes over the last 17 years have improved the facilities and accommodation of the school significantly. The teaching accommodation is now largely modern and purpose-built, with Drywood Hall being used mainly for sixth form tutorials and administrative purposes. The multi-purpose complex opened in September 2006, with its All England Standard sports hall, drama and lecture theatre and larger purpose-built dining room, has improved significantly facilities and provision for extra-curricular activities in the school.
1.5
An increasing number of its pupils
come from the local area, but the school attracts pupils from a wide
geographical area around
1.6 The school has entrance criteria for all but the pre-school stage. These criteria include assessments in English and mathematics in the preparatory department, to which are added verbal reasoning tests for entry into the senior department. In addition, all pupils are interviewed to ascertain what other personal contributions they can bring to the school community.
1.7 Year 7 entrants come from a large number of maintained and independent primary schools, with half of pupils coming from the school’s preparatory department. Entry to the sixth form is dependent on achieving six A*-C grades at GCSE, with at least grade B in the subjects to be studied; external applicants also have an interview and induction meeting.
1.8 Standardised test scores indicate that the pupils’ average ability on entry is above that of the national average overall. Throughout the school there are some very able pupils, as well as a number of pupils in the average to below average ability range. In the senior department, which offers scholarships and bursaries for pupils with high academic potential, the ability range is less diverse than in the preparatory department. If pupils are performing in line with their abilities their results will be above the average for all maintained primary and secondary schools.
1.9
There are no pupils with formal statements of
special educational needs in the school, but it has identified 34 pupils who
require support with specific aspects of their learning, of whom 21 are in the
preparatory department and 13 in the senior department.
1.10 Pupils come predominantly from families of British heritage, but a small number of pupils come from families with other cultural heritages. Forty-two pupils have a language other than English as their principal language; of whom only nine require extra language support.
1.11 The school has experienced some significant changes since the last inspection. A new headmistress was appointed in 2001 and the great majority of teaching staff have also been appointed since that time. While the school retains a strong partnership with its parents, the school’s constitution was changed in 2004, along with its legal status, to allow governors other than parents to be appointed.
1.12 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.
Preparatory Department
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School |
NC name |
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Kindergarten |
Nursery |
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Reception |
Reception |
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Prep I |
Year1 |
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Prep II |
Year 2 |
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Prep III |
Year3 |
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Prep IV |
Year 4 |
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Prep V |
Year 5 |
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Prep VI |
Year 6 |
The Educational Experience Provided
2.1 The school provides a high quality education, which is consistent with its declared aims and philosophy. In particular, its curricular provision in and out of the classroom develops pupils’ self-confidence and helps them to become well-rounded individuals, who are encouraged to achieve their full potential academically and in all other respects.
2.2 The educational experience provided by the school has improved significantly since the last inspection. It is now broad and balanced, without the inconsistencies and idiosyncrasies noted at the time of the last inspection, because it is better planned. A much greater range of extra-curricular activities is provided and they enrich the curricular experience of pupils more effectively.
Preparatory Department
2.3 In the Foundation Stage, for three to five-year-olds, the curriculum is planned carefully to ensure that the Early Learning Goals are addressed fully, as at the time of the last inspection, which helps to ensure that the curriculum is broad and balanced and contributes well to all aspects of pupils’ development.
2.4
The curriculum in Years 1 to 6
contributes well to pupils’ linguistic, mathematical, aesthetic, creative,
physical and human and social development.
Pupils’ technological development is less secure. Information and communications technology
(ICT) is part of the core provision. The
provision for design technology is more limited and reduces the scope for
technological development. Nevertheless,
the inconsistencies in time allocations noted at the time of the last
inspection have now been addressed and the curriculum has a consistency within
and across years that was not apparent then.
There is a strong focus on the acquisition of social, literacy and
mathematical skills.
2.5 The enrichment of the curriculum is a strong feature of the department. Regular visits to local theatres, art galleries and museums are arranged. Very effective use is made of the local environment and visitors to school make a valuable contribution through such activities as the recent mathematics puzzle day. The provision of extra-curricular activities is good and enables pupils from Year 1 onwards to explore and develop their talents and interests through a diverse range of activities, including chess, music and sport. The carefully planned and ambitious programme of residential visits for pupils in Years 3 to 6 makes an important contribution to the development of social skills and well-rounded, resilient individuals; a key aim of the school.
2.6 Pupils are prepared well for entry into the senior department, which is where nearly all of them go. If pupils go to other schools, pupils and parents receive appropriate support and guidance.
2.7 Curriculum planning is based on national documentation and guidance, which provides a clear structure for progression across the department. Policies and plans are regularly reviewed and evaluated, which was not so at the time of the last inspection. Planning is better than at the time of the last inspection and some of it is excellent. Nevertheless, it is inconsistent and some planning lacks sufficient detail and does not pay enough attention to the use of assessment to support learning.
2.8 Careful planning and the appropriate deployment of staff ensures that pupils with learning difficulties and disabilities (LDD), and those for whom English is an additional language (EAL), gain full and appropriate access to the curriculum. Planning to provide for the specific needs of those pupils who are gifted and talented is more inconsistent, but the school is in the process of addressing this.
Senior Department
2.9 The curriculum is broad and generally balanced in Years 7 to 9. It allows pupils a good range of choice in Years 10 and 11, in addition to the broad range of subjects that all pupils study, which includes English, mathematics, science, French, physical education, as well as personal, social, health and citizenship education (PSHCE). Despite the small size of the sixth form, a wide range of 15 subjects is offered to pupils. This does mean that some teaching groups are very small.
2.10 The senior department is successful in promoting mathematical, scientific and physical development through its curriculum. It is particularly successful in promoting human, linguistic and social development through planning and work in a range of subjects and PSHCE. The daily form/pastoral period provides opportunities for a wide range of group and individual activities, which are intended to reinforce the ethos of the school and help pupils to mature. Various examples of excellent use of this time were observed, for instance problem solving in a Year 10 group, but the contribution it makes to human and social development varies considerably across individual tutor groups. The school is developing a more coherent structure to ensure that the time is always used productively. The provision for technological development is less effective, owing to limitations in the time allocation for practical subjects in Years 7 to 9.
2.11 Throughout the department, provision for the acquisition of skills in speaking, listening and numeracy is good. Many subjects plan activities that require discussion, small group work and presentations, in which interactive whiteboards are being used increasingly. The development and application of numeracy skills are a key part of the mathematics curriculum, but also feature in other subjects such as science and geography.
2.12 Pupils in Year 12 normally study four AS subjects and in Year 13 three A-level subjects. The sixth form curriculum does not include any compulsory enrichment programme other than what is done in the form period. Nevertheless, a wide range of well-supported optional activities, in which all pupils are involved to some extent, generally provides good breadth and balance. These activities include Young Enterprise, working with pupils in the preparatory department, charity work and work experience.
2.13 The senior department curriculum is complemented by a varied and very well-supported extra-curricular programme. At the centre of the programme is sport, including a wide range of team and individual activities, of which cheerleading is an unusual one, the annual drama production and debating. Other than the work of the various peripatetic staff with pupils, music does not make a significant contribution to this programme, as it has done in the past, but pupils benefit from belonging to a range of creative and scientific clubs and from visits to local theatres, art galleries and museums. Annual residential trips also provide excellent opportunities for teambuilding, learning new skills and meeting new challenges, which make a valuable contribution to human and social development.
2.14 Links between the preparatory and senior departments have improved significantly since the last inspection, so that there is now very close liaison on pastoral matters and increasing attention is paid to planned progression in individual subjects.
2.15 A developing programme of careers education and guidance provides increasingly effective preparation for pupils in relation to the next stage of their education, with work experience available in Years 10 and 12.
2.16 Curriculum planning is good and in some subjects, such as geography and history, it is exemplary. Overall, it ensures equality of access and opportunity for all pupils. The department is generally very successful in meeting the curricular needs of those pupils with LDD, through the organisation of teaching groups and also support within the classroom. Provision for the gifted and talented is generally good. It includes taking GCSE and AS examinations early and negotiated opportunities in drama, music and sport for timetabling changes, so that pupils can participate in out of school activities. Various clubs provide opportunities for them to be challenged, as does the annual UK Mathematics Challenge competition. There are some excellent examples of planning for gifted and talented pupils, but overall the planning is less consistently thorough than it is for pupils with LDD.
2.17 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.18 The quality of learning and achievement is good, fulfilling the school’s stated aim of helping pupils to become well-rounded individuals through encouraging them to achieve their full potential academically and in all other respects. Good standards of achievement overall have been at least maintained since the last inspection, with improvements in the examination performance of the most able pupils. The quality of learning has also improved, with pupils more capable of working independently and making more effective use of ICT.
Preparatory Department
2.19 Pupils are well grounded in the knowledge, skills and understanding of the subjects studied. They enjoy their learning and, through varied and often challenging lessons, learn to apply their knowledge effectively.
2.20 At the Foundation Stage, pupils achieve very well in all areas of their learning. Well before they reach five years of age, many pupils have already achieved the Early Learning Goals and started work on the Year 1 national programme of study.
2.21 As they move through the preparatory department, pupils of all abilities continue to progress well. By the time they move to the senior department, they have established strong foundations in the subjects and activities studied, particularly the core subjects of English, mathematics and science. They are confident in discussion, generally read fluently and write effectively in a range of styles, with awareness and understanding of the technical aspects of language. Mathematical skills are well developed. Creativity is reflected in work in art, music and imaginative writing. Pupils can also think and act critically, for instance when analysing the results of experiments in science.
2.22 The school does not participate in national tests, and so there is no means of comparing their performance with maintained schools. Other test data suggest that pupils achieve well and make good progress, with no significant differences in the relative attainment of pupils of different abilities or between boys and girls as they move from the Foundation Stage to Year 6. Lower ability pupils and those with LDD achieve particularly well.
2.23 Pupils achieve success across a wide range of activities. Many are successful in Associated Board music examinations. The preparatory department choir has sung at Manchester Cathedral and other venues, as well as achieving success in local competitions. Substantial individual and group competition successes have been achieved at local, county and regional level in cross-country, netball, gymnastics, trampolining, football and Tae Kwon Do. Pupils have represented the school in the Salford Schools Dance Festival and performed in the professional production of ‘Oliver’ at the Lowry Theatre. Success in chess includes a champion in the British Land United Kingdom Chess Challenge.
2.24 As pupils progress through the department, they develop very effective skills and positive attitudes to their work, which are already becoming apparent by the end of the Foundation stage. They are articulate, express their ideas well, listen carefully and respond thoughtfully in discussion. Literacy skills are well developed and used effectively across the curriculum, for instance in science to describe concisely investigations undertaken.
2.25 Pupils make good progress in numeracy, so that by Year 6 they make mental calculations rapidly and accurately. Some ICT skills, such as word processing and importing images, are used effectively by pupils to present their work in many curriculum areas, and a Year 3 class was observed using the interactive whiteboard effectively, although control technology skills are under-developed. They reason and argue increasingly cogently, as illustrated in science where they can formulate their own predictions and analyse their results perceptively by Years 5 and 6.
2.26 Pupils work very well both independently and cooperatively, as demonstrated in Year 6, where pupils created and organised the class scrapbook, taking responsibility for every stage of its production, including the initial photography and collating and mounting of work. They are enthusiastic and responsive about their work and sustain concentration well. Only occasionally, where tasks lack challenge or are repetitive, do pupils make slower progress. Their behaviour is exemplary and they thoroughly enjoy their learning.
Senior Department
2.27 Pupils throughout the senior department are well grounded in the knowledge, skills and understanding of the subjects and activities provided and can apply these effectively through thinking and acting critically and creatively, illustrated across a broad range of subjects.
2.28 There are no significant differences in the relative attainment of pupils in different subjects or between boys and girls. Less able pupils often progress extremely well and more able pupils take advantage of opportunities to work at higher levels, including demanding extension work. This is a clear improvement in the achievement of more able pupils since the last inspection and in most subjects the more able now achieve their full potential.
2.29 At the time of the last inspection, standards of achievement in the school were generally regarded as high across the senior department, but the lack of the highest grades at GCSE in some subjects indicated that the most able were not always achieving their full potential. The standardised test data and examination results show that pupils are still achieving at a level above that which might be expected in relation to their ability, so that the good standards overall, noted in the previous inspection report, have been maintained. Pupils now, however, achieve well above the national average percentage of the highest grades in GCSE in most subjects, which represents a significant improvement since the last inspection. The small numbers of pupils in the sixth form make it inappropriate to compare their A-level results with national statistics, but the results last year were considerably better than those of the two previous years.
2.30
As in the preparatory
department, pupils achieve success across a wide range of activities. These include art, judo, karate, squash,
basketball, cross-country and cricket, where they have achieved representation
at local, county or regional level. Some
pupils have also been selected for the
2.31 Pupils’ learning skills and attitudes towards work and study, rated highly in the previous report, have further improved. They continue to demonstrate good listening skills, strong motivation and enthusiasm. They are now more experienced in, and capable of, working independently and collaboratively.
2.32 Pupils are articulate, listen effectively, read intelligently and write fluently and effectively. These literacy skills are utilised across the curriculum. They apply mathematics and mathematical concepts effectively in many subjects and situations, recognising the transferable nature of the skills.
2.33 Effective use is made of ICT in many subjects: pupils word process homework; the internet is used as a research tool; they learn how to use control technology in design technology. Pupils learn how to reason and argue well, making effective use of relevant evidence. This is particularly apparent in the humanities, where pupils of differing ages reason and argue cogently. They are less adept at devising solutions to open-ended problems.
2.34 Pupils of all ages make effective notes and older pupils do this spontaneously. Many organise their work well, so that it serves as an effective resource for learning, but some still need more support to achieve this.
2.35 The capacity of pupils to study and work effectively on their own and cooperatively with others is a strong feature of their study skills. They settle quickly in lessons, apply themselves purposefully and persevere, even when they find work difficult. The rare occasions when pupils lose interest happen when work lacks sufficient challenge.
Spiritual, Moral, Social and Cultural Development of Pupils
2.36 The spiritual, moral, social and cultural development of pupils is one of the school’s key aims, as expressed through its concern to help develop self-confidence, personal integrity and a sense of responsibility for others, which reflects its centrality to the school’s educational aims. This area of its provision has strengthened further since the last inspection, with moral and social development now outstanding and cultural and spiritual development remaining good.
2.37 The social and moral ethos of the school plays an important part in the rapid development of these facets of pupils’ education. Staff treat pupils with a natural courtesy and civility, which sets an excellent example for them to emulate. Pupils respond well to the trust that is placed in them, developing a strong sense of moral and social responsibility from an early age, as illustrated in the excellent anti-bullying policy that they played a big part in producing. They quickly learn the difference between right and wrong and debate moral issues in a thoughtful and increasingly complex manner as they grow older. This understanding is enhanced by the continuing attention to moral and social issues in many subjects, through PSHCE, the tutorial period and assemblies, which reinforce and consolidate the sense of justice and moral behaviour that is widespread amongst pupils.
2.38 Similarly, pupils learn how to exercise personal and social responsibility, through responding positively to the consistently high expectations that staff have about their behaviour and through the opportunities provided for responsibility in various school contexts, for instance, as form monitors, team captains, prefects and, as sixth formers, producing the school magazine and supporting younger pupils in the preparatory department. Pupils also learn how to exercise personal and social responsibility outside the school context through the broad range of activities in which they participate. The preparatory department’s residential programme, the various field trips undertaken in the senior department and The Duke of Edinburgh’s Award scheme all require pupils to demonstrate independence and collaboration.
2.39 During their time in the school, pupils develop a strong sense of self-esteem and self-confidence, without a hint of arrogance. Much of this emanates from the constructive approach of teachers towards pupils’ achievements and behaviour, together with the encouragement they give pupils to express and debate their opinions from an early age. The self-esteem and self-confidence of pupils are further enhanced by the broad range of extra-curricular activities that they take part in, where they learn to explore and develop their potential, and the school’s rewards system, which is used to celebrate the success of individual pupils and groups in relation to their aptitudes at all levels. Pupils can also move beyond the immediacy of a strongly materialistic world to reflect upon more enduring values, as instanced by their personal responses to themes in assemblies, experience of great art and literature and their understanding of the under-pinning values of the major religious faiths.
2.40
From an early age, pupils
become familiar with a variety of different cultures and various religious and
cultural festivals. As they move through
the school, they deepen and broaden this understanding through studying
different societies, in time and place, discussing contemporary events and
studying the great religions, so learning to accept and celebrate the concept
of cultural difference within the framework of moral responsibility and social
justice. The cultural diversity within
the
2.41 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.42 The quality of teaching across the whole school is good. It contributes much to pupils’ attainment and progress and helps the school to achieve its academic aims. Teachers are well qualified, with a helpful range of experience, and are deployed effectively. The overall quality of teaching has improved since the last inspection.
The Preparatory Department
2.43 The quality of teaching in the preparatory department is good overall. It enables pupils of all abilities to make good progress in developing their knowledge and skills, and is particularly effective in developing their literacy and numeracy skills. Teaching in the Foundation Stage is outstanding and helps pupils to make very good progress.
2.44 Teachers create an atmosphere of openness and warmth, which is conducive to learning. Staff know the emotional and intellectual needs of their pupils very well. Class teachers collaborate very effectively with support teachers or nursery nurses to ensure that individual learning needs, particularly of the lower attaining pupils and those with LDD, are very well served. The learning needs of very able pupils are also generally addressed well and they are challenged more effectively by tasks set in lessons than was the case at the time of the last inspection.
2.45 Most of the teaching is marked by the good subject knowledge of teachers, the effective use of support staff, clear and explicit explanations and instructions, some high-quality questioning, variety in teaching strategies, a brisk pace of learning and tasks which catch the imagination and interest of pupils. The planning of these lessons is thought through carefully to ensure that teaching and learning objectives are clear, and that tasks and activities are well chosen to achieve effective learning.
2.46 All lessons are planned thoroughly, but in less successful lessons the main focus is on the completion of particular tasks, without sufficient consideration being given to intended learning outcomes. Sometimes this leads to the setting of mundane tasks, such as colouring and copying, which do little to help pupils’ learning progress. More generally, whilst pupils develop their ICT skills through ICT lessons, it is relatively little used to enhance the learning experience of pupils and to develop their skills elsewhere in the curriculum.
2.47 An outstanding feature of the teaching is the excellent relationship between staff and pupils, marked by a mutual affection and respect. This creates an atmosphere in classes where pupils have great trust in their teachers and want to learn. It also gives them the confidence to express their ideas and opinions and seek extra help and support when they need it, and encourages great diligence and responsible behaviour in pupils.
2.48 The resources to support teaching have improved significantly since the last inspection, and are used effectively to support teaching and learning. The department has a new ICT suite, but its potential has not yet been exploited. The recently opened sports hall and drama studio have improved significantly teaching and learning opportunities in physical education and drama. The recent creation of a separate preparatory library has increased opportunities for independent research by pupils.
2.49 Good use is made of the assessment data collected from regular standardised tests to identify pupils who require additional support, or for whom learning needs to be more challenging. Pupils’ progress is carefully recorded in literacy and numeracy. Progress in other subjects is not recorded in the same careful manner, but the school is already developing a means of addressing this omission in science. Assessment informs planning very effectively in literacy and numeracy, but not so well in other areas.
2.50 During lessons teachers use questioning well to assess pupils’ progress and adapt their teaching accordingly. Work is marked regularly, with personally encouraging comments, which are often supported by oral comments made to pupils. Some marking diagnoses clearly strengths and areas for improvement, including on occasion setting learning targets to help pupils make progress, however this is inconsistent and does not often inform lesson planning. The department’s marking policy is thorough and effective when used systematically, but it is not yet applied consistently by all teachers.
Senior Department
2.51 The quality of teaching generally supports pupils’ learning very well and allows pupils of all abilities to make good progress. Since the last inspection, standards of teaching have improved still further. The great majority of teaching is at least good and some of it is excellent.
2.52 Particular features of good and excellent teaching include: clear and lively explanations; sharp, well-focused questioning that tests and consolidates knowledge as well as exploring issues; variety in teaching strategies, combined with a brisk pace; learning tasks that interest and enthuse pupils. Homework tasks that encourage pupils to use their research skills and a variety of sources including the internet in a major piece of independent investigation, are an outstanding feature of some of this teaching. A small minority of teaching remains pedestrian, with tasks that do not always fully challenge pupils or teaching strategies which are not fully appropriate. Occasionally, with GCSE classes in Year 10, the teaching is too narrowly focused on the specific requirements of the examination.
2.53 The teaching generally encourages diligence in pupils, often catches their interest and sometimes enthuses them. Many pupils state that they enjoy their learning and are committed to it, which benefits the progress that they make. In some lessons teaching developed pupils’ intellectual curiosity and promoted independent thinking skills by creating a range of opportunities for them to delve deeper into the subjects, but opportunities to promote independent learning skills were not always exploited so successfully. Lessons are thoroughly prepared and generally cater well for the needs of pupils of all abilities.
2.54 Relationships between teachers and pupils and amongst pupils are positive, warm and friendly and allow learning to take place in a mutually supportive environment. Teachers know their pupils well and do all they can to assist and support them. They are aware of those pupils who have been identified as requiring learning support and make effective provision to meet their needs. Staff willingly give their time outside lessons to offer extra support to pupils, where needed. Teaching generally encourages the highest standards of conduct from pupils, who respond well to their teachers’ high expectations.
2.55 Teachers have a good command of the subjects that they teach and in some instances this is excellent. At its best, the teaching encourages flexibility of approach and challenges pupils to think for themselves and undertake further research, but occasionally pupils become over dependent on the extensive guidance which they are offered and fail to take active responsibility for their learning.
2.56 Resources to support teaching and learning are generally good, but the library fails to support pupils’ learning effectively, as at the time of the last inspection. However, plans are afoot to address this deficiency. Good use was made of interactive whiteboards to enhance teaching and learning in a number of lessons observed and this technology featured in some of the excellent teaching seen. Pupils are increasingly using them for their presentations, which are a regular feature of some teaching. Nevertheless, the extent to which interactive whiteboards are used by teachers, when available, and confidence in their use varies considerably. ICT is used increasingly effectively to support pupils’ learning in other ways, including independent research, and all pupils benefit from regular ICT lessons during Years 7 to 9, which ensure that they develop key ICT skills. Excellent technical support contributes greatly to the quality of teaching.
2.57 Good use is made of standardised assessment data to identify pupils’ potential and track progress across the senior department, with form tutors playing a key role in this process. The marking of pupils’ work is variable across subjects. Some excellent examples of diagnostic marking identify clearly the strengths and areas for improvement in pupils’ work, sometimes combined with sharply focused learning targets to help pupils improve their learning. The marking is nearly always personally encouraging, but in a few instances it is perfunctory and irregular. At its best, assessment informs subject planning well and contributes to significant improvements in pupils’ learning. The senior department assessment, recording and reporting policy has been revised recently, in order to improve consistency in marking and promote excellence in assessment practice.
2.58 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 Pastoral care is an outstanding feature of the preparatory and senior departments of the school. Individual staff care deeply about the academic success and personal well-being of the pupils in their charge. Their work is supported by effective pastoral systems, with regular meetings, clear lines of responsibility and good record-keeping. Pastoral care plays an important role in building pupils’ self-confidence, personal integrity and social responsibility; key aims of the school.
3.2 At the time of the last inspection, pastoral care was already an outstanding feature of the preparatory department, but lacked system and structure in the senior department. The introduction of an effective pastoral system and clear lines of responsibility, to support the excellent work done by individual staff, has further strengthened pastoral care in the senior department.
Preparatory Department
3.3 The strong commitment of the preparatory department to the pastoral care and personal well-being of pupils is an outstanding feature. The staff know their pupils extremely well and this helps to ensure that they provide highly effective support and guidance for the pupils in their care. The ethos of the school is warm and friendly and pupils feel safe in the caring environment. They know who to turn to when they have a problem and are confident that their concerns will be taken seriously and dealt with expeditiously, reflecting the strong mutual trust between staff and pupils.
3.4 The outstanding care, support and guidance build pupils’ confidence, self-esteem and awareness of others very effectively, supported by well-structured pastoral arrangements, overseen by the head of the preparatory department. Central to pastoral care, is the class teacher, who also receives invaluable help from support teachers and nursery nurses, who know pupils very well. The department holds regular meetings to discuss the progress and well-being of individual pupils. As a result, any concerns are dealt with speedily and effectively. Staff are informed quickly of any problems that arise and informal methods of communication are very effective in keeping all staff well informed.
3.5 Relationships between staff and pupils are excellent. Staff provide good role models through their courtesy, high expectations, approachability and evident care for their pupils’ well-being, which is allied with a calm, benevolent authority. Relationships between pupils are also excellent; they collaborate well together in the classroom and play together harmoniously.
3.6 Pupils have a good understanding of school rules and why they are necessary. Measures to promote good discipline and behaviour very much focus on high expectations and positive encouragement. This is a consistently strong feature of the way in which staff relate to pupils. The house system is also used very effectively through the regular awarding of house points for good behaviour, including helping and supporting other pupils. Awards are celebrated weekly in assemblies, which are positive, uplifting and obviously enjoyed by pupils of all ages. Sanctions are fair, but little used. The arrangements to deal with bullying are comprehensive and appropriate and were drawn up in consultation with pupils. They are very seldom used, however, and pupils spoken to during the inspection were unaware of any incidents of bullying.
Senior Department
3.7 Staff are very supportive of pupils, creating a caring, warm environment in which the emotional, academic and personal well-being of each pupil is closely and carefully monitored. The highly effective pastoral arrangements in the senior department place the form tutor as the central point of contact between all parties concerned with the short and long-term welfare of each pupil, but all staff rec