INDEPENDENT SCHOOLS INSPECTORATE

INSPECTION REPORT ON

Bryanston School

 

Full Name of the School

Bryanston School

DfES Number

835/6005

Registered Charity Number

306210

Address

Blandford, Dorset, DT11 0PX.

Telephone Number

01258 452411

Fax Number

01258 484661

Email Address

head@bryanston.co.uk

Headteacher

Sarah Thomas

Chairman of Governors

The Rt Hon The Lord Phillips

Age Range

13-18 years

Gender

Mixed

Inspection Dates

5th-8th February 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 was not carried out in conjunction with the Commission for Social Care Inspection (CSCI) and the report does not contain specific judgements on the National Minimum Boarding Standards.  It comments on the progress made by the school in meeting the recommendations set out in the most recent statutory boarding inspection and evaluates the quality of the boarding experience and its contribution to pupils’ education and development in general.  The full CSCI report can be found at www.csci.org.uk.

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.              INTRODUCTION

Characteristics of the School

1.1            Bryanston was founded in 1928 as a progressive school with a very particular philosophy, aiming to provide as broad an educational experience as possible while developing pupils’ individual talents.  The school is committed to the belief that an education should impart a real sense of meaning and purpose and develop open and enquiring minds.  It values creativity, individuality and variety, wishing young people to fulfil their talents wherever they lie.  At the same time, it seeks to nurture integrity, responsibility, compassion and self-discipline within the context of the demands set by a lively school community.

1.2            The school’s motto ‘et nova et vetera’ (both the new and the old) reflects its aim to mix the innovative with the traditional.  Its educational programme is based on a modified Dalton Plan: formal classes are held in each subject, but each pupil is set assignments to complete independently.  Pupils from Year 10 upwards also have regular “correction periods” during which subject teachers meet with them individually to discuss their work, check their understanding and suggest how they might improve.

1.3            Bryanston was opened as a boarding school for boys.  It first admitted girls to the sixth form in 1972 and became fully coeducational in 1975.  It has some day pupils, but operates essentially as a boarding school, with lessons on six days each week.  Many of the staff are long serving and considerable numbers of pupils are siblings or children from families with several generations of Old Bryanstonians.  The current head took up her appointment in September 2005, succeeding a head who had been 22 years in post.

1.4            The heart of the school is a Norman Shaw country house, completed in 1897, which is surrounded by many more modern additions.  A new science and mathematics centre was nearing completion at the time of the inspection.  The 450 acre site in rural Dorset includes a riding stable, extensive sports facilities and a small church.

1.5            At the time of the inspection the school had 651 pupils aged from 13 to 18, of these 379 were boys and 272 girls.  Three hundred and eighty-seven were in Years 9 to 11 and 264 were in the sixth form.  Boarding pupils formed the majority, with 583 boarders and 68 day pupils.  These numbers are very similar to those at the time of the last ISI inspection in May 2001.

1.6            Most pupils come from south and south west England, although a steady proportion comes from London and others from elsewhere in the UK.  Some pupils have homes in EU countries or elsewhere overseas, but most are from ex-patriate families.  Many pupils come from an economically privileged background.  The school was providing fee support for 153 pupils at the time of the inspection and six pupils were in receipt of government boarding allowances.

1.7            Entry to the school is normally dependent on the candidate’s performance in the Common Entrance examination, although a few pupils, mostly from maintained schools, are admitted on special papers.  Entry to the sixth form is subject to meeting the matriculation requirement of a minimum of 40 points at GCSE.  Standardised tests taken by the pupils in Year 9 and Year 10 indicate that the average ability of the pupils is above the national average.  If the pupils are performing in line with their abilities their results will be above the average for all maintained schools.

1.8            While no pupils had a statement of special educational need (SEN), at the time of the inspection the school had identified 195 pupils as having special educational needs, mainly of a mild dyslexic nature.  Nine pupils had English as an additional language (EAL) and five of these received specialist EAL teaching.

1.9            National Curriculum nomenclature is used throughout this report to refer to year groups in the school.  The year group nomenclature used by the school and its National Curriculum (NC) equivalence are shown in the following tables.

 

 

School

NC name

D

Year 9

C

Year 10

B

Year 11

A3

Year 12

A2

Year 13

2.              THE QUALITY OF EDUCATION

The Educational Experience Provided

2.1            Bryanston provides an all-round education of good quality, fully consistent with its philosophy, which enables pupils to develop their academic and personal potential.  The curriculum is broad and balanced and accessible to all.  The academic curriculum is very well matched by a wealth of high quality extra-curricular activities, reflecting the school’s aim of promoting equally its pupils’ involvement in activities and academic studies.

2.2            A wide range of subjects is available at GCSE, AS and A level, including three modern languages, Latin, Greek and separate sciences.  Almost all of the 285 parents responding to the pre-inspection questionnaire were satisfied with the choice of subjects.  The school makes every effort to accommodate pupils’ individual choices.  The minor recommendation of the last inspection report, that the school consider introducing drama and religious studies at GCSE, has been discussed, but the school is content with its existing provision of extra-curricular drama in Years 9 to 11 and religious studies taught within the humanities and PSRE (combined physical, social and religious education) programme.

2.3            The curriculum contributes well to pupils’ development in languages, mathematics, science, technology, human and social studies and in physical, creative, expressive and practical subjects.  The provision of subject specialist correction periods, clinics and individual tutorials in addition to formal lessons is a strength of the school and enhances the pupils’ understanding.  The humanities programme, which begins in Year 9, makes a valuable contribution to preparing pupils for adult life and further study. It includes personal and social issues, Christian values, study skills and health education and in the sixth form encompasses philosophy, psychology, theology, anthropology and a weekly current affairs lecture.  The curriculum is appropriately supported by fieldwork and educational visits within the UK and abroad, including outdoor adventure training, language exchanges and history of art, classics and sports tours.

2.4            The rich and flexible extra-curricular activities programme is a vital component of school life.  Sports, music, drama, the visual arts, debating, car building and guitar making are but a few of the activities which provide a wealth of opportunities for pupils.  Pupils play games on three afternoons each week.  A wide range of sports is offered, including archery, athletics, badminton, basketball, canoeing, cross-country, cricket, fencing, Eton fives, hockey, lacrosse, netball, riding, rowing, rugby, sailing, shooting, soccer, squash, swimming and tennis.  A compulsory programme of outdoor education forms an important part of the Year 9 and Year 10 curriculum.  The school’s own theatre, complemented by the outdoor Greek theatre, enables pupils to develop their backstage and production skills as well as gain acting experience; some 15 school productions are staged each year.  A programme of external concerts and productions, held in the theatre and open to pupils, provides further opportunities for enrichment.  All Year 9 pupils are offered the chance to develop their musical talent through a term’s free tuition on an instrument of their choice.  The school has several high quality choirs, orchestras and bands and many informal musical ensembles.  Special events, mainly organised by the pupils themselves, abound, for example, the “A3 Festival” and the “C/D Bands Concert”.

2.5            The school’s “pioneering” programme ensures that pupils give back something to the community, through work in the grounds and other areas of the school or with local groups, such as visiting the elderly, or assisting with riding for the disabled.  The Duke of Edinburgh’s Award Scheme and Young Enterprise provide further opportunities for pupils to gain useful experiences.  Staff make an enormous commitment to the extra-curricular programme, with more than sixty options on offer.  Pupils are able to suggest additional activities which they would enjoy.  Many groups, both large and small, gather at different times of day to work together in a purposeful way, pursuing mutual interests and achieving high standards.  Parents responding to the questionnaire agreed that the school provides a good range of extra-curricular activities.

2.6            The extensive careers guidance remains outstanding, as at the time of the last inspection.  High quality careers information assists pupils in making informed choices for careers and higher education.  Aptitude tests, personal interviews and specialist lectures are provided and pupils are appropriately trained in interview techniques.  The school works with parents to enable Year 11 pupils to undertake relevant work-experience after their GCSE examinations, locally, nationally or abroad.  Tutors and teachers provide valuable advice about the choice of courses and universities.  The many pupils who undertake gap year projects before commencing their degree studies receive very good support in planning their programmes.

2.7            Curriculum planning is good and provides well for pupils’ individual needs.  Those with SEN and EAL receive appropriate support in individual lessons, tutorials and correction periods.  The school is developing a suitable programme for pupils whom it has identified as “gifted and talented”: some departments are providing extra sessions and extension work.

2.8            The school meets the regulatory requirements for the curriculum [Standard 1].

Pupils’ Learning and Achievements

2.9            Pupils achieve well, gaining good understanding and knowledge of the subjects they study and reaching high standards in extra-curricular activities.  The school is successfully fulfilling its aims in developing pupils’ individual skills and talents, especially in the creative arts, sports and practical activities.

2.10         The school has a sterling record of pupils achieving distinction as individuals and in groups in a wide range of sports, music, arts and extra-curricular activities.  Pupils have regularly represented their county, region or country in a variety of sports including athletics, cricket, equestrianism, hockey, netball, rugby and squash.  The 1st XV rugby team has rarely been defeated in recent years and the girls’ hockey team won the county championship in 2006.  Groups of musicians have regularly been finalists in the prestigious National Chamber Music Competition.  Pupils’ outstanding artwork has been displayed by the examination board in its national exhibition and the school has won awards for design and technology.  Particularly large numbers achieve The Duke of Edinburgh’s Awards, with 17 gaining gold during the 2005-6 academic year.  All these achievements not only add to individual pupils’ confidence but also inspire their peers.

2.11         In the last three years for which comparative national data were available at the time of the inspection, pupils performed very well at GCSE.  Their results were at least well above the national average for all maintained schools in every subject and far above in some.  Pupils make progress above national norms from Year 9 to GCSE.  At A level the results overall were above the national average for all maintained schools for the years 2003 to 2005, but in line with the national average in a significant number of subjects.  The school is successfully investigating ways in which it can enhance pupils’ progress between GCSE and A level and improve their examination results.  Girls regularly outperform boys at both GCSE and A level.  Pupils with SEN and EAL achieve at least in line with their abilities.

2.12         Articulate and confident speakers, pupils of all ages can reason and argue cogently and think for themselves.  Some very good examples of thinking critically were observed in English, history, politics and religious studies.  Pupils are able to listen effectively and to work co-operatively.  In many lessons they engage well in discussion, but in some they lose concentration quickly and become less attentive, preferring to talk to one another or to divert discussion away from the planned lesson objectives.

2.13         Pupils read with understanding and can write fluently and effectively in a range of styles.  They are able to apply mathematics and mathematical concepts well and make effective use of information and communication technology (ICT) to support their independent learning.  Assignments and classroom notes are competently retrieved by pupils from the e-Portal in an increasing number of subjects.  Pupils also utilise their ICT skills well in the classroom, when given the opportunity, practising modelling, desktop publishing and data-handling.

2.14         The last inspection report suggested a need for more attention to learning and study skills, including note-taking.  Scrutiny of pupils’ files showed some very good practice in independent note-taking.  In some lessons, however, pupils had to be prompted to take out paper and pen and make notes, while in others notes were copied from the board or made from teacher dictation rather than independently.  Brief, but appropriate, training in study skills is provided to all Year 9 pupils by the librarian and can be supplemented later by request.  The individual subject study rooms are very well used by the pupils and enable them to acquire good independent study habits from the outset.

2.15         The quality of pupils’ organisation of their work, files and notes varies between subjects and reflects teachers’ expectation.  Some excellent examples of pupils’ independent organisation were seen, for example, in art and drama.  Independent thinking and very good organisational skills were also well illustrated in a variety of extra-curricular activities.

2.16         The premise of the Dalton Plan is that pupils should develop into self-motivated independent learners; in their questionnaire responses numerous parents praised highly the school’s achievements in this area.  By the time they leave, pupils have become confident independent learners and the school is successfully fulfilling this aim.

Spiritual, Moral, Social and Cultural Development of Pupils

2.17         The quality of the pupils’ spiritual, moral, social and cultural development is very good.  The nurturing of the personal development of the individual is central to the school’s aims: references are made in these to seeking to nurture integrity, responsibility, compassion and self-discipline and creating a loving community which fast becomes, and remains, a family.  The school succeeds in living up to these defining criteria and is essentially a family school.  It fosters a deep sense of belonging in its pupils: they feel very involved in and committed to the Bryanston community.  They are very proud of their school and it enables them to develop genuine self-knowledge and self-esteem.  Pupils are confident in their own identities, feel no pressure to conform to any particular stereotype and accept others as they are.  A profound sense of trust pervades the school.

2.18         Centred on the fine Norman Shaw house and set in spacious rural surroundings, Bryanston is an uplifting place in which to live and work.  The wide range of opportunities for fulfilment in the visual and performing arts and the presence of high quality artworks around the site provide much spiritual and aesthetic enrichment.  Whole school assemblies have a strong moral theme and include prayers.  On Sundays pupils are free to choose between Eucharist in the church or assembly in school.  The school’s choirs make a valuable contribution to the church services.  While the school has a Christian ethos, the only compulsory worship is the weekly chapel service for pupils in Year 9.  This liberal approach is rewarded by a general sense of goodwill towards the work of the chaplain and by the fact that substantial numbers of confirmands come forward each year.  The religious studies course has an exclusively Christian focus: as noted in the last inspection report, the other great world faiths are not studied in any depth and pupils do not gain insight into a variety of religious belief.

2.19         Pupils develop a strong moral sense.  They have a clear sense of right and wrong and a respect for the law and for the school’s own rules.  Appropriate importance is placed on personal integrity and consideration towards others.  From their first days at Bryanston the pupils are encouraged through the humanities programme to think and talk not only about moral issues but also about meaning and purpose.  The newly devised personal, social and health and citizenship education programme is excellent: it enables pupils to discuss lifestyle choices and to form mature opinions on issues such as bullying, smoking, alcohol, sexual health and drugs.  Almost every parent responding to the questionnaire agreed that the school promotes worthwhile attitudes and views.

2.20         The pupils’ social development is very good.  The easy informality which characterises daily life at Bryanston and the central role of the personal tutor make a major contribution to this.  Pupils are prepared to take responsibility for their own behaviour.  The school was described to the inspectors as “a kind and gentle place”.  Bullying is almost unheard of and pupils are confident that if any were reported it would be dealt with effectively.  The older pupils are given opportunities for leadership and for undertaking responsibility for others.  Team captains and “stripes” (prefects) have prominent roles.  Senior pupils carry out organisational and supervisory duties in their houses and some help to run the Year 9 boys’ houses.  Pupil direction of plays and events, such as the annual Year 12 arts festival, fosters initiative and qualities of leadership.  The main school building lies at the heart of the community and the excellent use of its basement as a central social area leads to a strong sense of unity.  Participation in community service, charitable activities, Young Enterprise and The Duke of Edinburgh’s Award Scheme enhances pupils’ social development.

2.21         Pupils develop a sensitive appreciation of their own culture.  They are involved in many high quality cultural activities in the school, particularly in art, drama and music.  Lectures and discussions increase pupils’ understanding of literary, historical and current issues.  Theatre trips and other visits, community service, the Nepalese charity and expeditions in this country and abroad help to widen pupils’ horizons.  The few pupils from different cultural backgrounds integrate happily into the school.  Nevertheless, the relatively remote geographical situation of the school and limited focus on raising pupils’ awareness of social, ethnic and religious diversity within the United Kingdom lead to some insularity.

2.22         The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].

The Quality of Teaching (Including Assessment)

2.23         The quality of teaching is good overall.  The teaching of individual pupils or small groups in correction periods is a strength of the school and outstanding practice was seen which enabled pupils to recognise their strengths and weaknesses and to develop their understanding.  Some outstanding whole-class teaching was also observed.

2.24         The individual teaching in correction periods, in tutorials, with language assistants and in whole-class lessons supports pupils very well in acquiring knowledge, understanding and skills.  In correction periods teachers successfully employ well thought-out strategies to evaluate pupils’ understanding, question their ideas and encourage them to think.  Their willingness to make themselves available in subject study rooms, clinics or classrooms and to respond to questions in emails helps pupils to make sustained progress.  This approach benefits all pupils, including those with SEN and EAL.  While whole-class teaching and standard assignments ensure coverage of syllabus material, they can involve an over-reliance on work sheets.

2.25         In the best lessons, the teaching fostered the pupils’ interest and ability to think and learn for themselves.  This was particularly apparent in subjects which required creative effort or discussion of social and moral issues.  Lively and energetic teachers with high expectations and a good deal of enthusiasm encouraged pupils to extend their personal boundaries.  Pupils responded very well to this, displaying confidence and a lack of self-consciousness.  A significant proportion of whole-class lessons, however, suffered from a lack of pace and their planned objectives were not fulfilled.  In some lessons, the pupils’ attention was allowed to wander, leading to a loss of focus.  In others, an overly didactic approach provided little opportunity for pupils to participate or to engage in active learning.  Often, such lessons began well, with a good exposition by the teacher, but allowed insufficient opportunity for pupils to develop their own skills or learning.

2.26         The good relationships which exist between teachers and pupils ensure that the atmosphere in lessons is generally positive, relaxed and sometimes humorous.  In a number of lessons across a range of subjects, however, lack of punctuality and some poor behaviour by pupils went unchecked which led to a reduction in the progress made.

2.27         Most teachers demonstrate good knowledge and understanding of their subject.  Their teaching is enhanced by the effective use of a very good range of high quality resources.  Much ICT equipment has been installed in classrooms, workshops and laboratories since the last inspection and teachers in a number of subjects use this confidently and effectively.

2.28         The quality and frequency of formal marking remains variable between subjects, as noted in the last inspection report.  Written correction of individual assignments does not always follow the school’s guidelines.  While pupils may have discussed an assignment in a correction period with their teacher, those who have not noted the outcome of the discussions nor annotated their mistakes are not always able to recall how their work might be improved.  However, discussion in these correction periods ensures that teachers know their pupils’ individual strengths and weaknesses well and their assessment of the pupils’ understanding is able to support their teaching in whole-class sessions.  Grades for every subject are recorded on each pupil’s “chart” and discussed in the weekly meeting with the personal tutor.  Several departments set clear targets for individual pupils, recording and monitoring their progress well.

2.29         The school is developing its use of data on its pupils’ examination performance evaluated by reference to national norms.  These data are being shared more widely and discussed more frequently so that not only heads of departments but also tutors and pastoral staff are aware of pupils’ potential and progress.  Sixth form pupils now receive regular grade estimates, correlating their current performance with their potential, and they discuss with their tutor how they may improve.  Heads of departments complete useful detailed audits of their pupils’ performance in public examinations.

2.30         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            Care sits at the very heart of the school.  Staff provide an outstanding level of pastoral care for individual pupils of all ages.  This is complemented by the excellent arrangements to promote and protect the pupils’ welfare, health and safety.  All the minor health and safety issues raised at the time of the last inspection have been resolved.

3.2            Relationships are excellent.  The air of mutual trust and openness between pupils and teachers is an outstanding feature of the school.  The effective team-working of the tutors and the housemasters and housemistresses provides a supportive, family environment within which pupils are happy, feel safe and are able to grow.  The initiative since the last inspection to appoint senior tutors and the subsequent development of this role have provided valuable structure, training and support for both new and existing tutors.  The annual tutor survey provides a rich source for self-review and contributes to the planning of pastoral in-service training, strengthening the system still further.

3.3            The school’s rules and procedures to promote good behaviour are well understood.  A very thorough system of centralised monitoring and record-keeping provides a very clear overview of pupils’ behaviour.  The punishment system is kept under review and generally accepted as fair, although the practice of “break runs” is unpopular with pupils and some parents.  The measures to guard against bullying and harassment are recognised by pupils as effective.  The school’s rewards system has recently been reviewed and staff endeavour to praise pupils appropriately and to acknowledge their efforts with merits.

3.4            The school’s child protection arrangements are effective: all appropriate policies and procedures are in place and are well understood.  Training has been provided for all existing staff and child protection training is a component of the induction procedure for all new staff.  The designated contact is well known and maintains strong links with outside agencies, undergoing necessary training at appropriate intervals.  Criminal Records Bureau checks are made on all staff as part of the carefully monitored appointment process.  Pupils’ daily attendance is monitored and recorded and the school’s admissions register is carefully kept and meets all requirements.

3.5            The management of health and safety in the school is excellent.  Effective policies and risk assessments are in place and are reviewed annually.  Care is taken to eliminate risks as far as possible both within the school and on trips at home and abroad.  Regular fire practices are held, good records are kept and any identified problems are rapidly investigated and resolved.  The school ensures that all building work meets the necessary standards and fulfils the requirements of the Disability Discrimination Act.

3.6            The school’s medical arrangements are outstanding.  The recently refurbished, spacious and well-appointed medical centre is staffed 24 hours a day by a team of nurses and doctors, supported by a counsellor and a physiotherapist.  Records of accidents and incidents are very well kept.  Communication with parents and staff about unwell pupils is excellent.  Many staff are qualified first-aiders and their training is kept up-to-date.  The school is rightly proud of its Healthy Schools Award gained as a result of the outstanding quality and variety of food and the creativity of the catering team.  Pupils appreciate the wide choice of fresh food available and their representatives on the food committee ensure that their opinions are heard.

3.7            The school meets the regulatory requirements for the welfare, health and safety of pupils [Standard 3].

The Quality of Links with Parents and the Community

3.8            The school’s links with parents and the wider community are good.  The vast majority of parents who responded to the pre-inspection questionnaire are very satisfied with the education and support provided for their children and the information which they receive from the school.

3.9            The school provides good opportunities for parents to be involved in the life of the school.  Parents are encouraged to attend concerts and plays, annual charity events such as the Nepal Fair, and to support their children in a wide range of sporting activities.  The head’s termly letter, the Bryanston newsletter and the school website keep parents up to date with events.  All parents are automatically members of an active Parents’ Association and join the Bryanston Society.

3.10         Parents receive detailed reports each term on their children’s progress and achievements together with their three-weekly charts.  The formal reports include constructive comments from subject staff, tutors and housemasters or housemistresses on all aspects of school life.  In addition parents’ meetings are held for each year group annually, providing a useful opportunity to discuss pupils’ progress.  Parents also often raise informal issues by email or telephone with tutors and housemasters or housemistresses.  These are generally dealt with quickly and appropriately.  The school’s formal complaints procedure is in order.  It has not yet been invoked.

3.11         The school has developed some very worthwhile links with the local community through the pioneering programme, involving pupils in activities such as visiting the elderly, helping at primary schools and assisting with riding or swimming for the disabled.  It also opens its facilities, including its playing fields and theatre, to the public.  The school raises considerable amounts of money for charitable causes, for example, through major events in aid of its projects with children in Nepal and Africa.

3.12         The school meets the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 and 7].

The Quality of Boarding Education

3.13         The quality of boarding education is outstanding.  The housemasters and housemistresses are very committed and contribute significantly to this.  The additional support of residents, matrons, and domestic assistants is highly valued and effective.  Day pupils all have allocated beds in houses and many choose to stay overnight regularly.  An extensive and high quality programme of refurbishment of the boarding houses has been undertaken.  The overcrowding in the girls’ dormitories noted in the last report has been resolved.  All the recommendations of the most recent Commission for Social Care Inspections (CSCI) inspection report have been fully met.

3.14         Pupils feel secure and happy and exemplary respect and mutual support were seen between them.  Relationships between the staff and pupils are excellent.  The atmosphere within the houses is very friendly, open and relaxed.  The houses provide a real sense of home and successfully foster positive relationships.

3.15         A wealth of activities occurs every weekday evening.  In addition to organised clubs, societies and musical events, facilities such as the sports centre, art studios and design technology centre are open for the pupils.  The top three year groups also have their own social areas in the main school building.  A wide range of sports and activities is also organised at the weekends.  These are not compulsory but most pupils make good use of the extensive opportunities and facilities.

3.16         The accommodation and resources are excellent in most of the boarding houses.  The remainder are of a high standard and scheduled to be enhanced under the rolling programme of improvements.  Pupils benefit from spacious, well maintained and attractively decorated communal rooms, kitchens, study rooms, bathrooms and bedrooms, some of which are en-suite.  All the houses are covered by the school’s wireless network, enabling pupils to use their laptops, in addition to the extensive provision of desktop computers and printers, for independent study.  The boarding accommodation provides pupils with a very pleasant environment in which to live and work.

4.              THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT

The Quality of Governance

4.1            The school is well governed.  The governing Council’s structure and management arrangements are well defined.  Governors’ meetings are held regularly and minutes are carefully kept.  A suitable range of skills and expertise is represented on the Council and succession planning is well considered.  Governors are committed and work hard in support of the school, recognising clearly their strategic rather than executive role.

4.2            The governors, led by a clear thinking and well informed chairman, are well aware of their legal responsibilities, including child protection.  They receive regular written and oral reports from senior staff on academic, health and safety, facilities, welfare and other matters and review all the school’s policies at appropriate intervals.  The governors are fully involved in financial and educational development planning.  An appropriate range of sub-committees, including finance and general purposes, education, capital projects and marketing, meets regularly at the school.

4.3            The governors are kept well informed about the working of the school not only through the comprehensive reports from staff but also by working alongside staff on sub-committees.  Every two or three years a special staff and governors “think-tank” is established to discuss future strategy.  In addition to attending school events, governors meet with some staff at an annual dinner.

The Quality of Leadership and Management

4.4            The senior management provides clear educational direction and leadership to ensure that the school’s aims are met.  On arrival, the new head set up a series of committees to review and evaluate all areas of school life.  Discussions are under way as to how to respond to their findings.

4.5            The school analyses its performance effectively in a number of ways.  A formal annual departmental review ensures that heads of departments evaluate their public examination results and analyse carefully the data on pupil performance.  Teaching and learning are monitored through lesson observations as part of the three-yearly appraisal process and less formally at other times.  After the last ISI inspection a school improvement plan was established; this is now nearing the end of its initial five year cycle but will continue as a useful improvement tool.  It has clear targets, references to necessary resources and an evaluation section, but no financial data.  It links well to individual departmental development plans, which are appropriate for their purpose and are reviewed annually.  A new overarching ten year strategic development plan is currently being formulated and discussed with staff and governors.

4.6            Since the last inspection, generic or individual job descriptions have been agreed for all staff roles in the school.  Senior staff have individual job descriptions and most of these are detailed and appropriate, the remainder are being reviewed as part of the appraisal process, and updated and developed where necessary.

4.7            Great care has been taken to ensure that all appropriate recruitment procedures are in place and all necessary checks are made.  Policies and procedures in this area are clear and record keeping is thorough.  Induction procedures for new staff and for newly qualified teachers are of high quality and records are well kept.  Continuing professional development for both teaching and non-teaching staff is well managed overall and monitored and recorded effectively.  Very useful staff training days are held in school and financial support for attendance at appropriate external courses is provided.  Some heads of departments are more active than others in identifying suitable training opportunities for teaching staff.  The ICT training provided within the school is of high quality and valued by the staff.  The recommendation of the last inspection report concerning appraisal has been fully met: well thought out schemes are in place for both teaching and non-teaching staff.

4.8            The school’s non-teaching staff are very well managed and they make a major contribution to the Bryanston community and the fulfilment of its aims.  They are well known to staff and pupils and highly valued by them.  The school’s administration is efficient and well organised.  Communication systems are good and include a very well developed ICT network which assists staff in carrying out their roles effectively.

4.9            The school’s financial management is strong; resources are well managed and the budget process is well understood by staff.

4.10         The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].

4.11         The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.

5.              CONCLUSIONS AND NEXT STEPS

Overall Conclusions

5.1            Bryanston is a strong community with care for the individual at its heart.  A profound sense of trust pervades the school.  The school succeeds in its aim of providing a broad educational experience while developing pupils’ individual talents.  The very committed and hard-working staff contribute significantly to this.  Pupils achieve well, gaining good understanding and knowledge of the subjects they study and reaching high standards in extra-curricular activities, especially in the creative arts, sports and practical activities.  Pupils of all ages are articulate and confident speakers who can reason and argue cogently and think for themselves.  In many lessons they engage well in discussion, but in some they lose concentration quickly and become less attentive.  By the time that they leave the school they have become confident independent learners, successfully fulfilling the aim of the modified Dalton Plan.  The pupils are secure in their own identities and develop genuine self-knowledge and self-esteem.  The teaching of individual pupils or small groups in correction periods is often outstanding and enables them to recognise their strengths and weaknesses and to develop their understanding.  Relationships are excellent.  Staff provide an outstanding level of pastoral care.  Excellent arrangements exist to promote and protect the pupils’ welfare, health and safety.  Parents are very satisfied with the education, support and information provided by the school.  The quality of boarding education is outstanding.  The school is well governed and the senior management provides clear educational direction and leadership to ensure that the school’s aims are met.

5.2            The school has made a number of improvements since the last inspection.  An extensive and high quality programme of refurbishment of the boarding houses has been undertaken.  A new science and mathematics centre is about to open.  All the minor health and safety issues raised at the time of the last inspection have been resolved.  Pupils’ note-taking and independent study skills have improved, but need to be encouraged still further in some subjects.  A rather too casual atmosphere still exists in some lessons and a clearer insistence on pupils’ attention and engagement would aid their learning.  Much ICT equipment has been installed since the last inspection and teachers in a number of subjects use this confidently and effectively.  Very good in-house training is provided for individual teachers and departments, but the sharing of expertise across departments is under-developed.  The quality and frequency of formal marking remains variable between subjects; written correction of individual assignments does not always follow the school’s guidelines.  Much effort has been made to ensure that nationally standardised data about pupils’ achievements and progress are being more widely shared and more effectively used.  A useful school improvement plan has been established and is regularly monitored and evaluated; an overarching strategic plan is being developed.  Job descriptions for all staff are now in place and appropriate appraisal schemes are in place for both teaching and non-teaching staff.  The senior management has carried out a thorough self-evaluation of the school and has a clear understanding of its strengths and the areas where improvements are needed.

5.3            The school meets all the regulatory requirements.

Next Steps

5.4            The school has no major weaknesses, but in order to improve its educational provision further it should do the following.

1.       Ensure that good practice in teaching and learning is shared more widely throughout the school by:

·          establishing a programme of more frequent and focused lesson observations within and across departments;

·          providing opportunities to observe lessons which have clearly identified objectives, sustained pace and in which pupils are engaged throughout in active learning;

·          providing opportunities across departments to observe good practice in the use of ICT as a teaching aid.

5.5            No action in respect of regulatory requirements is required.

6.              summary of inspection evidence

6.1            The inspection was carried out from 5th to 8th February 2007.  The inspect