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INSPECTION REPORT ON |
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Caterham Preparatory School |
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Full Name of the School |
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DfES Number |
936/6567 |
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Registered Charity Number |
1050847 |
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Address |
Harestone
Valley Road, Caterham, Surrey CR3 6YB. |
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Telephone Number |
01883
342097 |
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Fax Number |
01883
341230 |
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Email Address |
enquiries@caterhamschool.co.uk |
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Headmaster |
Mr
H W G Tuckett |
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Chairman of Governors |
Mr
W Broadhead |
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3
to 11 years |
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Gender |
Co-educational |
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Inspection Dates |
4th
- 7th June 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.
1.1
1.2 The principal aims of the school are to:
· develop the academic potential of each child, successfully and enjoyably;
· foster mature, caring behaviour and high standards;
· develop talents and skills whether physical, artistic, technical or social;
· nurture in each boy and girl the growth of religious faith and understanding.
1.3 Numbers have not changed significantly since the last inspection. There are 275 pupils in school at present: 30 boys and 18 girls in the Nursery and Reception year groups, the Foundation Stage; 40 boys and 33 girls in Years 1 and 2; 91 boys and 63 girls in Years 3 to 6. The ratio of boys to girls is approximately 3 to 2. The pre-preparatory department consists of the Nursery to Year 2; the preparatory department consists of Year 3 to Year 6.
1.4
Virtually all pupils are
British and have English as their principal language; a small proportion of
pupils come from different ethnic backgrounds.
Only a few pupils have English as an additional language (EAL). Two pupils have statements of special
educational needs. Pupils are offered
support in school for their English or for other mild learning difficulties or
physical disabilities. A small
proportion of pupils are identified as requiring learning support. At present, if a need arises, a pupil may
board occasionally in the junior house of
1.5 Most pupils join the school in the Nursery or Reception Years; additional pupils may enter older classes from time to time. There is no formal assessment for entry to the Nursery, although children’s progress is monitored closely throughout the year and progression into Reception is not guaranteed. After this point, the school is academically selective. All prospective pupils are assessed in English and mathematics before entry; an important criterion for acceptance is that a pupil will be able to develop and prosper in the academic and social environment of the school.
1.6 The range of academic ability is relatively wide; the average ability of current pupils is well above the national average. If pupils are performing in line with their abilities, their results will be well above the national average for all maintained primary schools.
1.7 At the end of Year 6, most pupils transfer to the senior school, while a few may move to local independent day and boarding schools. Pupils mostly come from families with business or professional backgrounds and their homes are within a radius of 20 miles from the school.
1.8 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1 The educational experience offered successfully encompasses all of the school’s declared aims. The previous inspection report of May 2001 stated that the ethos of the school was good and reflected a commitment to establishing a warm, friendly environment, high academic standards and good relationships. The Office for Standards in Education (Ofsted) report of September 2006 stated that the quality of nursery education was outstanding. Today, the strength of the school lies in the excellent start given to pupils in the Foundation Stage and the subsequent fulfilment of every pupil’s academic potential as they proceed through the school. This is confirmed by comments made in discussions with pupils, parents and staff and in scrutiny of pupils’ work and lesson observations. High academic standards have been maintained and the school provides a caring, nurturing environment with the high quality of its pastoral care and very supportive ethos. The growth of religious faith and spiritual awareness in a wider sense is quietly encouraged and the curriculum is planned to develop abilities, talents and skills over a wide spectrum. Parents were virtually unanimous that the school provides an appropriate range of subjects in the curriculum and a good range of extra-curricular subjects. Pupils were also enthusiastic about the range of activities; they had “an eclectic choice” according to one appreciative pupil.
2.2 A broad and balanced curriculum is in place, which includes French with a specialist teacher from Reception onwards. Pupils are given very good opportunities to develop their linguistic, speaking and listening skills, particularly in French and literacy work from the Nursery onwards. Scientific, mathematical and numeracy skills are also well developed throughout the age groups. Considerable investment has been made in information and communication technology (ICT) facilities and pupils benefit from the interactive whiteboards in use across the school. They have very good opportunities to develop their skills in ICT lessons. However, overall, technological development is less rapid; other curriculum areas find that access to ICT resources is restricted at times, and design and technology is not yet well advanced as a subject. History, geography, religious education and personal, social, health and citizenship education all contribute significantly to successful human and social development while work in physical education (PE) and in art makes an outstanding contribution to physical, aesthetic and creative development.
2.3 A significant number of pupils benefit from a worthwhile range of extra-curricular activities, particularly in the preparatory department. Well over 30 varied activities, including Irish dancing, are offered by enthusiastic staff; the most popular are repeated for different age groups; some, such as rugby and hockey, are spring term activities while others, such as water sports and athletics, are summer term options. The quality of this provision is enhanced by the use of peripatetic staff, in the strings groups, for example, where free tuition is given in Year 3, and by the wise deployment of specialist sports coaches.
2.4
Pupils are enthusiastically
involved in a range of fund-raising activities and events; they choose two
charities to support each term. The
out-of-school visits programme supports the enrichment of the curriculum. For example, the Reception classes were
elated by their farm visit during the inspection because they had seen and
learned so much, and Year 6 pupils had enjoyed and benefited from their
residential visit to
2.5 A wide range of guest speakers are invited to assemblies each week to support the broader aims of the curriculum. This adds to both the spiritual and community dimension of the pupils’ education.
2.6 Pupils across the school have very good preparation for their transition to the next phase of their education. At each stage, they gain positive advantage from the shared access to buildings and facilities and to specialist staff. Pupils in Years 1 and 2 may use the preparatory department facilities for art, music and ICT lessons, and all pupils may have PE lessons in the senior school sports hall and swimming pool. Pupils benefit from these good links and the sharing of information between staff from stage to stage. Teachers from the science department in the senior school give special lessons in the senior laboratories during the summer term, to the delight of Year 1. Pupils from the preparatory school have the opportunity to play in the string ensemble with senior school pupils. The PE department places an excellent emphasis on the importance of pupils learning to enjoy games as a lifetime skill; athletics lessons link the teaching and learning to national and international events such as the London Marathon and the Olympic Games.
2.7 The curriculum is well planned overall and schemes of work indicate that planning within most subjects is efficient and effective; in addition, links with the curriculum in the senior school are increasingly taken into consideration. All pupils are given every encouragement and opportunity in each area of the curriculum, particularly those in the pre-preparatory department where they are very well supported in their individual learning and progress, and have specialist teaching in music, French and games. The introduction of a scheme for teaching phonics and grammar at an early age has also been successful. In the preparatory department, an increase in the time allotted to PE and games has been very beneficial.
2.8 Very effective provision is made for pupils with special educational needs, learning difficulties or disabilities; they are well integrated into lessons. The special educational needs co-ordinator has worked hard to develop and implement a rigorous policy for learning support throughout the school, based on records of concern noted by staff. Extremely careful consideration is given to provision for those pupils who have very specific needs; individual educational plans and regular reviews are correctly and efficiently prepared and implemented. Advances in technology are used to excellent effect. The policy for gifted and talented pupils has been prepared and, although it is not yet fully implemented, staff are very aware of pupils who have been identified as having special abilities and they are given more challenging work. Pupils with English as an additional language are given very good personalised support when this is necessary.
2.9 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.10 In each of their subjects and extra-curricular activities, almost all pupils acquire a very thorough grounding of knowledge, skills and understanding which they learn to apply well. Their academic achievements, critical skills, creative abilities, learning and study skills are of a high standard, in fulfilment of the first aim of the school. The strengths of literacy and numeracy noted in the last inspection continue to be positive aspects of the curriculum. Pupils in general continue to attain, in relation to their age and ability, the high levels of achievement which were mentioned in the previous report. The Ofsted report of September 2006 stated that standards of nursery education were outstanding and these very high standards have been maintained throughout the Foundation Stage. Pupils in Years 1 and 2 are making very good progress and in the Foundation Stage progress in all their areas of learning is rapid.
2.11 No significant differences are apparent in the relative attainment of different groups of pupils in subjects or curriculum areas across the school.
2.12 A recent analysis of results of standardised measures of progress indicates that the school is enabling pupils to achieve good progress from Year 2 to Year 6. Over the three years from 2004 to 2006, pupils’ attainment in national tests at age eleven in mathematics, English and science was far above the national average in maintained primary schools. The results were in the top five per cent of all maintained primary school results; this is higher than the good results which would be expected for the range of ability in the school, and confirms that school is enabling pupils to make more rapid progress and achieve more highly than indicated by earlier test results.
2.13 The school’s achievements in music and sport are a credit to the determination and skill of the pupils and also reflect the strengths of the teaching in those areas. Pupils have excelled in chess competitions, even against the senior school, and 40 per cent of pupils in Year 6 have achieved competitive academic scholarships to the senior school.
2.14 All pupils are given the opportunity to develop a strong foundation of the skills and attitudes necessary for work and study. Parents were almost unanimous in agreement that their children developed essential skills and attitudes which enabled them to make progress. Pupils with particular needs are under regular review to ensure that their progress is maintained. A high percentage of pupils considered that their work was interesting and even more said they were encouraged to do things for themselves in response to the pre-inspection questionnaire, and in discussions with the inspectors. The quality of learning in most lessons is high. Pupils were absorbed in their work and responsive to their teachers.
2.15 Pupils are articulate and able to use a wide range of writing styles to communicate their ideas. In a few subjects, however, over-reliance upon worksheets does hinder the development of pupils’ extended writing. In the Nursery, children speak with confidence because they are expected to give short presentations to their class and to answer questions from the floor, literally. A Year 4 English class made very perceptive observations in a lesson on language used in advertising; they had group discussions, after which a spokesman gave an outline of the group’s views to the whole class. A love of reading is encouraged from an early age; the pre-preparatory department has a most attractive and appropriately decorated library and there is much co-operation and communication with parents through the reading diaries.
2.16 Pupils apply mathematical skills to excellent effect in many subject areas. From the pre-preparatory stage onwards, they learn to enjoy challenges and investigations, as in a Year 1 class exploring fractions in carefully chosen groups; the higher-ability pupils were given more open-ended investigations. The use of ICT has enhanced the quality of pupils’ work in a range of subjects; Year 6 used their computers competently in a French lesson in the ICT suite. Year 2 pupils showed good reasoning skills as they discussed their science experiments and they had also made very good attempts at writing up their investigations.
2.17 During interviews with pupils and in lesson observations, it was clear that pupils could discuss and reason very cogently for their age. Opportunities for independent work are provided in many subject areas; as a result pupils have well-developed research and organisational skills. The librarian works closely with the English department, in particular, to encourage the use of the library, which also has computers for internet research. Pupils enjoy working together and learn much about teamwork in games and PE lessons.
2.18 Pupils work effectively in a positive manner; they show great determination to achieve their best, even when the teaching is not highly motivational. They are fully engaged in their learning and determined to complete work that is set; their perseverance shines through and they achieve high standards as a result.
Spiritual, Moral, Social and Cultural Development of Pupils
2.19 Pupils have a well-developed awareness of the place of spiritual, moral, social and cultural issues in their lives. In keeping with the aims of the school, they are given good opportunities to develop their knowledge and understanding of the Christian faith. They display a genuine curiosity and interest in different cultures, in community values, and in principles and beliefs, including those of other faiths. Parents were unanimous in their agreement that the school promotes worthwhile attitudes and views and almost all agreed that the school achieves high standards of behaviour. The responses and comments of the pupils were favourable too. As at the time of the previous inspection, the young people who leave in Year 6 are well on their way to becoming confident, personable citizens. The personal, social, health and citizenship education programme has been improved and there has been an increased focus on the philosophy behind the Every Child Matters agenda.
2.20
In the preparatory department,
although opportunities are not always fully taken for pupils to explore their
own spirituality and that of others, the school enables them to develop a strong
sense of well-being and self-worth.
Pupils respond well in assemblies and sing hymns with sincerity and
enthusiasm. On one morning, they
listened intently, and with enjoyment, to a recording of
2.21 Pupils understand the need for rules and guidelines and the difference between right and wrong. They have an innate sense of justice and an ability to see both sides of an issue; they realise that there must be rules, for example in the playground, but wish them to be fair, and fairly enforced by those in charge. Pupils listened intently during an assembly on the theme of honesty. They applaud sincerely those who receive badges and awards in assemblies. They interact well with each other and have a real sense of compassion towards their peers. Whatever their needs or abilities, the pupils are willing to express their views and feelings in a wide range of situations. They respect each other very well and they have a well-developed set of values which they use successfully in applying the school's code of conduct in everyday life.
2.22 Pupils speak highly of the part that they play in the life of the school; they have a real enthusiasm for the opportunities and responsibilities they are given. Those in the older year groups exude a quiet confidence, and they are fully aware of the needs of others and their responsibility for those who are younger. They are very helpful and caring towards the younger age groups. In addition, they are given good opportunities to develop their knowledge of the wider community. For example, in Year 6 opportunities are given for pupils to take part in the Surrey Junior Citizenship Scheme and they visit the Houses of Parliament, as well as the National Gallery. The relatively new School Council is contributing successfully to the pupils’ moral and social development.
2.23 With their love of literature, music and art, pupils have a deep appreciation of the culture of this country. To the extent which is possible within the school community, they also learn to identify with others, whatever their cultural background, and to empathise with and respect people from other cultural traditions.
2.24 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.25 The quality of teaching is mostly good; several instances of outstanding teaching were seen. These were balanced by lessons which were competently taught but in which pupils were not sufficiently motivated and challenged. Parents and pupils were almost unanimous in their praise for the quality of the teaching. This contributes significantly to the fulfilment of the aims of the school to develop the academic potential and the other talents and skills of pupils in their care. The previous report praised the quality of the teaching and resources but commented on inadequacies in assessment procedures and inconsistencies in marking. Much attention has been given to the improvement of assessment and marking and much good practice has been established. The recent Ofsted nursery report commented very favourably on the teaching in the Foundation Stage. On the whole, effective teaching standards have been maintained. Greater emphasis has been placed on the use of subject specialists, variation in teaching and learning styles and the importance of thinking skills, and resources such as interactive whiteboards and upgraded ICT facilities have been introduced.
2.26 Teaching enables pupils of all abilities to acquire new knowledge successfully and to make very good progress according to their ability. Pupils with special educational needs, learning difficulties and disabilities, or English as an additional language are especially well supported and encouraged. Pupils are enabled to increase their understanding and develop their skills very effectively.
2.27 Gifted and talented pupils are challenged particularly well in mathematics, though the school recognises that these pupils would benefit from further thought-provoking opportunities across the curriculum.
2.28 Teaching encourages pupils to take a great interest in their work and to make a real effort in intellectual, physical and creative tasks. Some excellent work in the Year 6 Antarctica project reflects the pupils’ considerable ability to think and learn for themselves. In PE lessons, pupils are expected to concentrate on improving their techniques and to learn by being critical of their own performance and that of others.
2.29 In the best lessons, teaching is very well planned; effective methods and a very good range of suitable activities are used; the pace is often brisk and classroom assistants are used to very good effect. In the Foundation Stage, very good planning and organisation leads to worthwhile and interesting activities and experiences for the children. Where teaching is less effective, there is poorer management of class time and the teaching methods used are less varied. However, this does not diminish pupils’ desire to learn. Particular characteristics of the teaching at the school are the enthusiasm of the staff and their caring support for each pupil in the learning process. Classroom assistants are very well briefed and also make an important contribution to teaching and learning.
2.30 The particular choice of teaching methods and learning activities in the best lessons shows the teachers’ excellent understanding of the aptitudes, needs and prior attainments of pupils. In less successful lessons, pupils’ aptitudes, needs or prior attainments are less well judged.
2.31 The teaching generally demonstrates teachers’ thorough knowledge and understanding of the subject matter being taught. Teachers know their subject matter well enough to recognise common problems in the learning process, and the best teachers are constantly striving to present the subject matter in fresh and exciting ways to enthuse young learners.
2.32 Teaching is supported by two well-stocked libraries and a very good quantity and range of excellent resources, and makes very effective use of them. The new interactive whiteboards are particularly effectively used.
2.33 The school is well resourced with a plentiful supply of textbooks, reading books and workbooks, as well as resources for practical learning activities in Years 1 and 2 and in the Foundation Stage. Pupils enthused about a Year 6 English topic where a video was shown, very effectively, in short sections to enable comparison with their reading book.
2.34 Information and communication technology resources are effectively used in ICT lessons and are now being increasingly used in other subject areas. Teaching and learning are enhanced by the excellent ICT resources, but such is the demand, some subject staff have difficulty gaining access to the ICT rooms.
2.35 Pupils’ work is regularly marked and, in some subjects, there is the good practice of key pieces of work being thoroughly marked and assessed. Encouraging and helpful comments were seen in English books and examples of thorough marking and setting targets were noted in French, geography and mathematics. Assessment of achievement and progress is a particular strength of the Foundation Stage and Years 1 and 2. A variety of different methods of assessment has been introduced over recent years but not widely used to improve the planning of tasks matched to the different abilities of the pupils. Now the necessity to identify the most valuable methods and ensure that results are being used to the best advantage of teachers and pupils is recognised as a priority.
2.36 In some departments, such as PE and games, staff are reviewing existing practice critically and re-designing their assessment systems. Where the results of formal and informal assessments are thoughtfully used, as in English, to plan teaching appropriate to the needs of the pupils, this enables very good progress to be made.
2.37 A monitoring system to ensure more consistent teaching and assessment is gradually being introduced to further improve pupils’ progress and provide better opportunities to identify priorities for teachers’ professional development.
2.38 The teaching encourages mature, responsible behaviour. In the best lessons, good pace and a variety of activities retain the interest of pupils and promote their good behaviour.
2.39 The school has effective arrangements in place for the evaluation of pupils’ performance. A range of national tests and both school and nationally standardised assessments enables evaluation of pupils’ attainment and progress; parents are subsequently informed of their children’s strengths and areas for improvement.
2.40 The school meets the regulatory requirements for teaching [Standard 1].
3. THE QUALITY OF CARE AND RELATIONSHIPS
The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
3.1 The high level of pastoral care which the pupils receive at the school radiates through and benefits all aspects of school life, leading to very positive, trusting relationships. Very careful attention is given to matters concerning the welfare, health and safety of the pupils and staff at all levels take these responsibilities very seriously. The previous report criticised a lack of consistency in the tutorial system and insufficient focus on the welfare, health and safety needs of the preparatory school pupils. Significant improvements have been implemented: well-planned pastoral arrangements are in secure, committed hands and the Health and Safety Committee has given increased and serious attention to the needs of the preparatory school. In their replies to pre-inspection questionnaires, parents and pupils mentioned a few worries about unkindness and difficult behaviour, but on the whole they were overwhelmingly happy with the support and guidance offered by the school and the good behaviour which abounds. There was total agreement that the school promoted worthwhile attitudes and views. The previous report referred to food of excellent quality, but a number of comments indicated that this is an area of concern to present pupils and parents.
3.2 The staff provide very effective support and guidance for pupils who value the assistance which they receive from their teachers. Form tutors know their pupils well and good opportunities are in place for teachers to communicate with parents, and each other, in relation to any concerns. The senior management team has a very good overview of the needs of all children in its care. Very effective pastoral arrangements are in place; staff briefings are used to highlight the needs of specific pupils, and staff throughout the school are made fully aware of any discussions that take place. A records system enables any worries or concerns about a particular pupil to be highlighted and attended to promptly. Excellent pastoral arrangements have also been made in the junior house of the senior school for pupils who may need to board on an occasional but regular basis.
3.3 The quality of relationships between staff and pupils and between pupils themselves is excellent, whether in the classroom or in clubs and activities. Pupils have a strong sense of community. They value and respect each other in lessons and also around the school; they are very aware of each other’s needs and show understanding of each other’s problems. For example, in a Year 5 cricket game there was an excellent rapport amongst the pupils; they were genuine team players, supporting and encouraging each other.
3.4 Excellent behaviour in and around the school reflects well on the manner in which the school’s aims and values are promoted amongst its pupils. In a Year 5 mathematics lesson, the pupils were so absorbed in their learning they did not want the lesson to end.
3.5 A thorough and detailed anti-bullying policy gives guidance when problems and incidents arise; incidences are rare but nonetheless upsetting for all concerned and the school recognises this. Pupils know and understand the procedures which are in place if they need help and support from staff.
3.6 Pupils also know and understand the way in which any other type of unacceptable behaviour will be dealt with, and there is little evidence of such problems occurring to any great extent in the school. Pupils are extraordinarily mature in the way in which they try to understand and help on the few occasions when one of their number is not as co-operative as would be expected.
3.7 Staff are well briefed about child protection procedures and the headmaster has a thorough knowledge and overview of child protection matters. A programme of regular training is in place at all levels and attendance is recorded. Exceptionally detailed and thorough assessments of risk have taken place throughout the school. Staff are well informed about the nature of these assessments. Measures taken to ensure fire safety are comprehensive and their statutory compliance has been professionally checked. Premises, resources and equipment are all well maintained and checked and careful consideration is given to the needs of those with difficulties or disabilities. Admissions and attendance registers are appropriate and attendance is very good.
3.8 The provision of first-aid in the school is very good. Staff are suitably qualified and they have access to good medical provision in the senior school. Incident books are well used, kept up-to-date and scrutinised regularly. Staff know how to use them and parents are efficiently informed of any accident that their child has at school.
3.9 The quality and quantity of food in the dining room was criticised by a significant number of parents and pupils in the pre-inspection questionnaires. However, a new catering manager has made serious efforts to help the situation; by the time of the inspection, the team were informed that standards were steadily improving. Definite efforts are being made to introduce healthy options such as fruit and yoghurt and the use of fresh food from local suppliers. However, pupils have active and busy days and they also love their traditional puddings, with custard. Parents are able to choose on a termly basis whether their children should have biscuits or fruit at morning break. At present, the school does not offer other alternative snack options which would further aid its promotion of a healthy diet in line with current guidelines. In the pre-preparatory department, morning snack time is a pleasant interlude with music playing as the children have their milk and fruit or biscuits. Many activities take place during the lunch break and pupils are able to come to the dining room at the point which suits their timetable best; mealtimes are happy and relaxed occasions with staff and pupils mingling together.
3.10 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
3.11 The quality of links with parents and the community is very good. In their replies to the pre-inspection questionnaire, parents were less critical than at the time of the previous inspection and are generally very well satisfied with the education and support provided for their children. Parents are made very welcome in the school, and are very appreciative of the social events and functions which are organised by the Parents’ Association and which play an important part in the life of the local community. A significant minority of parents indicated concern about the work their children were expected to do at home; however, pupils did not express the same level of concern. The school is considering how it may best help the parents who are worried, and it will reinforce the guidelines it already has in place to ensure that pupils do not spend an excessive amount of time on their homework.
3.12 Parents are kept very well informed of events at school through the message or prep book system, the newsletter and termly calendar. They have excellent opportunities to be involved in activities in the school and in the work and progress of their children. They appear very much at home as they walk between the different sections of the school to collect their children. Opportunities for involvement have increased, with more concerts, performances and matches, and better contact via email, the message books and the Parents’ Association notice board.
3.13 The parent form-representative system has significantly increased contact with the school and between parents, both because of its formal structure and because the crèches which it organises enable parents to support school events.
3.14 The Suggestions Committee is an excellent forum for parents if they wish to raise any concerns. Difficult problems have been solved creatively. Good opportunities are offered to parents to learn how best to support their child's learning. Pre-preparatory parents are invited to attend a meeting about the teaching of reading. The recent evening for new parents, which was attended by a member of the inspection team, was very well organised and helpful; the school’s policy on homework was clearly explained. Parents are very supportive of matches and concerts and very enthusiastic about the strength of the links between home and school.
3.15 Parents are provided with excellent information about the school and they receive clear and useful reports about their children's work and progress.
3.16 The school handles the concerns of parents very sensitively and with care. The complaints procedure is very clear and comprehensive. Teachers are very approachable and responsive to messages from parents.
3.17 The school promotes as many positive links with the wider community as possible. Since the last inspection, it has improved links with various local churches and it regularly invites visiting speakers, often from the locality, to speak in assemblies or to class groups.
3.18 The Christmas Fair has stalls from the local community. The grandparents' afternoon and the Teddy Bears’ Picnic for local children are very popular, well-attended events. Various local and international good causes are supported, and pupils show a real enthusiasm for fund-raising for charities. They raised such a significant amount for Mencap that they won the national prize – a visit to the school by two stars of the Harry Potter films.
3.19 The links with the senior school are strong, with regular contact between senior school staff and preparatory school pupils. A very high percentage of pupils in both schools are siblings. The school is keen to improve even further the links with the senior school and the local community.
3.20 The school meets the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 and 7].
The Quality of Boarding Education
3.21 When an occasional need arises, it is possible for a pupil in the older age group in the preparatory school to board in the junior boarding house of the senior school. The experience complements and enhances their academic and all-round education.
3.22 Relationships within the boarding house are very positive and encouraging. The very experienced and well-qualified staff offer a high standard of understanding and supportive care. The quality of accommodation and the resources and opportunities available for sport and leisure activities are excellent.
3.23
Evening and weekend activities
are carefully planned to ensure that the junior boarders relax and enjoy
activities in their boarding house and beyond.
Many activities, some based in the sports centre, and others such as art
and craft, cookery, treasure hunts and quiz evenings in the homely and friendly
atmosphere of the house, are offered after supper. At weekends, the sports centre is open and
special activities are arranged. On some
Sundays, there are outings, announced well in advance, to places of interest
nearby and slightly further afield in Guildford and
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1
The quality of governance is
high. The board of governors, which also
serves the senior school, is traditionally selected from the professional,
business and financial fields, with representation from the Church and the
academic world. The appointment system
is complicated because the constitution requires that about half the number of
governors are trustees, some of whom are nominated by the United Church Schools
Trust, others are elected by the
4.2 Overall, members of the governing body, many of whom have strong links with the school, are very appropriately experienced and qualified. They accept the commitment involved in their appointment and, through the structure of four committees, make an important contribution to the success of the school and the fulfilment of its aims. The four committees are Finance and General Purpose, Strategic Planning, Investments, and the Preparatory School. Governors have participated in a variety of training over the last three years.
4.3 One governor is appointed with special responsibility for the preparatory school and takes the chair at its committee meetings. The minutes of governors’ meetings indicate that they are kept well informed about the preparatory school and have a very effective oversight. They are aware of the importance of the preparatory school and its needs, and committed to its continued educational development and further extension of its classrooms and facilities. Relevant elements in the development plan are well in hand.
4.4 Wise financial management overall has ensured pleasant facilities for teaching and learning, good staffing levels and generous resources, all of which support the very good quality of education which is expected and provided. When substantial expenditure is authorized and incurred, governors follow up appropriately to ensure the outlay has been justified.
4.5 The headmaster and senior staff feel well supported by the chairman, the chairmen of committees and their designated governor. The chairman works very closely with the headmasters, the bursar and the estates manager. In addition to formal occasions and presentations, governors visit the school regularly, particularly the designated member, and their interest and involvement enable the community of governors and staff to work beneficially together. Governors are involved in the very rigorous selection procedures for senior staff and in on-going support. Pupils, parents and staff are appreciative of the extensive well-kept grounds and playing fields, the well-maintained buildings and facilities and the efficient administration of the school’s affairs.
4.6 &